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Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
EDUC 355
EVALUATION AND MEASUREMENT OF THE EDUCATIONAL PROCESS
LA MEDICIÓN Y LA EVALUACIÓN DEL PROCESO EDUCATIVO
© Sistema Universitario Ana G. Méndez, 2010
Derechos Reservados.
© Ana G. Méndez University System, 2010. All rights reserved
Evaluation and Measurement of the Educational Process 2
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Preparado con la colaboración de:
Liliam Panagiotoupolous, Especialista en Preparación de Módulos
Fidel Tavara, Evaluador de Contenido
Myra Vélez, Evaluador de Idioma Inglés
Graciela Squillaro, Evaluador de Idioma Español
Daniel Poremba, Diseñador Instruccional de Currículo
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUÍA DE ESTUDIO .......................................................................................................... 5
STUDY GUIDE ................................................................................................................ 32
TALLER UNO.................................................................................................................. 55
WORKSHOP TWO .......................................................................................................... 64
TALLER TRES ................................................................................................................ 72
WORKSHOP FOUR ........................................................................................................ 81
TALLER CINCO / WORKSHOP FIVE .......................................................................... 91
APÉNDICE A / APPENDIX A: SECOND LANGUAGE PROFICIENCY SCORING
RUBRICS ....................................................................................................................... 100
APÉNDICE B / APPENDIX B: CLINICAL SCHOOL EXPERIENCE OBSERVATION
TOOL .............................................................................................................................. 111
APÉNDICE C / APPENDIX C: CLINICAL SCHOOL EXPERIENCE LOG REPORT
......................................................................................................................................... 123
APÉNDICE D / APPENDIX D: THE WRITING PROCESS........................................ 126
APÉNDICE E / APPENDIX E: EVALUACIÓN DE LA PARTICIPACIÓN EN CADA
TALLER ......................................................................................................................... 154
APÉNDICE F / APPENDIX F: GLOSSARY GUIDE ................................................... 157
APÉNDICE G / APPENDIX G: REDACCIÓN DE OBJETIVOS – EVALUACIÓN .. 159
APÉNDICE H / APPENDIX H: LISTA DE COTEJO PARA LA EVALUACIÓN DE
UNA JUSTIFICACIÓN.................................................................................................. 161
APÉNDICE I / APPENDIX I: CASE STUDY .............................................................. 164
APÉNDICE J / APPENDIX J: FINAL PROJECT DEVELOPMENT LOG ................. 179
APÉNDICE K / APPENDIX K: GUIDELINES TO PREPARE THE PORTFOLIO.... 182
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APÉNDICE L / APPENDIX L: SELF-REFLECTION .................................................. 185
APÉNDICE M / APPENDIX M: MATRIZ DE VALORACIÓN DE LA MESA
REDONDA ..................................................................................................................... 188
APÉNDICE N / APPENDIX N: RESPONSE PAPER RUBRIC ................................... 192
APÉNDICE O / APPENDIX O: ANALYTICAL ESSAY RUBRIC ............................. 196
APÉNDICE P / APPENDIX P: MATRIZ DE VALORACIÓN DEL ENSAYO
ANALÍTICO ................................................................................................................... 200
APÉNDICE Q / APPENDIX Q: THINKING CIRCLE – DEBATE RUBRIC.............. 203
APÉNDICE R / APPENDIX R: MATRIZ DE VALORACIÓN PARA LA ACTIVIDAD
DE LOS CÍRCULOS PENSANTES/DEBATE ............................................................. 206
APÉNDICE S / APPENDIX S: MATRIZ DE VALORACIÓN PARA EL ENSAYO
EXPOSITIVO ................................................................................................................. 210
APÉNDICE T / APPENDIX T: MATRIZ DE VALORACIÓN DE LA
PRESENTACIÓN ORAL DEL PROYECTO FINAL ................................................... 216
APÉNDICE U / APPENDIX U: PERFIL DIAGNÓSTICO .......................................... 220
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GUÍA DE ESTUDIO
Título del Curso: La Medición y la Evaluación del Proceso Educativo
Codificación: EDUC 355
Créditos: Tres
Duración: Cinco semanas
Prerrequisito: EDUC 172, EDUC 363
Descripción:
En este curso se estudian en forma teórica y práctica los aspectos esenciales del proceso
de la evaluación educativa. El curso se inicia estableciendo la relación entre los objetivos
y la evaluación. Se profundiza en las taxonomías de los objetivos (cognoscitivos,
afectivos y psicomotores) y se prepara al futuro maestro para que comprenda la
importancia de promover una enseñanza que provoque en el aprendiz el desarrollo de los
procesos mentales más elevados. Se estudian los más recientes conceptos en el campo de
la evaluación: pruebas de criterios, pruebas de ejecución, de dominio, avalúo, etc.
