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Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
EDUC 409
MEDICION, VALORACION Y EVALUACION DEL PROCESO EDUCATIVO
MEASUREMENT, ASSESSMENT AND EVALUATION OF THE
EDUCATIONAL PROCESS
© Sistema Universitario Ana G. Méndez, 2013
Derechos Reservados
© Ana G. Méndez University System, 2013
All rights reserved
October, 2013
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 2
EDUC 409, 10-7-2013
Preparado con la colaboración de:
Nombre Especialista en Preparación de Módulos, Credencial Académica
Prof. Marta Gonzalez-García Ed. S., Especialista en Preparación de Módulos
Jeannette Long, Evaluación de Contenido
Joe Hernández, Diseño de Instrucción
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUIA DE ESTUDIO .....................................................................................................................4
STUDY GUIDE ...........................................................................................................................27
TALLER UNO.............................................................................................................................48
WORKSHOP TWO .....................................................................................................................55
TALLER TRES ...........................................................................................................................62
WORKSHOP FOUR ...................................................................................................................67
TALLER CINCO/WORKSHOP FIVE .......................................................................................72
APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED
INSTRUCTION ...........................................................................................................................78
APPENDIX B - CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL .....................83
APPENDIX C - CLINICAL EXPERIENCE OBSERVATION FEEDBACK FORM ...............95
APPENDIX D THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ............................97
ANEJO E/APPENDIX E RUBRIC TO EVALUATE WRITTEN WORK ..............................105
ANEJO F/APPENDIX F MATRIZ VALORATIVA PARA EVALUAR PRESENTACION
INDIVIDUAL/GRUPAL ORAL ...............................................................................................107
ANEJO G/APPENDIX G INFORMACIÓN ACERCA DEL LABORATORIO DE
IDIOMAS ............................................................................................................................109
APPENDIX H LANGUAGE LAB/E-LAB DOCUMENTATION ...........................................114
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GUIA DE ESTUDIO
Título del Curso: Medición, valoración y evaluación del proceso educativo
Codificación: EDUC 409
Duración: 5 semanas
Prerrequisito: EDUC 171, 172, 173 y cursos de métodos de enseñanza
Descripción:
Estudio de los aspectos esenciales del proceso de evaluación. Estudio de la relación entre los
objetivos, el aprendizaje y la evaluación. Análisis de los principios que rigen la evaluación, de
las técnicas utilizadas, incluyendo la aplicación de métodos estadísticos, y de las
características de los procesos relacionados.
Estudio de los diferentes tipos de pruebas y los últimos conceptos de la evaluación, avalúo e
investigación. Estudio y práctica en la preparación, administración, corrección e
interpretación de las pruebas de aprovechamiento. Análisis del uso de las pruebas y otros
instrumentos de evaluación cuantitativa y cualitativa que se utilizan para determinar el
aprovechamiento del estudiante.
Objetivos de Contenido Generales
1. Señalar la importancia de la medición y la evaluación en el proceso de
aprendizaje.
2. Establecer la relación entre la evaluación, la medición y el avalúo.
3. Comparar y contrastar diferentes tipos de pruebas.
4. Redactar objetivos de aprendizaje y establecerá la relación que existe entre
éstos y la evaluación.
5. Describir, analizar y elaborar distintos tipos de pruebas.
6. Preparar planillas de especificaciones y distintos tipos de ítems.
7. Tabular los resultados de una prueba y procesará los resultados.
8. Analizar los ítems de la prueba calculando índices de discriminación y de
dificultad.
9. Calcular medidas estadísticas de tendencia central y variabilidad aplicables a la
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medición e indicará la importancia de estas.
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10. Aplicar los diferentes tipos de curvas para pruebas de aprovechamiento y pruebas de
criterio.
11. Definir los conceptos validez y confiabilidad, explicará su importancia en el proceso de
evaluación.
12. Estudiar diferentes técnicas de avalúo y su aplicabilidad en el salón de clases.
13. Reconocer y valorar aspectos éticos de la evaluación del aprendizaje.
Competencias profesionales Al finalizar el curso los estudiantes demostrarán su:
1. Conocimiento sobre la importancia de la evaluación y la medición en el proceso
educativo.
2. Habilidad para relacionar diversos tipos de evaluación. Conocimiento
de los principios y la función de la evaluación. Capacidad para
diferenciar entre medición y evaluación.
3. Capacidad para establecer similitudes y diferencias entre distintos tipos de
pruebas.
4. Conocimiento de las etapas en la planificación, construcción y ensamblaje de pruebas.
5. Conocimiento de las características, instrumentos y usos de diversas técnicas de
evaluación.
6. Conocimiento para analizar pruebas escritas a través del análisis de ítems, validez y
confiabilidad.
7. Habilidad para interpretar medidas estadísticas de tendencia central y variabilidad.
8. Habilidad para utilizar con propiedad diversos tipos de calificación.
9. Habilidad para relacionar los resultados de una prueba con los propósitos de la
misma.
10. Conocimiento de los aspectos éticos de la medición y la evaluación. 11. Similitudes y diferencias entre distintos tipos de
pruebas.
12. Conocimiento de las etapas en la planificación, construcción y ensamblaje de
pruebas.
13. Conocimiento de las características, instrumentos y usos de diversas técnicas de
evaluación.
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14. Conocimiento para analizar pruebas escritas a través del análisis de ítems, validez y
confiabilidad.
15. Habilidad para interpretar medidas estadísticas de tendencia central y variabilidad.
16. Habilidad para utilizar con propiedad diversos tipos de calificación.
17. Habilidad para relacionar los resultados de una prueba con los propósitos de la
misma.
18. Conocimiento de los aspectos éticos de la medición y la evaluación.
Objetivos generales de lenguaje
Al finalizar el curso, el estudiante será capaz de:
Escuchar: Comprender discursos orales reconociendo sus diferentes finalidades y las
situaciones de comunicación en que se producen; compartir, comparar y desarrollar
ideas nuevas acerca de medición, valoración y evaluación del proceso educativo de
manera colaborativa; lograr aprendizajes significativos sustentados en la experiencia
y en temas motivadores; responder a estímulos auditivos tales como videos,
presentaciones audiovisuales y actividades interactivas.
Hablar: Expresarse oralmente en inglés y/o en español con coherencia y corrección
de acuerdo con las diferentes finalidades y situaciones comunicativas y adoptando un
estilo expresivo propio; analizar, opinar y comunicar oralmente puntos de vistas e
ideas; desarrollar habilidades y competencias que lo capaciten para su trabajo escolar,
vida laboral y vida cotidiana; utilizar la lengua para adquirir conocimientos nuevos
acerca de medición, valoración y evaluación del proceso educativo y para aprender
a utilizar técnicas sencillas de manejo de la información mediante los medios
tradicionales y la tecnología informática.
Leer: Investigar, analizar, resumir, parafrasear y comprender en inglés y/o en español
la información recogida en los diversos medios de información sobre el tema de
medición, valoración y evaluación del proceso educativo; desarrollar actitudes
críticas ante los mensajes de los medios, valorando la importancia de sus
manifestaciones; beneficiarse autónomamente de la lectura como forma de
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comunicación y como fuente de enriquecimiento cultural.
Escribir: Interpretar y producir textos en inglés y/o en español desde una postura
personal crítica y creativa, con una correcta ortografía y con la coherencia y el énfasis
que se requiere para una comunicación clara y efectiva; utilizar la escritura como
forma de comunicación y para proveer información relacionada con la medición,
valoración y evaluación del proceso educativo.
Common Core State Standards:
English Language Arts
http://www.fldoe.org/schools/pdf/CommonCoreELAJuly2010.pdf
Mathematics
http://www.fldoe.org/schools/pdf/MathematicsCCSSJuly2010.pdf
Florida Educator Accomplished Practices:
http://www.fldoe.org/profdev/FEAPs/
Common Core Standards
English Language Arts Standards » Anchor Standards » College and Career Readiness
Anchor Standards for Reading
Key Ideas and Details
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
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CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas
develop and interact over the course of a text.
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or
stanza) relate to each other and the whole.
CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content
and style of a text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well as in words.1
CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims
in a text, including the validity of the reasoning as well as the relevance and sufficiency
of the evidence.
CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes
or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and
informational texts independently and proficiently.
ELA Appendices
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http://www.corestandards.org/ELA-Literacy/standard-10-range-quality-
complexity/measuring-text-complexity-three-factors
ESOL Performance Standards:
FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGUAGE (ESOL)
PERFORMANCE STANDARDS, SKILLS AND COMPETENCIES
15. Evaluate, select, and employ appropriate instructional materials, media, and
technology for ESOL at elementary, middle, and high school levels.
17. Evaluate, adapt and employ appropriate instructional materials, media, and
technology for ESOL in the content areas at elementary, middle and high school levels.
19. Consider current trends and issues related to the testing of linguistic and culturally
diverse students when using testing instruments and techniques.
20. Administer tests and interpret test results, applying basic measurement concepts.
21. Use formal and alternative methods of assessment/evaluation of LEP/ELL students,
including measurement of language, literacy and academic content metacognition.
ACCOMPLISHED PRACTICE #1 - ASSESSMENT
ACCOMPLISHED: Uses assessment strategies (traditional and alternate)
to assist the continuous development of the learner.
Indicators:
• Diagnoses students' readiness to learn and their individual learning needs
and plans appropriate intervention strategies.
• Uses multiple perspectives to diagnose student behavior problems and
devise solutions.
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• Recognizes students exhibiting potentially disruptive behavior and offers
alternate strategies.
• Assesses individual and group performance to design instruction that
meets students' current needs in the cognitive, social, linguistic, cultural,
emotional, and physical domains.
• Employs performance-based assessment approaches to determine
students' performance of specified outcomes.
• Assists students in maintaining portfolios of individual work and progress
toward performance outcomes.
• Modifies instruction based upon assessed student performance.
• Guides self-assessment by students and assists them in devising personal
plans for reaching the next performance level.
• Maintains observational and anecdotal records to monitor students'
development.
• Selects, administers, and interprets various informal and standardized
instruments for assessing students' academic performance and social
behavior.
• Reviews assessment data about individual students to determine their
entry-level skills, deficiencies, academic and language development
progress, and personal strengths, and to modify instruction-based
assessment.
Reading Competencies
COMPETENCY 3: Foundations of Assessment
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Understands the role of assessments in guiding reading instruction and
instructional decision making for reading progress of struggling readers.
Specific Indicator
Curriculum Study Assignment
3.1 • Describe or recognize appropriate test formats and types
of test items for assessing the major elements of reading growth: phonemic awareness,
phonics, fluency, vocabulary, and reading comprehension
3.2 • Understands the role of assessment in planning
instruction to meet student learning needs
3.3 • Interpret students’ formal and informal test results.
3.4 • Identify measurement concepts and characteristics and uses of norm-referenced and
criterion-referenced tests.
3.5 • Understand the meaning of test reliability and validity,
and describe major types of derived scores from standardized tests .
3.6 • Demonstrate knowledge of the characteristics, administration, and interpretation of
both quantitative and qualitative instructional assessments (to include each of the
following: screening, diagnosis, progress monitoring, and outcome measures).
3.7 • Analyze data to identify trends that indicate adequate progress in student reading
development.
3.8 • Understand how to use data to differentiate instruction 6 (grouping strategies,
intensity of instruction: ii vs. iii)
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3.9 • Understand how to interpret data with application of instruction that matches
students with appropriate level of intensity of intervention (in whole class, small group,
one-to-one), with appropriate curricular materials, and with appropriate
3.10 Identify appropriate criteria for selecting materials to include in portfolios for
monitoring student progress over time.