Además de los conceptos tradicionales sobre preparación, administración, corrección e
interpretación de las pruebas de aprovechamiento, se incluye una unidad sobre conceptos
básicos de estadísticas. La última unidad incluye otros procedimientos de evaluación
necesarios para completar la preparación del futuro maestro y se enfatiza el uso de la
computadora como herramienta educativa.
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Objetivos de Contenido Generales:
Al finalizar el curso, el estudiante estará capacitado para:
1. Reconocer la importancia de la medición y la evaluación en el proceso de
aprendizaje.
2. Redactar objetivos instruccionales y establecer la relación que existe entre éstos y
la evaluación.
3. Señalar la relación entre la taxonomía de los objetivos cognoscitivos de Bloom,
afectivos de Krathwohl, psicomotores de Simpson y las pruebas de criterios.
4. Utilizar los conceptos básicos de medición:
Escala de medición.
Medidas de tendencia central y de dispersión.
Uso de programas de computadora para determinar estas medidas.
Validez y Confiabilidad.
5. Preparar por lo menos una prueba objetiva que incluya los conceptos básicos
aprendidos:
Tabla de especificaciones
Redacción de ítems
6. Analizar una prueba objetiva.
7. Describir los modelos de avalúo
8. Familiarizarse con las distintas técnicas para recopilar información en el proceso
de avalúo.
Objetivos de Lenguaje Generales:
Al finalizar el curso, el estudiante estará capacitado para:
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1. Escuchar: Escuchar atentamente conferencias académicas en el campo de la
evaluación educativa.
2. Hablar: Expresarse claramente en conversaciones, discusiones o debates
relacionados con el campo de la evaluación educativa.
3. Leer: Leer comprensivamente la literatura científica del área de la evaluación
educativa.
4. Escribir: Redactar documentos académicos del área de la evaluación educativa
utilizando la gramática, la ortografía y el estilo adecuados.
Next Generation Sunshine State Standards:
STANDARD 5: Fluency: The student demonstrates the ability to read grade level text
orally with accuracy, appropriate rate, and expression.
STANDARD 6: Vocabulary development: The student uses multiple strategies to
develop grade appropriate vocabulary.
STANDARD 7: Reading Comprehension: The student uses a variety of strategies to
comprehend grade level text.
ESOL Performance Standards:
DOMAIN 5: Assessment (ESOL Testing and Evaluation)
STANDARD 1: Assessment Issues for ELLs: Teachers will understand and apply
knowledge of assessment issues as they affect the learning of ELLs from diverse
backgrounds and at varying English proficiency levels. Examples include cultural and
linguistic bias; testing in two languages; sociopolitical and psychological factors; special
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education testing and assessing giftedness; the importance of standards; the difference
between formative and summative assessment; and the difference between language
proficiency and other types of assessment (e.g., standardized achievement tests).
Teachers will also understand issues around accountability. This includes the
implications of standardized assessment as opposed to performance-based assessments,
and issues of accommodations in formal testing situations.
PERFORMANCE INDICATORS:
Demonstrate an understanding of the purposes of assessment as they relate to ELLs of
diverse backgrounds and at varying English proficiency levels.
5.1. b. Identify a variety of assessment procedures appropriate for ELLs of diverse
backgrounds and at varying English proficiency levels.
5.1. c. Demonstrate an understanding of appropriate and valid language and
literacy assessments for ELLs of diverse backgrounds and at varying
English proficiency levels.
5.1. d. Demonstrate understanding of the advantages and limitations of
assessments, including the array of accommodations allowed for ELLs of
diverse backgrounds and at varying English proficiency levels.
5.1. e. Distinguish among ELLs’ language differences, giftedness, and special
education needs.
5.3. a. Use performance-based assessment tools and tasks that measure ELLs’
progress in English language and literacy development.
5.3. b. Understand and use criterion-referenced assessments appropriately with
ELLs from diverse backgrounds and at varying English proficiency levels.
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5.3. c. Use various tools and techniques to assess content-area learning (e.g.,
math, science, social studies) for ELLs at varying levels of English
language and literacy development.
5.3. d. Prepare ELLs to use self- and peer-assessment techniques, when
appropriate.
5.3. e. Assist Ells in developing necessary test-taking skills.
5.3. f. Assess ELLs’ language and literacy development in classroom settings
using a variety of authentic assessments, e.g., portfolios, checklists, and
rubrics.
Florida Educator Accomplished Practices:
COMPETENCY 1: The pre-professional teacher collects and uses data gathered from a
variety of sources. These sources include both traditional and alternate assessment
strategies. Furthermore, the teacher can identify and match the students’ instructional
plans with their cognitive, social, linguistic, cultural, emotional, and physical needs.
SKILLS:
1.4. Identifies students’ cognitive, social, linguistic, cultural, emotional, and
physical needs in order to design individual and group instruction.
1.5. Employs traditional and alternative assessment strategies in determining
students’ mastery of specified outcomes.
1.6. Guides students in developing and maintaining individual portfolios.
1.7. Modifies instruction based upon assessed student performance.
1.8. Provides opportunities for students to assess their own work and progress.
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1.9. Maintains observational and anecdotal records to monitor students’
development.
1.10. Interprets, with assistance, data from various informal and standardized
assessment procedures.
1.11. Reviews assessment data and identifies students’ strengths and weaknesses.
1.13. Develops short- and long-term personal and professional goals relating to
assessment.
CLINICAL EXPERIENCE PROJECT
Descripción el Proyecto de Experiencia Clínica
El proyecto debe estar claramente descrito para que los estudiantes entiendan las
expectativas y los requisitos. Éste debe reflejar los temas educativos principales para el
curso y los estándares del “Florida Educator Accomplished Practices” del curso para
lograr las competencias y destrezas especificadas. Los estudiantes tienen que usar el
Instrumento de Observación y la Platilla que aparecen en la sección de anejos y
demonstrar que han cumplido con el mínimo de seis horas en el plantel escolar.
NOTA: Las asignaciones y actividades del módulo deben reflejar las competencias y
destrezas, según apliquen.
Reading Competencies:
COMPETENCY 9: Knowledge of reading assessments
SPECIFIC INDICATORS:
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9.1.Identify measurement concepts, characteristics, and uses of norm-referenced,
criterion-referenced, and performance-based assessments.
9.2.Identify appropriate oral and written methods for assessing individual student
progress (e.g., informal reading inventories, fluency probes, rubrics, running
records, story retelling, portfolios, etc.).
9.3.Interpret data from informal and formal assessments (e.g., screening, progress
monitoring, diagnostic, survey) to guide instructional decisions.
9.4.Use individual student reading data to differentiate instruction.
9.5.Evaluate the appropriateness (e.g., curriculum alignment, cultural bias, and
reliability/validity) of assessment instruments and practices.
Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,
Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)
Requisito mínimo del uso del laboratorio de lenguaje: Los estudiantes deben demostrar
que ellos han cumplido con 10 horas de uso en el laboratorio de lenguaje (inglés y
español) por idioma en el curso. Esto iguala al uso del laboratorio de lenguaje por dos
horas semanales para cada lenguaje por curso. El facilitador podría requerir más horas de
práctica basada en las necesidades para las destrezas auditivas, orales, de lectura y
escritura en cualquiera de los lenguajes mencionados.
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Descripción del Proceso de Evaluación
1. Asistencia y participación en clase – (Talleres 1 y 3 – Español; Talleres 2 y 4 -
Inglés; Taller 5 – Inglés/Español) (Apéndice E)
La asistencia a cada taller es obligatoria y el estudiante recibirá 10 puntos por
cada clase. El ausentarse afectará la nota final. Además, se evaluarán los
siguientes criterios:
a. dominio del material discutido en clase
b. cumplimiento con las tareas asignadas en clase
c. puntualidad en la entrega de trabajos.
Para aprobar el curso, es requisito la asistencia.
2. Redacción de Objetivos – (Taller 1 – Español) (Apéndice G)
El estudiante redactará seis objetivos a la luz de lo investigado y discutido en el
Taller Dos. Para cada tipo de objetivo (psicomotor, cognoscitivo y afectivo), el
estudiante redactará dos objetivos teniendo en cuenta la inclusión de los
siguientes componentes:
a. Componente #1: Audiencia - ¿Quién?
b. Componente #2: Conducta - ¿Qué hará?
c. Componente #3: Condición - ¿Bajo qué condiciones?
d. Componente #4: Punto de ejecución - ¿Hasta qué punto?
Este trabajo se redactará en inglés y se evaluará según la matriz de valoración del
Apéndice C.
3. Redacción de una justificación– (Taller 1 – Español)
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El estudiante redactará una justificación de dos páginas máximo, en la que
explicará por qué utilizó una práctica o teoría educativa en específico. Según lo
discutido en el Taller 1, dicha justificación debe cumplir con los siguientes
criterios:
a. Describir la audiencia.
b. Explicar la estrategia/ teoría a usarse.
c. Relatar cómo se usó la estrategia/teoría.
d. Discutir los efectos observados.
4. Registro de Desarrollo del Proyecto Final – (Talleres 1, 2, 3, 4 y 5) (Apéndice
J)
a. El propósito de este registro es dar seguimiento y retroalimentación al
estudiante durante el proceso de recopilación de la información y redacción
del proyecto final.
b. Es un medio de comunicación entre el estudiante y el facilitador para
identificar dificultades y documentar logros.
c. Este registro tiene un valor total de 20 puntos, los cuales el estudiante va
acumulando a lo largo del curso, recibiendo hasta 4 puntos cuando lo entrega
al facilitador en cada taller.
5. Portafolio (Taller Cinco: Apéndice K)
El portafolio es una selección de los trabajos realizados durante el curso, junto a
todas las asignaciones de auto-reflexión y evaluación al final de cada taller. Éstos
serán organizados y presentados en un portafolio siguiendo las especificaciones
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del Apéndice G. El portafolio deberá ser entregado al comienzo del Taller 5 y
tiene un valor de 40 puntos.
a. El portafolio deberá contener la siguiente documentación:
Proyectos (Estudio de Caso: Perfil Diagnóstico y Plan de Lección
Remedial), registros e informes.
Presentaciones orales (por ejemplo: presentaciones de diapositivas).
Ensayos: muestras escritas, debidamente fechadas para demostrar el
progreso obtenido.
Objetivos instruccionales eficaces: borradores y versión final editados y
sin editar, debidamente fechados para demostrar el progreso obtenido.
Justificaciones: borradores y versión final editados y sin editar,
debidamente fechados para demostrar el progreso obtenido.