3.11 Identify interpretive issues that may arise when English language tests are used to
assess reading growth in LEP students
3.12 Identify reading assessment techniques appropriate for diagnosing and monitoring
reading progress of LEP students and students with disabilities in the area of reading.
Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,
Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)
El Laboratorio de Idiomas/E-Lab forman parte integral de la evaluación y las
actividades del curso que el estudiante deberá realizar. La información específica
sobre los recursos del Laboratorio de Idiomas/E-Lab se encuentra en el anejo G.
Es responsabilidad del facilitador integrar el uso del Laboratorio Electrónico/E-
Lab en las asignaciones y actividades del curso. Las horas de práctica en el
Laboratorio de Idiomas/E-Lab deberán ser completadas de acuerdo a estas
especificaciones.
Cada estudiante completará la documentación encontrada en el anejo H y lo
entregará al facilitador como parte de los criterios de evaluación de este curso.
Los estudiantes recibirán un (1) punto por cada hora que cumplan en el
laboratorio hasta un total de no más de cuatro (4) puntos por taller por completar
los ejercicios recomendados. La práctica en el laboratorio de lenguaje y/o e-lab
debe de estar integrada en la sección de actividades del módulo.
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Descripción del Proceso de Evaluación:
Escala
A = 100 -90% B = 89-80 C= 79-70% D = 69-60% % F = 59% ó menos
Descripción de los criterios de Evaluación:
Criterios Puntuación Porcentaje
Participación y Asistencia 100 16%
Presentación Oral 50 8%
Trabajo Escrito 50 8%
Preparación de un examen 50 8%
Examen Final 100 16%
Actividades por taller 100 16%
Portafolio 100 16%
Foros de Discusión 80 12%
630 100%
Participación y Asistencia
• Asistencia a clases
• Dominio de los temas discutidos
• Participación en el trabajo colaborativo
• Destrezas de comunicación verbal adecuadas
• Puntualidad en la entrega de trabajos
Presentación oral y trabajo escrito
• Trabajo de grupo de un tema asignado relacionado a los objetivos de la clase.
• Las presentaciones comienzan en el Taller Dos y finalizan en el Taller Cuatro • Cada miembro presentará un sub-tema
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• Es requisito utilizar medios audiovisuales y estrategias de presentación variadas.
Ejemplo: simulaciones, dramas, debates, competencias académicas, grabación de
vídeos, entrevistas, entre otros.
• Debe ser creativo. • Referencias Manual de Estilo de Publicaciones (APA) 6ta edición.
• El informe oral debe ser presentado en la fecha en que le corresponde. El informe
escrito debe ser entregado el mismo día en que se ofrece el informe oral y se
entregará una copia a la profesora y una para cada uno de los compañeros del curso.
Preparación de un examen
• Trabajo de grupos de no más de 5 estudiantes-
• Preparación de una prueba bien redactada que esté de acuerdo con el nivel y la
materia correspondiente que incluya los siguientes:
o Objetivos operacionales identificando el nivel de pensamiento de cada
uno según la taxonomía de Bloom.
o Planilla de especificaciones
o Totalidad de los ítems o preguntas que deberá llevar la prueba,
según la planilla de especificaciones.
o Clave para corregir el examen
o Debe haber congruencia entre estos 4 renglones anteriores.
Examen final
Los estudiantes tomaran un examen final en el que se incluirán todos los tópicos
estudiados en el curso. El mismo será preparado a discreción del facilitador y
completado en clase en el taller número 5 con un valor de 100 puntos.
Actividades por taller
El estudiante debe completar las actividades indicadas por taller antes del taller
presencial. Las mismas deben ser entregadas mediante “Safe Assign” en Blackboard.
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Cada una de las tareas requeridas debe seguir el estilo APA 6ta edición, incluyendo
página de presentación y referencias. Cada tarea tiene un valor de cinco puntos.
Las tareas por taller son las siguientes:
Taller Uno
Palabras claves
Tabla Comparativa
Composición
Opinión escrita
Taller Dos
Reporte sobre objetivos
Taxonomía de Bloom
Objetivos basados en los Common Core Standards
Organizador grafico
Taller Tres
Planilla de especificaciones
Bosquejo
Taller Cuatro
Mapa Circular
Guía de estudio
Taller Cinco
Resumen y reacción a video
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Experiencia Clínica
Proyecto de experiencia clínica (Anejo B-C)
La visita y observación a un salón de clases es un requisito de este taller. El estudiante
debe contactar al administrador de la escuela pública de su preferencia para solicitar el
permiso de visitar un salón de clases durante un día (7.5 horas). El nombre, número de
teléfono y nombre de la escuela debe ser entregado al facilitador el primer día de clases
(Taller Uno). El documento debe ser firmado por el administrador a cargo. (Anejo B)
Debido a la naturaleza de esta clase es necesario que los estudiantes visiten un salón de
clases. Los estudiantes como parte del laboratorio clínico deben cumplir con los
siguientes requisitos:
• Observar una clase (cualquier grado) y completar un documento con
observaciones.
• Completar con una entrevista con el maestro observado.
• Preparar un documento en el que se indiquen los siguientes aspectos:
Información acerca del tipo de escuela, ubicación, grado, numero de estudiantes,
clases observadas, información provista por la maestra durante la entrevista,
métodos de evaluación utilizados a nivel de distrito y en el salón de clases,
intervenciones (RTI) utilizada en el salón de clases, estrategias de ESOL. Incluir
que les agrado y desagrado y recomendaciones para la maestra o directora del
centro.
• Presentación oral en la cual el estudiante podrá compartir su experiencia con el
resto del grupo.
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Experiencia clínica (Reporte escrito)- Los estudiantes deben completar un trabajo escrito
utilizando la matriz valorativa incluida en el Anejo D-E.
Experiencia clínica (Presentación oral) – Los estudiantes deben presentar oralmente su
caso de estudio en el taller número cinco en Ingles y utilizando tecnología. Cada alumno
debe enviar por e-mail copias de su caso de estudio a cada uno de los alumnos para
colocarlos en el portafolio digital como parte de los documentos del taller 5.
Portafolio
Los estudiantes tendrán la tarea de completar un portafolio digital para el curso. El
formato a utilizarse para el portafolio está incluido en Blackboard. El portafolio debe
incluir todos los componentes indicados en el formato provisto y deben ser entregados al
facilitador en el taller número 5.
Foros de Discusión
Los foros de discusión serán incluidos en Blackboard durante los primeros cuatro talleres
del curso. Estos foros consisten de tópicos de discusión escogido por el facilitador y
relacionados a los temas a cubrirse por taller. Los estudiantes tendrán la tarea de escribir
una respuesta de 250 palabras al tópico indicado en el foro. Además luego de leer las
respuestas de los compañeros de clases tendrán la tarea de responder a uno de ellos con
una respuesta de 150 palabras. El propósito de los foros de discusión es el de continuar
la interacción y aprendizaje sobre los tópicos del curso. El valor de cada foro es de 20
puntos (10 por el escrito original del estudiante y 10 por la respuesta a un compañero)
para un total de 80 puntos al final del taller 4.
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Libro(s)
Rodríguez-Irlanda, D. (2007). Medición, Assesment y Evaluación del Aprovechamiento
Académico (5th ed.). San Juan, Puerto Rico: Publicaciones Puertorriqueñas
ISBN-13: 978-0929441115
Kellough, R. & Jarolimek, J. (2007). Teaching and Learning K-8. (9th ed.). Pearson
ISBN 0131589628
Airasian, P & Russell, M. (2011). Classroom Assessments. (7th ed.). McGraw-Hill
ISBN-10: 0078110211 | ISBN-13: 978-0078110214
Libro(s) Electrónico(s)
Dylan, W. (2011). Embedded formative assessment (Kindle ed.). Bloomington, IN:
Solution Tree Press. Amazon Digital Services: ASIN: B005ISU2AC
Victoria Bernhardt (2013). Using Data to Improve Student Learning in Elementary
School. (Kindle ed.) ASIN: B00FLPIRJU
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para
promover el desarrollo de cada estudiante como un profesional bilingüe. Cada
taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto
significa que cada taller deberá ser conducido enteramente en el lenguaje
especificado. Los lenguajes serán alternados en cada taller para asegurar que el
curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el
módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,
dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las
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primeras dos horas son estrictamente en español y las últimas dos en inglés.
Los cursos de lenguaje deben ser desarrollados en el idioma correspondiente, en
inglés o en español, según aplique.
2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los
estudiantes sean sumamente organizados, enfocados y que se preparen antes de
cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para
desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje
disponibles en y fuera de la institución. Convertirse en un profesional bilingüe es
un proceso complejo y retador. Cada taller requiere un promedio de diez (10)
horas de preparación y en ocasiones requiere más para poder tener éxito
lingüístico y académico.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará
si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo
perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:
(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional
además del trabajo que el estudiante tiene que reponer.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado
en la nota existente.
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b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota a dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee
una excusa válida y verificable, el facilitador determinará una actividad
equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el
mismo contenido y componentes del lenguaje como la presentación oral o
actividad a ser repuesta.
6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,
cada miembro de grupo deberá participar y cooperar para lograr un trabajo de
excelencia. Los estudiantes también recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las
reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al
autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que
sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será
calificado con cero. El servicio de SafeAssign TM de Blackboard será utilizado
por los facilitadores para verificar la autoría de los trabajos escritos de los
estudiantes. Es responsabilidad del estudiante el leer la política de plagio de su
universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual
del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,
secciones 36 y 36.1 de los respectivos manuales.
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Se espera un comportamiento ético en todas las actividades del curso. Esto implica
que TODOS los trabajos tienen que ser originales y que para toda referencia
utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía utilizando
el estilo APA, versión 6. No se tolerará el plagio y, en caso de que se detecte casos
del mismo, el estudiante se expone a recibir cero en el trabajo y a ser referido al
Comité de Disciplina de la institución. Los estudiantes deben observar aquellas
prácticas dirigidas a evitar incurrir en el plagio de documentos y trabajos pues va
en contra de la ética profesional.
8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de
estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la
primera clase. Es requisito que el facilitador discuta y entregue una copia de los
cambios a los estudiantes al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico de SUAGM, teléfonos, día y horario disponibles.
10. El uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM, al curso y a un adulto profesional.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el
módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de búsqueda
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EDUC 409, 10-7-2013
y sitios Web que podrá utilizar para la búsqueda de la información deseada. Entre ellas
están:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/ (alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/ (compra)
Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de
índole profesional y que contengan las investigaciones más recientes del tópico del
módulo, de ser necesario.
CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:
Del facilitador o el estudiante requerir o desear una investigación o la administración
de cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la
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Oficina de Cumplimiento y solicitar su autorización. Para acceder a los formularios
de la Oficina de Cumplimiento pueden visitar este enlace:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios
que necesite. Además de los formularios el estudiante/facilitador puede encontrar
las instrucciones para la certificación en línea. Estas certificaciones incluyen: IRB
Institutional Review Board, Health Information Portability Accounting Act
(HIPAA), y Responsibility Conduct for Research Act (RCR).
De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la
Oficina de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
Filosofía y Metodología Educativa
Este curso está basado en la filosofía educativa del Constructivismo. El
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
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reflexionando a través de nuestras experiencias, podemos construir nuestro propio
entendimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “modelos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder entender nuevas
experiencias.
Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos
con las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,
intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros
estudiantes y motivar a los mismos a analizar, interpretar, predecir información y
aplicarla a la vida diaria.
PRINCIPIOS DEL CONSTRUCTIVISMO:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
2. Para construir “un significado” se requiere comprender todas las partes: globales y
específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto
del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios
en contexto y no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos
modelos.