Asignaciones escritas que ilustren pensamiento crítico acerca de las
lecturas: ensayos de respuesta o de reacción: borradores y versión final
editados y sin editar, debidamente fechados para demostrar el progreso
obtenido.
Notas de la clase, pensamientos interesantes para recordar, etc.
Auto-evaluaciones y reflexiones, evaluaciones hechas por los
compañeros de clase y por el facilitador.
Notas de las conferencias entre el estudiante y el facilitador (por
ejemplo: algunas notas importantes obtenidas durante las sesiones de
retroalimentación ya sea en persona o virtualmente).
b. Organización de la documentación
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La documentación se organizará por taller y por tipo de asignación dentro de
cada taller. Los talleres se separarán entre sí, utilizando cartulina o papel de
diferentes colores, con pestañas indicando su número.
6. Presentación del portafolio:
La documentación se colocará en una carpeta.
La página de presentación o cubierta deberá seguir el formato del
Manual de escritura y estilo de la Asociación Americana de Psicología
(APA). Esta página deberá tener una presentación de trabajos de
investigación de la clase, y deberá ir al comienzo del portafolio.
El portafolio seguirá el estilo APA en su totalidad. Deberá usar el tipo
de letra Courier o Times New Roman, de tamaño 12, a doble espacio y
con márgenes de una (1) pulgada. Para mayor información. Lea y siga
las instrucciones que aparecen en el Manual de la Asociación
Americana de Piscología (APA) (6ª. Ed.)
La tabla de contenidos deberá ir al comienzo del portafolio. Ésta deberá
tener un registro de las asignaciones incluidas y que se expanda cada
vez que se ingrese un nuevo documento adecuadamente enumerado. La
tabla deberá incluir una breve descripción, fecha de elaboración, fecha
de presentación y fecha de evaluación de cada muestra incluida en el
portafolio.
Introducción y conclusión sobre el contenido del portafolio
Se añadirá una lista de referencias de todas las asignaciones incluidas al
final del portafolio.
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La Hoja Informativa del Portafolio se colocará en el bolsillo
transparente ubicado al frente del portafolio para propósito de
identificación.
Se añadirá una lista de apéndices al final del portafolio.
7. Evaluación del Portafolio. Los objetivos de aprendizaje para el portafolio no son
los mismos que los de cada uno de los documentos por separado. Asimismo, los
criterios para evaluar el progreso hacia el logro de los objetivos de todos los
contenidos juntos son diferentes de aquellos que se utilizan para cada documento.
El lenguaje de la evaluación refleja la naturaleza más general del objetivo
(Apéndice L).
8. Mesa Redonda – (Taller 1 español)
a. Cada panel traerá a la discusión el contenido relevante al tema asignado o
escogido y utilizará todos los recursos que le ayuden a la presentación del
tema a discutir (por ejemplo: ayudas visuales, libros, afiches, etc.)
b. Cada panel podrá usar sus apuntes o leer pasajes cortos acerca de lo que dicen
los investigadores y/o expertos sobre el tema asignado.
c. Esta actividad se evaluará utilizando el Apéndice M.
9. Ensayo de Respuesta – (Taller 2 inglés)
a. A cada grupo se le asignará un artículo científico relacionado con el tema a
discutirse en ese taller. Los integrantes del grupo analizarán el artículo y
tomarán apuntes para luego compartirlos con el resto de la clase.
b. Haciendo uso de los apuntes tomados, cada grupo redactará un ensayo de
respuesta en inglés, siguiendo el estilo APA.
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c. El ensayo será evaluado según la matriz de valoración en el Apéndice N.
10. Ensayos Analíticos y Expositivo (Talleres 2, 3, 5; 4 – Apéndices P y S)
a. Los ensayos analíticos tratarán los siguientes temas:
Los resultados de la prueba FCAT de un estudiante real y el plan
de acción a tomar. Este ensayo será redactado en inglés y se entregará
al inicio del Taller Tres.
El uso del portafolio como instrumento de evaluación formativa.
Este ensayo será escrito en español y se entregará al inicio del Taller
Cuatro.
El uso de la tecnología en las evaluaciones formativas. Este ensayo
será redactado en inglés y se enviará electrónicamente 24 horas
después de haber culminado el Taller Cinco.
b. El ensayo expositivo explicará las tendencias y problemas actuales sobre la
evaluación de estudiantes cuyo primer idioma no es el inglés (por ejemplo: las
modificaciones y acomodaciones que se realizan para evaluar a estos
estudiantes). Este ensayo se redactará en español y se entregará al inicio del
Taller Cinco.
c. Los ensayos tendrán una extensión de un máximo dos páginas y se redactarán
en el estilo APA (página de presentación o cubierta, cuerpo del ensayo, citas
de los estudios incluidos en los ensayos y las referencias).
d. Los ensayos analíticos se evaluarán usando el Apéndice P. El ensayo
expositivo se evaluará con el Apéndice S.
11. Debate / Círculos Pensantes – (Talleres 2 y 4 – inglés)
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a. Los estudiantes deberán leer y analizar información acerca de los temas que se
discutirán en los debates durante los Talleres 2 y 4.
b. Los estudiantes demostrarán preparación y habilidad de análisis crítico sobre
los temas a debatir.
c. Esta actividad se evaluará usando el Apéndice Q.
12. Matriz de Valoración – (Taller 3 – español)
a. Cada grupo elaborará una matriz de valoración en clase.
b. Esta actividad se evaluará usando el Apéndice R.
13. Informe de la Experiencia Clínica – (Taller 4 – inglés)
a. Cada estudiante deberá completar ocho (8) horas de experiencia clínica en el
salón de clase, la cual deberá estar relacionada al proceso de evaluación
educativa.
b. El informe incluirá lo siguiente:
i. Introducción: Nombre y ubicación de la escuela
ii. Grado(s) visitado(s) durante las ocho horas de la experiencia clínica
iii. Descripción de la población estudiantil de los salones de clase
visitados
iv. Descripción y análisis de los procesos evaluativos observados
v. Muestras de las evaluaciones administradas a los estudiantes
vi. Conclusiones
vii. Recomendaciones
viii. Registro de asistencia a las experiencias clínicas firmado por los
maestros visitados.
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c. Cada estudiante preparará un informe oral y escrito de la(s) experiencia(s)
clínica(s) en inglés.
d. Esta actividad se evaluará utilizando los Apéndices B y C.
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14. Presentación Oral del Perfil Diagnóstico – (Taller 5)
a. Cada estudiante administrará un instrumento de avalúo educativo a un niño
que haya escogido para el proyecto final. El estudiante compartirá sus
hallazgos del perfil diagnóstico del niño con la clase.
b. Es requisito indispensable la utilización de una de las estrategias sugeridas,
creatividad y medios audiovisuales. Ejemplo: simulaciones, dramas, debates,
competencias académicas, noticieros, grabación de videos, entrevistas, entre
otros.
c. Cada estudiante tendrá un tiempo máximo de 10 minutos para la presentación
oral que se realizará en español.
d. La presentación oral tiene un valor máximo de 20 puntos y será evaluada de
acuerdo al Apéndice U.
15. Estudio de Caso / Plan Remedial – Proyecto Final (Taller 5 – Estudio de Caso –
Español; Plan Remedial – Inglés)
Haciendo uso de los documentos en el Apéndice I, cada estudiante realizará un
estudio de caso. Dicho estudio requiere que el estudiante:
a. seleccione un(a) niño(a) de edad de escuela elemental a quien va a someter al
proceso de avalúo. El estudiante debe obtener un permiso escrito de los padres
y/o encargados del niño autorizando su participación y la recopilación y
utilización de su información personal en el estudio de caso.
b. seleccione un instrumento de avalúo.
c. provea una justificación científica de dicho instrumento.
d. describa el formato del instrumento.