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4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
no sólo memorizar las contestaciones “correctas” y repetir el significado de otra
persona. Como la educación es intrínsecamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información sobre
la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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STUDY GUIDE
Course Title: Measurement, Assessment and Evaluation of the Educational Process
Code: EDUC 409
Time Length: Five weeks
Pre-requisite: EDUC 171, 172, 173 and all teaching method courses
Description:
This course studies the essential aspects in the process of evaluation. The analysis of the
principles that rule the process of evaluation and the techniques used, including the
application of statistical methods and the characteristics of the related processes as part of
the educational process.
It also studies the different types of assessments and the latest concepts of evaluation,
assessment and research.
General Content Objectives
1. Indicate the importance of measurement and evaluation in the process of learning.
2. Establish the relation between the processes of evaluation, measurement and
assessment.
3. Compare and contrast different types of tests and assessments.
4. Redact learning objectives and establish the relation between the objectives and the
evaluation.
5. Describe, analyze and elaborate different types of tests or assessments
6. Tabulate the results of a test and process the results.
7. Analyze the results of a test calculating percentages and results.
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8. Calculate central tendency, statistics and applicable variability to the results indicating
its importance.
9. Apply the different curves of tests of achievement and criteria.
10. Define the concepts of validity and reliability and explain the importance of each one
in the process of evaluation.
11. Study the different techniques of assessment and its applicability in the classroom.
12. Recognize and value ethical aspects in the assessment of learning.
Professional Competencies:
At the end of the course, the students will be able to demonstrate:
1. Knowledge about the importance of evaluation and measurement in the educational
process.
2. Ability to relate the different types of evaluation.
3. Knowledge of the principles and functions of evaluation.
4. Capacity to differentiate the processes of assessment and evaluation.
5. Capacity to establish similarities and differences between different types of exams.
6. Knowledge of the different stages of planning, constructing and preparing tests.
7. Knowledge of the characteristics, tools and diverse techniques of evaluation.
8. Knowledge in the process of analysis of written tests by using validity and reliability.
9. Ability to interpret statistical measurement of central tendency and variability.
10. Ability to interpret statistical measurement of central tendency and variability.
11. Ability to use diverse types of scoring tests with the purpose of evaluation.
12. Similarities and differences between different types of exams.
13. Knowledge of the stages of planning, constructing and redacting exams.
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14. Knowledge of the characteristics, tools and diverse techniques of assessment.
15. Knowledge to analyze written tests by analyzing items, validity and reliability.
16. Ability to interpret statistical measures of tendency and variability.
17. Ability to use diverse types of scoring.
18. Ability to relate the results of a test with the purpose of it.
19. Knowledge of the ethical aspects of assessment and evaluation.
General Language Objectives
Upon completion of this course, the student will be able to:
Listen: Understand oral discussions in English and/or Spanish recognizing their
different purposes and the communication settings in which they are produced; share,
compare, and develop new ideas about the Measurement, Assessment and Evaluation
of the Educational Process in a collaborative manner; acquire significant knowledge
supported by experiences and motivational topics; respond to auditory stimuli such as
videos, audiovisual presentations and interactive activities.
Speak: Express him/herself in English and/or in Spanish correctly and coherently for
a variety of purposes and in a variety of communication settings, adopting a personal
style of expression; analyze, express opinions, and communicate orally different
points of view and ideas; develop abilities and skills that will prepare him/her for
school work, the workplace and daily life; use language to acquire new knowledge
about the Measurement, Assessment and Evaluation of the Educational Process and
learn to utilize simple techniques of handling information through traditional media
and computer technology.
Read: Investigate, analyze, summarize, paraphrase and understand in English and/or
Spanish information obtained from a variety of media on Measurement, Assessment
and Evaluation of the Educational Process; develop critical attitudes towards media
messages reflecting on the importance of this information; benefit independently from
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reading as a form of communication and as a source of cultural enrichment.
Write: Interpret and produce written works in English and/or Spanish expressing a
personal critical and creative point of view; use correct spelling, grammar, coherence,
and an emphasis on the requirements for effective and clear communication; use
writing as a means of communication and to provide information the Measurement,
Assessment and Evaluation of the Educational Process.
Language Lab/E-Lab Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual
Library, & Voice E-mail)
The Language Lab/E-Lab are an integral component of the course grade and the
activities that the student will have to complete. For more specific information on
the Language Lab/E-Lab resources, refer to Appendix G. It is the facilitator’s
responsibility to integrate the use of the Language Lab/E-Lab in the assignments
and activities of the course. The total amount of Language Lab/E-Lab hours must
be completed according to these specifications.
Each student will complete the form found in Appendix H and submit it to the
facilitator to be included as part of the assessment criteria for the class. Students
will receive one (1) point for every hour spent in the language lab for a total of up
to four (4) points per workshop for the completion of the exercises recommended.
Practice in the Language Lab/E-Lab should be integrated in the activities section
of the module.
Common Core State Standards:
English Language Arts
http://www.fldoe.org/schools/pdf/CommonCoreELAJuly2010.pdf
Mathematics
http://www.fldoe.org/schools/pdf/MathematicsCCSSJuly2010.pdf
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Common Core Standards
English Language Arts Standards » Anchor Standards » College and Career Readiness
Anchor Standards for Reading
Key Ideas and Details
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas
develop and interact over the course of a text.
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or
stanza) relate to each other and the whole.
CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content
and style of a text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well as in words.1
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CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims
in a text, including the validity of the reasoning as well as the relevance and sufficiency
of the evidence.
CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes
or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and
informational texts independently and proficiently.
ELA Appendices
http://www.corestandards.org/ELA-Literacy/standard-10-range-quality-
complexity/measuring-text-complexity-three-factors
ESOL Performance Standards:
FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGUAGE (ESOL)
PERFORMANCE STANDARDS, SKILLS AND COMPETENCIES
15. Evaluate, select, and employ appropriate instructional materials, media, and
technology for ESOL at elementary, middle, and high school levels.
17. Evaluate, adapt and employ appropriate instructional materials, media, and
technology for ESOL in the content areas at elementary, middle and high school levels.
19. Consider current trends and issues related to the testing of linguistic and culturally
diverse students when using testing instruments and techniques.
20. Administer tests and interpret test results, applying basic measurement concepts.
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21. Use formal and alternative methods of assessment/evaluation of LEP/ELL students,
including measurement of language, literacy and academic content metacognition.
ACCOMPLISHED PRACTICE #1 - ASSESSMENT
ACCOMPLISHED: Uses assessment strategies (traditional and alternate)
to assist the continuous development of the learner.
Indicators:
• Diagnoses students' readiness to learn and their individual learning needs
and plans appropriate intervention strategies.
• Uses multiple perspectives to diagnose student behavior problems and
devise solutions.
• Recognizes students exhibiting potentially disruptive behavior and offers
alternate strategies.
• Assesses individual and group performance to design instruction that
meets students' current needs in the cognitive, social, linguistic, cultural,
emotional, and physical domains.
• Employs performance-based assessment approaches to determine
students' performance of specified outcomes.
• Assists students in maintaining portfolios of individual work and progress
toward performance outcomes.
• Modifies instruction based upon assessed student performance.
• Guides self-assessment by students and assists them in devising personal
plans for reaching the next performance level.
• Maintains observational and anecdotal records to monitor students'
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development.
• Selects, administers, and interprets various informal and standardized
instruments for assessing students' academic performance and social
behavior.
• Reviews assessment data about individual students to determine their
entry-level skills, deficiencies, academic and language development
progress, and personal strengths, and to modify instruction-based
assessment.
Reading Competencies
COMPETENCY 3: Foundations of Assessment
Understands the role of assessments in guiding reading instruction and
instructional decision making for reading progress of struggling readers.
Specific Indicator
Curriculum Study Assignment
3.1 • Describe or recognize appropriate test formats and types
of test items for assessing the major elements of reading growth: phonemic awareness,
phonics, fluency, vocabulary, and reading comprehension
3.2 • Understands the role of assessment in planning
instruction to meet student learning needs
3.3 • Interpret students’ formal and informal test results.
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3.4 • Identify measurement concepts and characteristics and uses of norm-referenced
and criterion-referenced tests.
3.5 • Understand the meaning of test reliability and validity,
and describe major types of derived scores from standardized tests .
3.6 • Demonstrate knowledge of the characteristics, administration, and interpretation of
both quantitative and qualitative instructional assessments (to include each of the
following: screening, diagnosis, progress monitoring, and outcome measures).
3.7 • Analyze data to identify trends that indicate adequate progress in student reading
development.
3.8 • Understand how to use data to differentiate instruction 6 (grouping strategies,
intensity of instruction: ii vs. iii)
3.9 • Understand how to interpret data with application of instruction that matches
students with appropriate level of intensity of intervention (in whole class, small group,
one-to-one), with appropriate curricular materials, and with appropriate
3.10 Identify appropriate criteria for selecting materials to include in portfolios for
monitoring student progress over time.
3.11 Identify interpretive issues that may arise when English language tests are used to
assess reading growth in LEP students
3.12 Identify reading assessment techniques appropriate for diagnosing and monitoring
reading progress of LEP students and students with disabilities in the area of reading.
Florida Educator Accomplished Practices:
http://www.fldoe.org/profdev/FEAPs/
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Description of the Evaluation Process: Integrate the use of the language lab and e-lab to
all evaluation rubrics used in the instructional module. The language rubrics for listening,
speaking, reading, and writing provided in Appendix A are integrated to assess student
performance. Portfolio Performance Assessment must be one of the evaluation
instruments used in the module and throughout the content of all workshops and
appendices. This instrument must follow established guidelines. Due to the nature of our
dual language instructional model, documentation must be provided on the growth of
students towards mastery of linguistic and academic skills in both languages (English and
Spanish.)
Scale:
A = 100 -90% B = 89-80 C= 79-70% D = 69-60% % F = 59% ó menos
Description of the Evaluation Criteria:
Criteria Value Percentage
Attendance and
Participation
100 16%
Oral Presentation 50 8%
Written Presentation 50 8%
Exam Preparation 50 8%
Final Exam 100 16%
Activities per workshop 100 16%
Portfolio 100 16%
Discussion Boards 80 12%
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Total 630 100%
Description of the evaluation criteria:
Attendance and Participation
• Attendance
• Understanding of the topics discussed
• Participation in all activities
• Adequate communication skills according to the language of the workshop
• Submits assignments on time
Oral and Written Presentation
• Cooperative group of topic assigned related to the course objectives.
• The presentations start on workshop three and finalized on workshop four. • Each member will present a sub-topic
• The use of technology and other resources are a requirement.
For example: simmulations, drama, debates, videos, interviews, etc.
• Be creative. • References and written report must follow APA Style 6th edition.
• The oral report must be presented on the corresponding date and as indicated by the
facilitator. The written report related to the topic of discussion during the oral
presentation must be submitted to the facilitator after the presentation is completed.
Each group must send a digital hand out for each of the students.
Test Preparation
Cooperative group of no more than five students per group.
o Preparation of a test that responds to the standards selected by the
facilitator. The test must include the following components:
Learning Objectives and identification of the learning domains
according to Bloom’s Taxonomy.
o Table of question formats
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o Answer Keys
Final exam
The students will complete a final exam at the end of the course which will include all the
topics covered in class. The test will be constructed to the discretion of the facilitator and
it must be completed during workshop five. The test will be in English. Content and
language will be evaluated. The value of the test is 100 points.
Activities per workshop
The students must complete all the assignments indicated per workshop before they
attend the workshop. The assignments must be posted in Blackboard using “Safe
Assign”. Each of the assignments must follow the indications of APA style 6th edition
and must include a cover page and references. The value of each assignment is 5 points.
The assignments per workshop are:
Workshop One
Key Words
Comparative Table
Composition
Written Opinion
Workshop Two
Report about objectives
Bloom’s Taxonomy
Objectives based on Common Core Standards
Graphic organizer
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Workshop Three
Study guidelines
Outline
Workshop Four
Circle Map
Study guide
Workshop Five
Summary and Reaction to video
Clinical Experience Project: (Appendixes B-C)
The visit and observation of a classroom is a requirement of this course. The student
must contact the administrator of the school of his/her preference to request permission to
observe a classroom for a day (7.5 hours). The name of the school, administrator and
phone number should be submitted on the first day of class (Workshop 1). The document
must be signed by the administrator in charge. (Appendix B). Because of the nature of
this course it is expected for the students to visit a preschool classroom or center. The
student as part of the clinical experience should complete the following requirements:
• Observe a classroom (any grade) and complete a document with your
observations.
• Conduct an interview with the teacher.
• Prepare a document that includes the following aspects:
Information about the type of school, location, grade, number of students, classes
observed, information provided by the teacher during the interview, evaluation
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and assessment methods used by the district and in the classroom, interventions
(RTI) provided in the classroom, ESOL strategies. Include likes and dislikes as
well as recommendations for the teacher or director.
• Orally present the clinical experience to peers on workshop five.
Clinical experience (Written report)- The students will complete a written report about
their clinical experience using the rubric included in Appendix D-E.
Clinical experience (Oral presentation) - The students will orally present their case study
in class in workshop five in English and with the use of technology. Each student must
bring a handout about their presentation.
Digital Portfolio
The students will complete a digital portfolio as part of the evaluation criteria for this
course. The format (template) to be used can be found in Blackboard. The portfolio
must include all the components indicated in the template provided and must be turned in
to the facilitator in workshop five.
Discussion Boards
The discussion boards will be included and completed in Blackboard during the first four
workshops of this course. The discussion boards consist of topics of discussion selected
by the facilitator and directly related to the topics discussed in each of the corresponding
workshops. The students will write an entry (thread) of 250 words and after Reading the
entries of all other students will respond to one of the students with a150 word reply. The
purpose of the discussion board is to promote further interaction and learning among peer
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students. The value of each discussion board is 20 points (10 for the original entry and
10 for the response to a student) for a total of 80 points at the end of workshop 4.
Textbook
Rodríguez-Irlanda, D. (2007). Medición, Assesment y Evaluación del Aprovechamiento
Académico (5th ed.). San Juan, Puerto Rico: Publicaciones Puertorriqueñas
ISBN-13: 978-0929441115
Kellough, R. & Jarolimek, J. (2007). Teaching and Learning K-8. (9th ed.). Pearson
ISBN 0131589628
Airasian, P & Russell, M. (2011). Classroom Assessments.(7th ed.). McGraw-Hill
ISBN-10: 0078110211 | ISBN-13: 978-0078110214
E-Book
Dylan, W. (2011). Embedded formative assessment (Kindle ed.). Bloomington, IN:
Solution Tree Press. Amazon Digital Services: ASIN: B005ISU2AC
Victoria Bernhardt(2013). Using Data to Improve Student Learning in Elementary
School.(Kindle ed.) ASIN: B00FLPIRJU
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based
Dual Language Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
either English or Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified for the workshop. The
language used in each workshop needs to be alternated to insure that 50% of the
course is conducted in English and 50% in Spanish. To maintain this balance, the
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course module will indicate that both languages must be used during the fifth
workshop, dividing the workshop activities between the two languages. The first two
hours will be in Spanish and the last two hours in English. The 50/50 model does
not apply to language courses where the delivery of instruction must be conducted in
the language taught (Spanish or English only).
2. The course is conducted in an accelerated and dual language format. This requires
that students prepare in advance for each workshop according to the course module.
Students must be structured, organized, committed, and focused to ensure linguistic
and academic success. In order to achieve proficiency expectations in English and in
Spanish, the student must strive to take advantage of all language resources in the
university and in their community since becoming a dual language professional is a
complex and challenging task. Each workshop requires an average of ten hours of
preparation, but could require more.
3. Attendance to all class sessions is mandatory. A student who is absent to a workshop
must present a reasonable excuse to the facilitator who in turn will evaluate the reason
for the absence. If it is justified, the facilitator will decide how the student will make
up the missing work, if applicable. The facilitator will decide on the following: allow
the student to make up the work, or allow the student to make up the work and assign
extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late
assignments and/or make-up work.
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 43
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4. If a student is absent to more than one workshop, the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
level based on the student’s existing grade.
b. If the student misses three workshops, the facilitator may lower two
grade levels based on the student’s existing grade.
5. Student attendance and participation in oral presentations and special class activities
are extremely important as it is not possible to assure that they can be made up. If the
student provides a valid and verifiable excuse, the facilitator may determine a
substitute evaluation activity if he/she understands that an equivalent activity is
possible. This activity must include the same content and language components as the
oral presentation or special activity that was missed.
6. In cooperative learning activities, the group will be assessed for their final work as a
group. However, each member will have to collaborate to assure the success of the
group. Students will also receive an individual grade for their work.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own.
SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the
facilitators to verify students’ ownership of written assignments. It is the
student’s responsibility to read the university’s plagiarism policy. If you are a UT
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 44
EDUC 409, 10-7-2013
student, read Section 11.1 of the Student Manual, and if you belong to UMET or
UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This
means that ALL papers submitted by the student must be original work, and that all
references used will be properly cited or mentioned in the bibliography. Plagiarism
will not be tolerated and, in case of detecting an incidence, the student will obtain a
zero in the assignment or activity and could be referred to the Discipline Committee.
8. In order for the Facilitator to make changes to activities and the study guide, the
Faculty and Curriculum Director must approve such changes before the first day of
class. The Facilitator must discuss the approved changes with students in the first
class workshop. A written copy of the changes must also be provided to students at
the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing the SUAGM
e-mail address, phone number, hours to be contacted, and days available.
10. The use of cellular phones is prohibited during sessions; if there is a need to have one,
it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior at the university
community established by the institution, and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, notify the
facilitator immediately but do not stop your investigation. There are many search engines
and other links you can use to search for information. These are some examples:
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EDUC 409, 10-7-2013
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/ (rent)
http://www.bookswim.com/ (rent)
http://www.allbookstores.com/ (buy)
http://www.alibris.com/ (buy)
The facilitator may make changes or add additional challenging, research-based, and
professional educational Web Resources, if deemed necessary to reflect current trends in
the course topics.
RESEARCH LAW COMPLIANCE REQUIREMENT:
If the facilitator or the student is required, or wants to perform a research, or needs
to administer a questionnaire or interview individuals, he/she must comply with the
norms and procedures of the Institutional Review Board Office (IRB) and ask for
authorization. To access the forms from the IRB Office or for additional
information, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this Web site the student/facilitator will find instructions for
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 46
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several online certifications related to IRB processes. These certifications include:
IRB Institutional Review Board, Health Information Portability Accounting Act
(HIPAA), and the Responsibility Conduct for Research Act (RCR).
If you have any questions, please contact the following institutional coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
Teaching Philosophy and Methodology
The activities for the course reflect the educational philosophy of Constructivism.
Constructivism is an educational philosophy founded on the premise that, by reflecting
on our experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences.
One of the main goals facilitators have is assisting students in making connections
between their prior knowledge of facts, and fostering new understanding that is relevant
to real live experiences. We will also attempt to tailor our teaching strategies to student
responses and encourage students to analyze, interpret, and predict information.
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CONSTRUCTIVISM GUIDING PRINCIPLES:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be
understood in the context of “wholes”. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world, and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the "right" answers and regurgitate someone else's meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
to make assessment part of the learning process, thus ensuring that it provides
students with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives
of the world.
7. Learning should be internally controlled and mediated by the learner.
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TALLER UNO
Objetivos específicos de contenido:
Al finalizar el taller, el estudiante será capaz de:
1. Señalar la importancia de la medición y la evaluación en el proceso de
aprendizaje.
2. Analizar las funciones de la evaluación y los tipos de evaluación que se
pueden utilizar.
3. Establecer la relación entre la evaluación, la medición y el avalúo.
4. Determinar la importancia, principios de la evaluación y funciones de la
evaluación y los tipos de evaluación que se pueden utilizar.
5. Analizar las implicaciones sociales, éticas y legales de la evaluación.
Objetivos específicos de lenguaje:
Al finalizar el taller, el estudiante será capaz de:
1. Escuchar: Desarrollar un resumen después de discutir y analizar los tópicos del
taller.
2. Hablar: Los estudiantes discutirán tópicos relacionados al taller utilizando el
vocabulario asignado y la gramática correcta del idioma Español.
3. Leer: Utilizar el proceso de la lectura efectivamente mediante el proceso de
investigación para definir los conceptos relacionados al proceso de evaluación.
4. Escribir: Escribir una composición para discutir y entregar en el primer taller
en la que indique las implicaciones sociales, éticas y legales de la evaluación.
Enlaces electrónicos:
Biblioteca Virtual
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EDUC 409, 10-7-2013
http://bibliotecavirtualut.suagm.edu/
Tipos de evaluación
http://www.socialresearchmethods.net/kb/intreval.php
http://evaluationtoolbox.net.au/index.php?option=com_content&id=15
El proceso de avalúo
http://www.saqa.org.za/docs/critguide/assessment/ch06.pdf
http://www.tlrp.org/pub/documents/assessment.pdf
El propósito de la evaluación
http://www.tats.ucf.edu/docs/eUpdates/Evaluation-5.pdf
Asignaciones antes del taller:
1. Lea la guía de estudio incluido en el módulo y venga preparado a
discutir los criterios de evaluación del curso. Estudie los enlaces
electrónicos provistos en el módulo y prepárese para discutir en el
Taller UNO su opinión e ideas sobre los temas asignados (evaluación,
medición, avalúo, y propósito de la evaluación.
2. Busque el significado de cada una de las palabras claves utilizando la
biblioteca virtual u otro material de referencia. Incluir una hoja de
referencias en las que se identifiquen las fuentes de información de donde
se obtuvieron las definiciones. Utilice el estilo APA (6ta edición) e incluya
una hoja de cobertura.
Medición
Evaluación
Avalúo
Ubicación
Evaluación Diagnóstica
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Evaluación Formativa
Evaluación Sumativa
3. Luego de buscar las definiciones de las palabras clave del taller mediante el
uso de la biblioteca virtual, analice las mismas y prepare una tabla
comparativa en la que indique la relación entre los procesos de medición,
evaluación y avalúo. Incluya esta actividad en la tarea de las definiciones.
Incluya las referencias utilizadas para esta asignación y no olvida citar a los
autores de acuerdo al estilo APA. Use anejo E para evaluación.
4. Lea los enlaces electrónicos relacionados a la función y propósito de la
evaluación. Reflexione sobre la importancia de la evaluación, los principios
de la evaluación, las funciones de la evaluación y los tipos de evaluación que
se pueden utilizar en el proceso de enseñanza- aprendizaje. Venga
preparado a discutir en clase (ver Anejo A para discusión oral).
5. Escriba una composición de dos páginas para discutir y entregar en el primer
taller en la que indique las implicaciones sociales, éticas y legales de la
evaluación. Envíe a NetTutor para retroalimentación. Haga los cambios
recomendados (si aplica) y envíelo a su facilitador o entregue en clase.
6. Reflexione sobre la importancia de la evaluación en el proceso de enseñanza y
aprendizaje. Escriba su opinión sobre la importancia de la evaluación.
7. Complete el foro de discusión en Blackboard en el cual debe preparar su
introducción a sus compañeros de clase. Lea las introducciones de otros
estudiantes y conteste uno de los foros con una respuesta de 100 palabras.