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e. describa y analice el estatus socio-económico y el trasfondo educativo del
niño(a).
f. describa y analice el proceso de la evaluación, tomando notas del
comportamiento del niño(a) durante la administración del instrumento.
g. Completada la parte de la evaluación y del perfil diagnóstico, el estudiante
preparará un plan remedial o de reto siguiendo el formato que se encuentra en
el Apéndice U.
Este trabajo se realizará siguiendo el formato APA e incluyendo las siguientes partes:
a. Página de Presentación
b. Tabla de Contenido
c. Introducción
d. Presentación del tema (Estudio de Caso/ Plan Remedial)
e. Conclusión
f. Referencias
El trabajo final será evaluado por el facilitador haciendo uso del documento en el
Apéndice T.
El estudiante hará dos copias del proyecto final y las entregará al facilitador. La
página de presentación de la primera copia deberá contener la información de
identificación del estudiante; la página de presentación de la segunda copia incluirá el
número de identificación del estudiante en lugar de su nombre.
Evaluación:
1. Asistencia y participación en clase 50 puntos
2. Uso del laboratorio electrónico 40 puntos
Evaluation and Measurement of the Educational Process 22
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3. Redacción de objetivos 24 puntos
4. Redacción de una Justificación 10 puntos
5. Discusión de mesa redonda 10 puntos
6. Registro de Desarrollo del Proyecto Final 20 puntos
7. Ensayos: 3 Analíticos, 1 de respuesta y 1 expositivo 50 puntos
8. Debate/Círculos Pensantes 20 puntos
9. Elaboración de una matriz de valoración 10 puntos
10. Informe de la experiencia clínica:
Escrito (10 puntos), Oral (10 puntos) 20 puntos
11. Presentación oral del perfil diagnóstico – proyecto final 20 puntos
12. Estudio de Caso: informe escrito 84 puntos
13. Portafolio 40 puntos
TOTAL 398 puntos
Escala Evaluativa
A = 398 - 363 puntos B = 362 - 327 puntos C = 326 - 291 puntos
D = 290 - 255 puntos F = 254 puntos o menos
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Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo
Para los Textos Recomendados y Recursos utilice el estilo APA, versión 6. Incluya al
menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/
La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la
Comisión de Educación Independiente de la Florida.
Textos Recomendados y Recursos
Anderson, C. (2005). Assessing writers. Portsmouth, NH: Heinemann. ISBN: 0-325-
00581-8.
Hamayan, E. (2006). Assessing English Language Learners: Bridges from language
proficiency to academic achievement. Thousand Oaks, CA: Corwin Press. ISBN:
978-0-7619-8889-2.
Herrera, S., Murry, K., & Morales, R. (2007). Assessment accommodations for classroom
teachers of culturally and linguistically diverse students. Boston, MA: Allyn and
Bacon. ISBN: 0-205-49271-1.
McMillan, J. (2011). Classroom assessment: Principles and practice for effective
standards-based instruction. (5th
Ed.). Boston, MA: Allyn and Bacon. ISBN: 978-
0-13-209961-5.
Musial, D., et al. (2009). Foundations of meaningful educational assessment. New York,
NY: McGraw Hill. ISBN: 0-07-340382-2.
Oosterhof, A. (2009). Developing and using classroom assessments. (4th
Ed.). Upper
Saddle River, NJ: Merrill. ISBN: 0-13-241429-5.
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Reutzel, R., & Cooter, R. (2011). Strategies for reading assessment and instruction:
Helping every child succeed. (4th
Ed.). Boston, MA: Pearson. ISBN: 0-13-
704838-6.
Reynolds, C., Livingston, R., & Willson, V. (2006). Measurement and assessment in
education. Boston, MA: Allyn and Pearson. ISBN: 0-205-37602-9.
Rodríguez, D. (2000). Medición, “Assessment” y Evaluación del Aprovechamiento
Académico. (6ta. Edición). Hato Rey, Puerto Rico.