El foro de discusión debe ser completado el domingo antes del primer taller para
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obtener crédito completo.
8. Comience a preparar el portafolio digital utilizando el formato provisto en
Blackboard. Incluya las páginas de búsqueda de la biblioteca virtual y las de las
referencias utilizadas en las tareas.
9. Comience a practicar sus destrezas de lenguaje con Tell Me More.
Vocabulario clave de la lección:
1. Evaluación Sumativa
2. Evaluación Formativa
3. Medición
4. Evaluación
5. Avalúo
6. Ubicación
7. Evaluación Diagnostica
Lista de materiales suplementarios para el taller:
1. Video:
Evaluaciones Formativas y Sumativas
http://www.youtube.com/watch?v=hqQ6ut2KRV0
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el
taller.
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. El facilitador comenzará la clase con una actividad rompe-hielos de su
preferencia.
2. El facilitador estará a cargo de la discusión de los objetivos y requisitos de lo
B. Andamiaje
___ Modelaje
___ Práctica Dirigida
X Práctica Independiente
X Instrucción Comprensible
C. Opciones para Agrupamiento
X Grupo Completo
X Grupos Pequeños
X Pares
X Trabajo Independiente
D. Integración del Proceso
X Escuchar
X Hablar
X Leer
X Escribir
E. Aplicación
X Actividades Dinámicas de Aplicación
X Significativas y Relevantes
X Rigurosas
X Alineadas a los Objetivos
X Promueven Participación
A. Preparación
___ Adaptación de Contenido
X Enlaces al Conocimiento Previo
X Enlaces al Aprendizaje Previo
X Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
X Cognoscitivo
X Meta-cognoscitivo
X Socio/Afectivo
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que se espera aprender, recursos, criterios de evaluación, experiencia de
observación escolar, portafolio digital, y calificación.
3. Los estudiantes con la ayuda del facilitador escogerán un representante
estudiantil.
4. El facilitador discutirá los criterios de evaluación de las presentaciones orales y
escritas del curso y asignara los temas que los estudiantes presentarán en el
segundo, tercero, cuarto y quinto taller utilizando la técnica de informe
individual o grupal. Los estudiantes al presentar el informe oral entregarán la
información por escrito; una copia para cada estudiante del curso y otra para
el(la) facilitador(a). Las copias a los estudiantes deben ser provistas utilizando
el correo electrónico de SUAGM. Las mismas deben ser incluidas en el
portafolio digital de acuerdo al taller de presentación. La copia a entregarse al
facilitador debe ser enviada por medio de “Safe Assign” en Blackboard.
5. Los estudiantes se reunirán en grupo y discutirán las definiciones asignadas.
6. Discusión dirigida por el(la) facilitador(a) sobre la importancia de la
evaluación del aprendizaje, los principios que rigen la evaluación, la función
de la evaluación y los tipos de evaluación que se realizan en la sala de clases.
7. El facilitador escogerá uno de los videos incluidos en el taller o uno de su
preferencia relacionado al proceso de evaluación, lo presentará y luego
discutirá el mismo con los estudiantes.
8. La clase se dividirá en grupos para discutir las composiciones preparadas sobre
las implicaciones éticas, sociales y legales del aprendizaje. Cada grupo
escribirá y presentará oralmente un resumen sobre las ideas más importantes
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 54
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discutidas.
9. Los estudiantes serán provistos de un periodo de 15 minutos en los cuales se
darán a la tarea de escribir un resumen sobre lo aprendido en el taller. Utilizar
los objetivos de contenido para guiarse en los tópicos a cubrir. Lenguaje y
contenido serán evaluados en esta actividad.
10. Los estudiantes deben entregar al facilitador la asignación de las definiciones, la
composición preparada y el resumen escrito antes de completar la última tarea
del taller.
11. El facilitador discutirá las tareas a completar para el taller dos y explicará el uso
de Wimba Voice Board. Luego el facilitador creará un foro de discusión oral
como asignación para la próxima clase.
Avalúo:
1. Individual: Los estudiantes completarán un foro de discusión en Blackboard.
2. Grupal: Los estudiantes, guiados por el facilitador participarán de una actividad
de discusión grupal para definir las palabras claves del taller.
3. Escrito: Los estudiantes escribirán una composición luego de investigar el tópico
de las implicaciones sociales, éticas y legales de la evaluación.
4. Oral/Auditivo: Presentación oral de las ideas más importantes discutidas en
grupo y relacionadas a las implicaciones sociales, éticas y legales del proceso de
evaluación.
Cierre del taller:
1. Individual: Los estudiantes escribirán un resumen del material cubierto en clase.
El resumen debe cubrir cada uno de los tópicos mencionados en los objetivos
incluidos en el taller. Contenido y lenguaje serán evaluados en esta actividad.
2. Grupal: Discusión en grupo del video asignado para el taller.
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WORKSHOP TWO
Specific Content Objectives:
Upon completion of this workshop, the student will be able to:
1. Analyze and explain the purpose of learning objectives and their importance in the
process of evaluating learning.
2. Redact learning objectives and generate evaluation activities that responds to the
objectives written.
3. Compare and contrast different types of testing or systems of evaluation.
Specific Language Objectives:
Upon completion of this workshop, the student will be able to:
1. Listening: Listen to the presentation of learning objectives and provide feedback
about them.
2. Speaking: Discuss their findings about types of assessments while working in a
small group activity.
3. Reading: Research information related to the types of assessment used in
education using the virtual library and complete a graphic organizer about each of
them.
4. Writing: Write learning objectives using correct grammar, verb tense and
punctuation.
Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Common Core Standards
http://www.corestandards.org/the-standards
Bloom’s Taxonomy
http://www.nwlink.com/~donclark/hrd/bloom.html
Learning objectives
http://www.cmu.edu/teaching/designteach/design/learningobjectives.html
http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html
Types of exams
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 56
EDUC 409, 10-7-2013
http://www.library.auckland.ac.nz/student-
learning/index.php?p=different_types_of_exams
Types of assessments
http://suite101.com/a/types-of-assessment-in-education-a340404
Learning objectives
http://www.nwlink.com/~donclark/hrd/objectives.htm
Assignments before the Workshop:
1. Complete the discussion board posted by the facilitator. Make sure that your post
consists of no less than 200 words and that you reply to a post completed by another student
with 100 words or more.
2. Using the virtual library, find information related to the importance of learning
objectives. Write a two-page essay in which you will include the types of objectives, the
purpose of the objectives and why they need to be measurable (see Appendix E). Be clear
about how to write measurable objectives and how this can be related to the activities and
evaluations you plan for your lessons. Come prepared to discuss this topic in a small group.
Use APA style.
3. Using the Virtual Library find information related to Bloom’s taxonomy. Find how the
learning domains are divided. Analyze the purpose of the domains and verbs used in each
of them. Prepare a PowerPoint presentation of 6 slides to discuss 5 things you learned
while doing your research (see Appendix F). The first slide will be the title slide.
4. Access the site related to the Common Core State Standards provided in the
supplementary materials section and scroll down to the standards related to range of
reading and level of text complexity. Read the standard and write four objectives that
respond to it. Bring the objectives to class written on flash cards to share them with other
students.
5. Using the PowerPoint included in the supplementary material section and other internet
sites included in the module, prepare a graphic organizer in which you illustrate the types
of assessments used in education. Include an explanation of each of them when completing
the graphic organizer. Compare and contrast two or three of the assessments.
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 57
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6. Continue working on your digital portfolio. Include all the links you used while
completing your research using the virtual library.
7. Continue practicing your language skills with Tell Me More.
8. Reply orally to the Wimba Voice Board created by the facilitator.
Key Core Vocabulary:
1. Learning objectives
2. Learning domains
3. Norm reference exam
4. Criterion reference exams
5. Standardized tests
List of Supplementary Materials for the Workshop:
1. Measurement and Evaluation in Education (Power Point)
repasopcmasumet.files.wordpress.com/.../repaso-pcma.
2. Common Core Standards-Third grade
http://www.corestandards.org/ELA-Literacy/RI/3
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
B. Scaffolding
___Modeling
___ Guided Practice
X Independent Practice
X Comprehensible Input
C. Grouping Options
X Whole Class
X Small Groups
___ Partners
X Independent Work
D. Integration of Processes
X Listening
X Speaking
X Reading
X Writing
E. Application
X Hands-on
X Meaningful/Relevant
X Rigorous
X Link to Objectives
X Promote Engagement
A. Preparation
___ Adaptation of Content
X Links to Background Knowledge
X Links to Past Learning
X Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
X Cognitive
X Meta-cognitive
X Social/Affective
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Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will guide an activity to review the topics covered on last
workshop and read the objectives and topics to be covered in this workshop.
2. The facilitator will ask the students to discuss their flash cards with the objectives
they wrote using the common core link included in the supplementary materials in
this module.
3. The facilitator will guide an activity of his preference to discuss the types of
objectives and the purpose of writing them. Included in the activity will be the
importance of writing activities and evaluation that directly relate to the
objectives.
4. The facilitator will present a video related to the process of writing objectives
using Bloom’s taxonomy and will discuss it in a whole group conversation with
the students.
Suggested Video: http://www.youtube.com/watch?v=RdqD7KMY3p0
5. The facilitator will guide an activity to discuss the components of an objective
(audience, behavior, conditions and degree) and how to write them properly. The
following video may be used as part of this activity.
http://www.youtube.com/watch?v=7lGX8mndu5w
6. The students will read and analyze the objectives posted on flash cards in order to
determine if they have all the components discussed (audience, behavior,
conditions and degree). The students will write the objectives properly with the
help of the facilitator and will discuss possible learning activities and evaluations
to teach and evaluate them during a lesson.
7. The class will be divided into small groups so the students can discuss the types
of evaluation they found on their research. The facilitator will provide each group
with chart paper and markers so they can create a graphic organizer about the
information they are discussing. Each group will present their graphic organizers
in class.
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8. The students to post their graphic organizers in class in order to review and clarify
the information discussed. The process of comparing and contrasting the types of
evaluation will be guided by the facilitator.
9. The students will complete independently a descriptive table about the types of
evaluation and after given a specific common core standard related to math they
will work two learning objectives as studied before. This facilitator will collect
this activity as part of the evaluation criteria of this workshop.
10. The facilitator will end the workshop by reviewing the topics covered in class and
will collect the student’s assignments for this workshop.
11. The facilitator will discuss the assignments to be completed for workshop 3 and
will indicate the assignments and class work that will be included in the portfolio.
Assessment:
1. Individual: The student will complete a post of 200 words responding to a thread
completed by the facilitator. Each student will need to provide feedback to
another student with a 100 words reply
2. Group: The students will work in small group reading and analyzing the learning
objectives posted in class. They will work together in the process of re-writing
the objectives in order to cover all the necessary components to make the strong
learning objectives. Activities and evaluation that respond to the objectives will
also be created as part of this activity.
3. Written: The student will complete a graphic organizer in which they will
indicate the types of assessments used in education and a description of each one.
4. Oral: The students will participate of class discussions in most of the activities as
well as to present the graphic organizer related to types of evaluation discussed
during the small group activity.
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Lesson Wrap-Up:
1. Individual: The student will write measurable content objectives that respond to a
common core standard selected by the facilitator.
2. Group: The students will work in small groups to discuss the types of evaluations they
research and will prepare a graphic organizer that will need to be presented orally in
class.
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TALLER TRES
Objetivos específicos de contenido:
Al finalizar el taller, el estudiante será capaz de:
1. Señalará la forma adecuada de planificar y diseñar una prueba.
2. Analizará la importancia de la planilla de especificaciones al construir una
prueba.
3. Preparará diferentes tipos de planillas de especificaciones.
4. Redactará diversos tipos de ítems para pruebas objetivas y de ensayo.
Objetivos específicos de lenguaje:
Al finalizar el taller, el estudiante será capaz de:
1. Escuchar: Participar activamente de la discusión socializada acerca de la
preparación de pruebas y planilla de especificaciones.
2. Hablar: Utiliza estrategias cooperativas de aprendizaje durante las actividades en
grupos.
3. Leer: Resumir las ideas centrales utilizando correctamente la gramática en
Español después de leer un documento relacionado a la preparación de pruebas.
4. Escribir: Escribir un foro de discusión utilizando el vocabulario académico del
taller.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Planilla de especificaciones
http://www.slideshare.net/efigueroa47/la-planilla-de-especificaciones-educ-409-
presentation
https://sites.google.com/site/lynnetteabreu/ejemplo-de-planilla-de-especificaciones
http://www.suagm.edu/umet/biblioteca/Reserva_Profesores/janette_orengo_educ_409/Pla
nilla_%20de_%20Especificaciones.pdf
Ensamblaje de una prueba
http://www.suagm.edu/umet/biblioteca/Reserva_Profesores/janette_orengo_educ_409/En
samblaje_%20de_%20una_%20Prueba.pdf
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Asignaciones antes del taller:
1. Buscar mediante el uso de los recursos de la biblioteca virtual información
relacionada a los temas de diseño y construcción de pruebas, planilla de
especificaciones, tipos de pruebas y administración de las mismas.
2. Preparación del informe oral y escrito de los estudiantes que le corresponde
informar en el tercer taller. (Tópicos-Planilla de especificaciones y Ensamblaje de una
prueba).
3. Completar el foro de discusión del taller en Blackboard.
4. Estudiar el documento incluido en la lista de materiales suplementarios y venir
preparado para discutir los diferentes ítems discutidos en relación a la preparación de
pruebas.
5. Complete el foro de discusión en Blackboard y responda a uno de sus compañeros.
El foro de discusión debe ser completado el domingo antes del primer taller para
obtener crédito completo.
6. Continúe trabajando en el portafolio digital utilizando el formato provisto en
Blackboard. Incluya las páginas de búsqueda de la biblioteca virtual y las de las
referencias utilizadas en las tareas.
7. Practicar sus destrezas de lenguaje con Tell Me More.
Vocabulario clave de la lección: (Debe reflejar los objetivos y conceptos claves del
taller.)
1. Planilla de especificaciones
Lista de materiales suplementarios para el taller:
1. Técnicas de Avalúo con Énfasis en Construcción de Pruebas (Método Directo y Plan
de Avalúo del Salón de Clases)
http://www.suagm.edu/umet/biblioteca/Reserva_Profesores/janette_orengo_educ_409/
Pruebas_%20Objetivas.pdf
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el
taller.
B. Andamiaje
___ Modelaje
___ Práctica Dirigida
X Práctica Independiente
X Instrucción Comprensible
C. Opciones para Agrupamiento
X Grupo Completo
X Grupos Pequeños
X Pares
X Trabajo Independiente
D. Integración del Proceso
X Escuchar
X Hablar
X Leer
X Escribir
E. Aplicación
X Actividades Dinámicas de Aplicación
X Significativas y Relevantes
X Rigurosas
X Alineadas a los Objetivos
X Promueven Participación
A. Preparación
X Adaptación de Contenido
X Enlaces al Conocimiento Previo
X Enlaces al Aprendizaje Previo
X Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
X Cognoscitivo
X Meta-cognoscitivo
X Socio/Afectivo
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. El facilitador repasará los conceptos estudiados en el taller dos.
2. Durante el transcurso de la clase los estudiantes correspondientes ofrecerán el
informe del tema que se les asignó.
3. El facilitador dirigirá una discusión socializada en torno a la importancia de
planificar y construir una prueba. Repasar el documento incluido en la lista de
materiales suplementarios. Hacer énfasis en la planilla de especificaciones y la
construcción de ítems.
4. Demostración por el (la) facilitador (a) sobre la construcción de la planilla de
especificaciones.
5. La clase se dividirá en sub-grupos para hacer un ejercicio de práctica para
construir una planilla de especificaciones para una prueba de aprovechamiento
y una prueba de criterio. Además redactarán 2 ítems para una prueba de
acuerdo con los objetivos que redactaron en el taller anterior.
6. Cada grupo leerá uno de los ítems preparados para análisis por el
resto del grupo. Entrega de los ejercicios realizados al (la) facilitador(a).
7. Trabajo en grupos de no más de cuatro personas para construir
una prueba de aprovechamiento que incluya la lista de los objetivos, el nivel de
pensamiento, la planilla de especificaciones, la prueba de acuerdo al nivel y la
materia correspondiente y la clave de corrección de la misma. Esta actividad
8. Los estudiantes entregarán las tareas y trabajos completados al facilitador.
9. El facilitador escogerá una actividad de repaso de su preferencia para cubrir el
material discutido en clase. Los estudiantes prepararán un bosquejo de repaso
para el examen final.
10. El facilitador discutirá las tareas a completar para el próximo taller, entregará
el portafolio corregido e indicará los trabajos a incluir en el portafolio para el
taller cinco. El facilitador creará un foro de discusión oral en Wimba Voice
Board para asignación del próximo taller.
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Avalúo:
1. Individual: El estudiante estará a cargo de buscar información mediante el uso de
la biblioteca virtual y materiales suplementarios acerca de la preparación de
pruebas y vendrá preparado para discutir el proceso y algunos de los ítems
relacionados al proceso.
2. Grupal: Los estudiantes trabajarán en grupos para preparar una planilla una
planilla de especificaciones para una prueba de aprovechamiento y una prueba
de criterio.
3. Escrito: Los estudiantes completarán un foro de discusión relacionado a un tópico
escogido por el facilitador y relacionado al tema cubierto en este taller.
4. Oral/Auditivo: Discusión socializada sobre el proceso de construir una prueba y
planilla de especificaciones.
Cierre del taller: (Actividades para determinar si todos los estudiantes lograron los
objetivos del taller.)
1. Individual: Los estudiantes prepararán un bosquejo de repaso acerca del proceso
de preparación de pruebas.
2. Grupal: Los estudiantes trabajarán en grupos preparando una prueba y
planificador de especificaciones.
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WORKSHOP FOUR
Specific Content Objectives:
Upon completion of this workshop, the student will be able to:
1. Define the processes of validity and reliability and will explain its importance in
the process of evaluation.
2. Analyze the test items by calculating indices of discriminations and difficulty.
3. Calculate statistic measurements of central tendency and variability.
4. Apply different types of curves to achievement and criteria exams.
Specific Language Objectives:
Upon completion of this workshop, the student will be able to:
1. Listening: Show comprehension of the new material discussed by the facilitator
by applying the methods of evaluation in a hands on activity.
2. Speaking: Use effective communication skills in group activities.
3. Reading: Complete a circle map using correct grammar and spelling after
reading a variety of written resources.
4. Writing: Write a study guide related to the importance of assessment, test
preparation and tabulation.
Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Curving an exam
http://academics.hamilton.edu/biology/smiller/curve.html
Reliability and validity
http://writing.colostate.edu/guides/guide.cfm?guideid=66
http://psychology.about.com/od/researchmethods/f/validity.htm
Relationship between item difficulty and discrimination
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http://annals.edu.sg/pdf/35VolNo2200603/V35N2p67.pdf
http://www.physics.fau.edu/research/education/A.Hotiu_thesis.pdf
Measures of central tendency
https://statistics.laerd.com/statistical-guides/measures-central-tendency-mean-mode-
median.php
Assignments before the Workshop:
1. Research the following information using the URL’s included in this workshop and the
virtual library. Complete a circle map for each of the concepts and come prepare to share
in class. Bring examples of each of the concepts.
Test Curve
Central tendency
Validity and Reliability
Discrimination and difficulty indices
2. Work on oral presentation and written report if you were assigned one for this workshop.
Test Curve
Central tendency
Validity and Reliability
Discrimination and difficulty indices
3. Complete the discussion board in Blackboard.
4. Continue working on your digital portfolio. Include all the links you used while
completing your research using the virtual library.
5. Continue practicing your language skills with Tell Me More.
6. Complete the Wimba Voice Board created by the facilitator.
Key Core Vocabulary:
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1. Central tendency.
2. Curve
3. Validity and reliability
4. Discrimination and difficulty indices
List of Supplementary Materials for the Workshop:
1. Validity and Reliability
http://www.slideshare.net/pattyanto/validez-y-confiabilidad-14217248
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
B. Scaffolding
___ Modeling
_X Guided Practice
_X Independent Practice
_X Comprehensible Input
C. Grouping Options
__X Whole Class
__X Small Groups
__X Partners
__X Independent Work
D. Integration of Processes
_X Listening
_X Speaking
_X Reading
_X Writing
E. Application
_X Hands-on
_X Meaningful/Relevant
_X Rigorous
_X Link to Objectives
_X Promote Engagement
A. Preparation
_X Adaptation of Content
_X Links to Background Knowledge
_X Links to Past Learning
_X Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_X Cognitive
_X Meta-cognitive
_X Social/Affective
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Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will review the topics studied in workshop three.
2. The students will discuss the methods of assessment, purpose, use and importance
in a socialized discussion guided by the facilitator.
3. The students will present their oral reports in class. The facilitator will clarify the
information after each of the presentations.
4. The students, guided by the facilitator will discuss each of the topics related to the
tabulation of tests and share their circle maps.
Item analysis
Reliability
Discrimination and difficulty indices
Validity
Descriptive Statistics
Measures of central tendency
Variability
5. The facilitator will explain each of the concepts related to the topic of tabulating
exams by using a PowerPoint presentation.
6. The facilitator will provide the students with ample examples and hands on
activities for each of the methods to be worked in small groups.
7. The students will prepare a study guide for the final exam for next week with the
help of the facilitator.
8. The facilitator will collect the assignments for this workshop and will discuss
those for workshop five.
Assessment:
1. Individual: The students will research topics related to the tabulation of
assessments and will create circle maps for each.
2. Group: The students will discuss the topics of assessment and the different
methods of evaluating exams in a socialized discussion.
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3. Written: The student will complete a thread in the discussion board in
Blackboard and will reply to one of the classmates.
4. Oral: The students will present their oral reports related to the topics assigned for
this workshops.
Lesson Wrap-Up:
3. Individual: The students will complete a study guide for their final exam. The
study guide must be sent to the facilitator as part of the evaluation criteria of the
final exam.
4. Group: The student will work in small groups in a hands-on activity related to
the tabulation of exams.
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Taller Cinco/Workshop Five
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea y
actividad. No mezcle los dos idiomas!
UTILICEN SOLAMENTE UN
LENGUAJE A LA VEZ! Las primeras dos
horas serán en español. Las últimas dos
horas serán en inglés.
NOTE: This is a bilingual workshop. Both
the facilitator and the student must use the
language assigned for each homework and
activity. Do not mix both languages! USE
ONE LANGUAGE AT A TIME- KEEP
BOTH LANGUAGES SEPARATE! The
first two hours must be in Spanish. The last
two hours must be in English.
Objetivos específicos de contenido:
Al finalizar el taller, el estudiante será capaz de:
1. Identificar diferentes técnicas de avalúo y su aplicabilidad en el salón de
clases.
2. Analizar la importancia de la investigación cuantitativa y cualitativa para los
educadores.
3. Reconocer la importancia de la investigación en la sala de clases como una
herramienta para mejorar el proceso de aprendizaje de los estudiantes.
Objetivos específicos de lenguaje:
Al finalizar el taller, el estudiante será capaz de:
1. Escuchar: El estudiante utilizará estrategias efectivas para llevar a cabo
discusiones informales relacionadas a las técnicas de avalúo discutidas.
2. Hablar: Presentar de manera oral información relacionada a la observación
clínica.
3. Leer: Buscar, leer y resumir correctamente información relacionada a la
investigación cuantitativa y cualitativa y su importancia para los educadores.
4. Escribir: Escribir un reporte relacionado a los datos encontrados durante la
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observación clínica.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Quantitative and Qualitative Data
http://web.cortland.edu/andersmd/stats/qual.html
Types of exams
http://www.library.auckland.ac.nz/student-
learning/index.php?p=different_types_of_exams
Types of assessments
http://suite101.com/a/types-of-assessment-in-education-a340404
http://www.socialresearchmethods.net/kb/intreval.php
Asignaciones antes del taller:
Asignaciones a discutirse las primeras dos horas de instrucción (2).
1. Observar el video incluido en los materiales suplementarios y escribir un resumen
y reacción acerca del mismo. Use estilo APA e incluya referencias.
2. Buscar información por medio de los enlaces electrónicos provistos o mediante la
biblioteca virtual acerca de las técnicas de avalúo y su aplicación en el salón de
clases. Venir preparado a discutir los hallazgos en clase.
3. Completar el reporte de la observación clínica, incluyendo la presentación oral.
Assignments to be discussed the last two hours of instruction (2).
3. Study all the material studied in this course to complete a final exam.
4. Complete the digital portfolio.
5. Finish the E-Lab document included in the module (Appendix H) and finish your
practice with Tell Me More.
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Vocabulario académico clave (Debe
reflejar los objetivos y conceptos claves
del taller.) Verifique que el estudiante
domine el vocabulario clave en los dos
idiomas.
Ejemplo:
1. Investigación Cualitativa
2. Investigación Cuantitativa
Academic Core Vocabulary (Must
reflect objectives and important concepts
of the workshop.) Verify that the student
masters the core vocabulary in both
languages.
Sample:
1. Qualitative Research
2. Quantitative Research
List of Supplementary Materials for the Workshop:
1. Video:
http://www.youtube.com/watch?v=DxFuw22bPnE
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
1.
2.
3.
4.
5.
6.
7.
8.
B. Scaffolding
___ Modeling
___ Guided Practice
_X_ Independent Practice
_X_ Comprehensible Input
C. Grouping Options
__X_ Whole Class
___ Small Groups
___ Partners
___ Independent Work
D. Integration of Processes
_X_ Listening
_X_ Speaking
_X_ Reading
_X_ Writing
E. Application
___ Hands-on
__X Meaningful/Relevant
_X Rigorous
_X Link to Objectives
_X Promote Engagement
A. Preparation
X Adaptation of Content
___ Links to Background Knowledge
X Links to Past Learning
XStrategies Incorporated
CALLA Strategies
(Cognitive Academic Language Learning Approach)
X Cognitive
X Meta-cognitive
X Social/Affective
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
Actividades en español para las primeras dos horas del taller:
1. El facilitador repasará el material cubierto en el taller número cuatro.
2. Los estudiantes discutirán técnicas de avalúo y como aplicarlas en el salón de
clases mediante una discusión socializada
3. El facilitador utilizará una actividad de su predilección para discutir la importancia
de la investigación cualitativa y cuantitativa en el proceso de evaluación.
4. Los estudiantes presentarán las observaciones clínicas. Cada estudiante tendrá un
límite de 5 minutos para presentar sus observaciones. El uso de tecnología es un
requisito de esta actividad.
Integrated content and language activities aligned to achieve workshop objectives:
Activities in English for the last two hours of the workshop:
1. The students will complete the final exam for this course.
2. The facilitator will collect all assignments, the digital portfolio, and the final exam
and will review and clarify any concepts or questions related to this course.
3. The students will complete the final course evaluation.
Assessment: Individual:
1. Individual: The students will watch a video related to qualitative and
quantitative research and will complete a review about it.
2. Group: Oral discussion about the different techniques of assessment and its
applicability in the classroom.
3. Written: The students will complete a report related to their clinical observation
4. Oral: The students will present their clinical experience in class.
Lesson Wrap-Up:
1. Individual: The students will complete their final exam.
2. Group: The students will participate of an activity selected by the facilitator to
discuss the importance of qualitative and quantitative research.
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 77
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Appendices/Anejos
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 78
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APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
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“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
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“Can Do” Speaking Rubric
National Proficiency
Levels
Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to thinking of the
correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
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“Can Do” Reading Rubric
National Proficiency
Levels
Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not
developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,
resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional
texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,
skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,
definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-
evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to
identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
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“Can Do” Writing Rubric
National Proficiency
Levels Criteria
Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand
the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs
of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left
with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to
allow the proper flow of ideas.
Selects and uses vocabulary words that are much livelier and appropriate. Some common wording can be improved.
Writes with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect
ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 83
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APPENDIX B
CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 84
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School for Professional Studies
Florida Campuses
CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
Part I: Matrix: Florida Educator Accomplished Practices (FEAPs) Student Intern:
School:
Date:
Classroom Teacher:
Grade:
Instructions: The student must place a checkmark (√) under the heading for Observed or Not-Observed for each Educator Accomplished Practice Competency (10 pages).
Professional FEAP
Competencies
Classroom
Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes: Describe the relevance of the competency evidenced
(observed) to the main core educational topics
discussed in your current education course.
#1 Quality of Instruction The effective educator consistently:
a) models and promotes the importance of education and academic achievement to all students;
b) plans and designs lessons to achieve student mastery;
c) selects appropriate strategies to be used as formative assessments to monitor learning;
d) uses diagnostic student data to design instruction
e) develops learning experiences that require students to demonstrate a variety of relevant skills and competencies;
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Student Intern Name: Date:
Professional FEAP
Competencies
Classroom
Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core
educational topics discussed in your current
education course.
f) appropriately sequences
lessons and concepts to ensure
coherence and required prior
knowledge;
g) uses higher-order questioning techniques;
h) uses varied instructional strategies and resources, including appropriate technology, to teach for student understanding;
i) delivers engaging, challenging, and relevant lessons;
j) differentiates instruction based on an assessment of student learning needs and a recognition of individual differences in students;
k) respects and embraces students’ cultural and family background;
l) demonstrates behaviors that are consistent with fairness and equity;
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Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency evidenced
(observed) to the main core educational topics
discussed in your current education course.
m) utilizes student feedback to monitor instructional needs;
n) demonstrates behaviors that are consistent with fairness and equity;
o) utilizes student feedback to monitor instructional needs.
#2 Knowledge of Subject Matter The effective educator consistently:
a) demonstrates deep and comprehensive knowledge of the subject taught;
b) identifies and modifies instruction to respond to gaps in students’ subject matter knowledge;
c) provides instruction to address preconceptions or misconceptions;
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Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core
educational topics discussed in your current
education course.
d) designs and modifies instruction to deepen students’ understanding of content area and advance student learning;
e) selects and sequences engaging, relevant, standards-based content, and then designs and teaches lessons that are relevant to students’ learning needs;
f) relates and integrates the subject matter with other disciplines during instruction.
#3 Continuous Improvement
The effective educator consistently:
a) engages in targeted professional growth opportunities and reflective practices;
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Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core educational
topics discussed in your current education
course..
b) uses a variety of data,
independently and in
collaboration with
colleagues, to evaluate
learning outcomes and to
adjust planning and
practice;
c) designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;
d) examines and uses data-informed research to improve instruction and student achievement;
e) implements knowledge and skills learned in professional development in the teaching and learning process.
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Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom
Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency evidenced
(observed) to the main core educational topics
discussed in your current education course.
#4 Learning Environment The effective educator consistently:
a) integrates learning activities that incorporate current information and communication technologies;
b) adapts learning environment to accommodate the differing needs and diversity of students;
c) utilizes current and emerging assistive technologies that enable students to achieve their educational goals;
d) creates and maintains an atmosphere of respect for all areas of diversity.
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Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core educational
topics discussed in your current education course.
#5 Assessment
The effective educator consistently:
a) analyzes and uses data from multiple assessments and measures to diagnose students’ learning needs, inform instruction based on those needs, and drive the learning process;
b) designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
c) uses a variety of assessment tools to monitor student progress, achievement and learning gains;
d) modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
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Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core educational
topics discussed in your current education course.
e) shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s);
f) employs technology to organize and integrate assessment information.
#6 Communication
The effective educator consistently:
a) conveys high expectations;
b) supports, encourages, and provides immediate and specific feedback to students to promote student achievement;
c) models and teaches clear, acceptable oral and written communication skills;
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Florida Campuses
Student Intern Name: Date:
Professional FEAP
Competencies
Classroom Observation
of Competencies
(Total of 4 Hours)
Observed Not Observed
( √ ) ( √ )
Observation Notes:
Describe the relevance of the competency
evidenced (observed) to the main core
educational topics discussed in your current
education course.
d) fosters two-way
communication with
students and
parent/caregiver(s); and
e) collaborates with the home, school, and larger communities to support student learning and continuous improvement.
Professional Responsibility and Ethical Conduct The effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C, by fulfilling the expected obligations to students, the public and the education profession.
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Florida Campuses
School Site Supervising Teacher: __________________________________________
Signature: _________________________________________ Date: ______________
Comments:
________________________________________________________________________
________________________________________________________________________
Internship Course Facilitator: _____________________________________________
Signature: _________________________________________ Date: _______________
Comments:
________________________________________________________________________
________________________________________________________________________
Student Intern: _________________________________________________________
Signature: _______________________________________ Date: _________________
Comments_______________________________________________________________
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CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
Part II: School: General Operation Activities (1 page)
Student Intern: School:
Date:
Place a checkmark (√) under the appropriate activity or type of meeting you participated in during
your School Clinical Experience at the assigned school. You must comply with a minimum of four
hours for this requirement. IEP
Meeting
LEP
Committee
Meeting
RTI
Meeting
Faculty
Meeting
Parent/Teache
r Conference
Grade
Level
Meeting
Department
Meeting
Other: Total
Hours
COMMENTS: Specify the activity for which you are entering comments. You will refer to this document to complete the final report for the
Education course.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_______________________
Internship Course Facilitator’s Signature: _____________________ Date: ________________
Student Intern’s Signature: ________________________________ Date: _______________
CODES: IEP=Individual Education Program, LEP=Limited English Proficient Program,
RTI=Response to Intervention
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APPENDIX C
CLINICAL SCHOOL EXPERIENCE OBSERVATION FEEDBACK FORM
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CLASSROOM OBSERVATION FEEDBACK FORM
Student Intern:
Signature: Date:
School Site Supervising Teacher:
Signature: Date:
Internship Course Facilitator:
Signature: Date:
Observation Notes (narrative description of lesson)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
ESOL COMPETENCIES (Check ALL that are observed)
___ Planning Practices
___ Instructional Methods/Strategies
___ Instructional Materials
___ Assessment by L2 Level
___ Accommodations by L2 Level
___ Learning Styles/Differentiation
___ Cultural Sensitivity
___ Addresses L2 proficiency Levels
ACCOMPLISHED PRACTICES
(Check ALL that are observed)
___ Instructional Design, Lessons, and planning
___ Learning Environment
___ Instructional Delivery and Facilitation
___ Assessment
___ Continuous Professional Improvement
___ Professional Responsibility and Ethical Conduct
Exemplary Practices
Observer’s Name: ________________________
Observer’s Signature: _____________________
Date: __________________________________
Comments:
Reflective Comments
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APPENDIX D
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
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Appendix D
Six-Traits of Writing Rubric
Student’s Name:______________________________________
Date:___________________
Facilitator:______________________Course:
____________Assignment:_________________
Instructions: This rubric will be used to evaluate all written work done by the
student in both English and Spanish. Please refer to the trait that you are evaluating
(i.e., Ideas and Content) and write the score in the appropriate box. Select the
criteria per level (6= highest, 1=lowest) that best reflects the student’s writing
ability.
Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that
you are evaluating in order to complete this rubric properly.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Grand Total:
Final Score:_________________
Scoring Scale: (36-0)
Outstanding: 33-36 points = A
Very Good: 29-32 points = B
Satisfactory: 24-28 points =C
Fair: 19-23 points =D
Poor: 0-18 points = F
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Six Traits for Analytic Writing Rubrics
Trait #1: Idea and Content
Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
6
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.
5
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.
4
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
3
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.
2
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.
1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #2: Organization
Criteria per Level
6
The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed
5
The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .
4
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.
3
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.
2
The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.
1
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #3: Voice
Criteria per Level
6
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
4
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.
3
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.
2
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
1
The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #4: Word Choice
Criteria per Level
6
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.
5
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used
4
Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.
3
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.
2
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.
1
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #5: Sentence Fluency
Criteria per Level
6
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.
5
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.
4
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.
3
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
2
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.
1
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #6: Conventions
Criteria per Level
6
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.
5
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.
4
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.
3
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.
2
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.
1
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 105
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ANEJO E/APPENDIX E
RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
The paper is clear, focused and
interesting. Identifies purpose,
objectives and principal ideas
included in the paper
10
Presentation of ideas is organized,
coherent and can be easily followed
10
The paper properly explains content. 10
The presentation of ideas and
arguments are based in sources
presented, consulted or discussed in
class.
10
The paper demonstrates substance,
logic and originality.
10
The author presents his point of view
in a clear, convincing and well based
manner.
10
Contains well-constructed sentences
and paragraphs that facilitate lecture
and comprehension.
10
Language
Demonstrate a command of standard
English (vocabulary used, syntax and
flow of ideas).
10
Uses grammar appropriately and
correctly.
10
Manages and uses verbs appropriately
and correctly.
10
Total Points 100 (70% content and
30% language)
Student’s total Score:
_______
Student’s Signature: ____________________Facilitator’s
Signature:___________________
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MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
Nombre del Estudiante: ______________________ Fecha: _______________
Criterio Puntos Puntuación
Contenido
Este trabajo esta claro, enfocado e
interesante. Identifica el propósito,
objetivos e ideas principales del
documento o actividad.
10
La presentación de ideas es coherente
y puede ser seguida fácilmente.
10
El documento explica propiamente el
contenido.
10
La presentación de ideas y
argumentos está basada en recursos
presentados, consultados o discutidos
en clase.
10
El documento demuestra substancia,
lógica y originalidad.
10
El autor presenta su punto de vista en
una manera clara, convincente y bien
estructurada.
10
Contiene oraciones bien estructuradas
y párrafos que facilitan la lectura y
comprensión del documento.
10
Lenguaje
Demuestra un conocimiento del
español (vocabulario, sintaxis y flujo
de ideas).
10
Usa gramática apropiada y
correctamente.
10
Maneja verbos y acentuación
apropiada y correctamente.
10
Total Puntos 100 (70% contenido y
30% lenguaje)
Puntuación Total:
_______
Student’s Signature: _________________Facilitator’s Signature:___________________
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ANEJO F/APPENDIX F
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVIDUAL/GRUPAL ORAL
Nombre del estudiante: _______________________Fecha:_________________
Criterio Puntos Puntuación del
estudiante
Contenido
Realiza una introducción efectiva del
tema identificando el propósito,
objetivo e ideas principales que se
incluyen en la presentación.
10
La presentación es organizada y
coherente y puede seguirse con
facilidad.
10
El presentador demuestra dominio del
tema o materia de la presentación al
explicar con propiedad el contenido y
no incurrir en errores.
10
Las ideas y argumentos de la
presentación están bien fundamentados
en los recursos presentados,
consultados o discutidos en clase.
10
Capta la atención e interés de la
audiencia y/o promueve su
participación, según aplique.
10
Proyección efectiva, postura corporal
adecuada, manejo de la audiencia,
manejo del tiempo asignado.
10
Usa varias estrategias para hablar o
definir conceptos, interpretaciones,
aplicaciones y evaluación de procesos o
experiencias en el contenido del curso.
10
Lenguaje
Pronunciación de las palabras es clara y
de manera correcta para que se
entienda el lenguaje utilizado.
10
Uso correcto de la gramática y
conjugación de verbos en el idioma
asignado.
10
Uso correcto del vocabulario para
expresar el mensaje adecuadamente.
10
Total de Puntos 100 (70% de
contenido y 30%
Lenguaje)
Puntuación del
Estudiante: ________
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RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content
Performs an effective introduction to
the theme identifying the objectives,
ideas and principles that are included
in the presentation.
10
The presentation is organized and
coherent, and could be easily followed
10
The presenter demonstrates domain of
the theme or subject by means of
properly explaining content without
incurring in errors
10
The ideas and arguments of the
presentation are well founded by the
resources presented, consulted or
discussed in class
10
Capture of the attention and interest of
the audience and/or promote their
participation, as applicable
10
Effective personal projection, corporal
posture and manage of the audience;
10
Uses a variety of speaking strategies to
define concepts, interpretation,
application and evaluation of processes
using experience on concepts or
content of class.
10
Language
Student pronounces words in a clear
and correct manner so as to make the
correct language used understood to
others.
10
Correct use of grammar and verb
conjugation.
10
Use of correct use of vocabulary words
to express message.
10
Total Points 100 (70% of content
and 30% of
language)
Student’s Total
Score:
________
Student’s signature: __________________Facilitator’s Signature: __________________
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 109
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ANEJO G/APPENDIX G
Información acerca del Laboratorio de Idiomas/E-Lab
Language Lab/E-Lab Information
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Información acerca del Laboratorio de Idiomas/E-Lab
El laboratorio de idiomas y el E-Lab están diseñados para ayudar a los estudiantes a
desarrollar sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de
aprendizaje a lo largo de su carrera. Ambos cuentan con una amplia variedad de
ejercicios visuales y auditivos en línea, recursos de investigación y actividades de
escritura guiada, que les permiten a los estudiantes mejorar sus habilidades de
comprensión auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática y
escritura.
El laboratorio de idiomas también ofrece un paquete de 140 páginas web de English for
Speakers of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de
otros idiomas) seleccionadas cuidadosamente, así como otras páginas web en español con
el fin de satisfacer las necesidades de los estudiantes. En adición, el laboratorio de
idiomas y el E-Lab cuentan con otros programas informáticos para el aprendizaje del
idioma y del contenido académico, tales como Tell Me More, NetTutor y Wimba Voice.
Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les
permite a los estudiantes reforzar sus destrezas y además cumplir con las horas de
laboratorio requeridas en sus clases. Para poder usar este programa, los estudiantes
necesitan tener Internet, el navegador Internet Explorer y acceso a la plataforma
Blackboard.
El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un
programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que
permitirá medir el progreso individual. Los estudiantes podrán mejorar su pronunciación,
gramática y destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con
dos perfiles diferentes: lenguaje de comunicación y lenguaje de negocios.
NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en vivo para materias
cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se ofrece
tutoría en vivo, los estudiantes pueden publicar sus dudas, que les serán contestadas en un
lapso de 72 horas. El sistema también cuenta con un banco de preguntas y respuestas
frecuentes disponible las 24 horas del día, los 7 días de la semana. NetTutor se puede
acceder remotamente siempre que exista conexión a Internet. Este servicio ofrece tutorías
en las siguientes materias:
Inglés (disponible para todos los cursos)
Español (disponible para todos los cursos)
Estadística (el estudiante debe estar matriculado en el curso)
Matemáticas (el estudiante debe estar matriculado en el curso)
Contabilidad (el estudiante debe estar matriculado en el curso)
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 111
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Sistemas de información computarizada (el estudiante debe estar matriculado en
el curso).
Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea
durante el desarrollo del material académico y permite a su vez la interacción entre los
estudiantes y el facilitador. Los estudiantes usarán Wimba Voice para participar en los
foros de discusión oral en línea, preparar presentaciones orales, enviar mensajes de voz y
cumplir con otras asignaciones. El programa cuenta con 5 funciones:
Voice Authoring: permite grabar y escuchar contenido oral en páginas web.
Voice Discussion Board: permite publicar y escuchar mensajes orales en un foro
de discusión en línea.
Voice Presentation: permite presentar contenido de páginas web con mensajes de
voz.
Voice E-mail: permite enviar correos electrónicos con mensajes de voz.
Voice Podcaster: permite crear y distribuir mensajes orales a los participantes.
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Language Lab and E-Lab Information
The Language Lab and E-Lab are designed to help students strengthen their linguistic
skills in English and Spanish and to fulfill the content objectives of the course. Both labs
count with a wide variety of visual and auditory on-line exercises, Internet-based
research, and guided writing activities, that allow students to improve their skills in
listening and reading comprehension, pronunciation, vocabulary building, grammar, and
writing.
The Language Lab also includes a package of 140 carefully selected English for Speakers
of Other Languages (ESOL) Web sites, as well as other Spanish Web pages to meet the
students’ needs. Additionally, the Language Lab and E-Lab have other software to boost
language and academic content learning such as Tell Me More, NetTutor, and Wimba
Voice.
Tell Me More is an effective system for English and Spanish learning that allows
students to strengthen their skills and fulfill the language lab hours required in each class.
Students must have Internet connection, Internet Explorer browser, and access to
Blackboard to be able to use this program.
The system will initially assess students’ knowledge and create a learning path
specifically tailored to each student’s needs, thus allowing facilitators to measure every
student’s progress. Students will be able to improve pronunciation, grammar and
listening skills from beginner to advanced levels with two different profiles: everyday
language and business oriented language.
NetTutor is an online tutoring service, which provides live tutoring for numerical and
computer classes (scheduled hours apply). For those classes which do not have live
tutoring, students can post questions and they will be answered within 72 hours. The
system also has a “Frequently Asked Questions” section available 24/7. NetTutor can be
accessed remotely with an Internet connection. This service offers tutoring for the
following subjects:
English (available for all courses)
Spanish (available for all courses)
Statistics (student must be enrolled in the course)
Mathematics (student must be enrolled in the course)
Accounting (student must be enrolled in the course)
Computer Information Systems (student must be enrolled in the course)
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 113
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Wimba Voice is an electronic tool that promotes the use of voice online during the
development of the academic content, and allows students/facilitator interaction. Students
will use Wimba Voice to create voice posts for discussion boards, prepare voice
presentations, send voice e-mails, and for other assignments. The Wimba Voice program
has 5 functions:
Voice Authoring: allows recording and listening to voice content on a webpage.
Voice Discussion Board: allows posting and listening to voice messages within
discussion boards.
Voice Presentation: allows presenting web content alongside voice messages.
Voice E-mail: allows sending voice messages via e-mail.
Voice Podcaster: allows creating and distributing voice messages to participants.
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 114
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Appendix H
Language Lab/E-Lab Documentation
Each student should complete this form and submit it weekly to the facilitator as part of
the class evaluation.
Points: _____
AREAS OF
IMPROVEMENT
AND/OR
SUGGESTED BY
FACILITATOR
DATE ELECTRONIC
RESOURCES
USED AND
TASKS
COMPLETED
AGM
CLASSROOM
LAB. (L)
OFF-CAMPUS
PRACTICE
(O)
STAFF/FACULTY
SIGNATURE
Tell Me More
NetTutor
EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 115
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Wimba Voice
Internet-Based
Research
(Virtual
Library)
English
and/or
Spanish
Websites
Activities
Total number of hours: _______
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