Libro Electrónico
Garza, E. (2006). La evaluación educativa. México: Red Revista Mexicana de
Investigación Educativa. ISSN: 1405-6666. Recuperado de
http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10125653&p00
=evaluaci%C3%B3n%20educativa
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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
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
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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.
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
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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.
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.
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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 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)
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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 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 and Accountability 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
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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, 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
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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.
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: Evaluation and Measurement of the Educational Process
Code: EDUC 355
Credits: Three
Time Length: Five weeks
Prerequisite: EDUC 172, EDUC 363
Description:
This course consists of theory and practice of educational testing and measurement
foundations. This course introduces the relationship existing between goals and
evaluation, teaches different goal taxonomies (cognitive, affective, psychomotor), and
helps the teacher candidate understand the importance of effective learning that promotes
the development of higher thinking processes in learners. It covers the latest evaluation
concepts such as: criterion-based tests, performance tests, standardized tests, assessment,
and so on. Besides the traditional concepts of preparation, administration, grading, and
interpretation of tests, it also includes a session of basic statistics concepts. Finally, it
includes evaluation procedures needed to complete the future teacher’s preparation, and
emphasizes the use of the computer as an educational tool.
General Content Objectives:
1. To recognize the importance of measurement and evaluation in the learning
process.
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2. To write instructional goals and establish the relation existing between goals and
evaluation.
3. To identify the relationship existing between Bloom’s cognitive goal taxonomy,
Krathwohl’s affective goal taxonomy, Simpson’s psychomotor goal taxonomy,
and criterion-based tests.
4. To use basic measurement concepts properly:
a. Measurement scale
b. Central tendency and dispersion measurements
c. Use of software to determine these measurements
d. Validity and Reliability
5. Make an objective test including all the basic concepts learned so far:
Table of features
Item writing
6. Analyze an objective test.
7. Describe assessment models.
8. Use varied assessment techniques to collect information.
General Language Objectives:
1. Listening: Listen to academic conferences related to educational assessment.
2. Speaking: Communicate clearly in conversations, discussions, or debates related
to educational assessment.
3. Reading: Understand the scientific literature in the field of educational
assessment.
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4. Writing: Write academic documents related to the field of educational assessment
using proper grammar, spelling, and style.
Next Generation Sunshine State Standards:
STANDARD 5: Fluency: The student demonstrates the ability to read grade level text
orally with accuracy, appropriate rate, and expression.
STANDARD 6: Vocabulary development: The student uses multiple strategies to
develop grade appropriate vocabulary.
STANDARD 7: Reading Comprehension: The student uses a variety of strategies to
comprehend grade level text.
ESOL Performance Standards:
DOMAIN 5: Assessment (ESOL Testing and Evaluation)
STANDARD 1: Assessment Issues for ELLs: Teachers will understand and apply
knowledge of assessment issues as they affect the learning of ELLs from diverse
backgrounds and at varying English proficiency levels. Examples include cultural and
linguistic bias; testing in two languages; sociopolitical and psychological factors; special
education testing and assessing giftedness; the importance of standards; the difference
between formative and summative assessment; and the difference between language
proficiency and other types of assessment (e.g., standardized achievement tests).
Teachers will also understand issues around accountability. This includes the
implications of standardized assessment as opposed to performance-based assessments,
and issues of accommodations in formal testing situations.
PERFORMANCE INDICATORS:
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Demonstrate an understanding of the purposes of assessment as they relate to ELLs of
diverse backgrounds and at varying English proficiency levels.
5.1. b. Identify a variety of assessment procedures appropriate for ELLs of
diverse backgrounds and at varying English proficiency levels.
5.1. c. Demonstrate an understanding of appropriate and valid language and
literacy assessments for ELLs of diverse backgrounds and at varying
English proficiency levels.
5.1. d. Demonstrate understanding of the advantages and limitations of
assessments, including the array of accommodations allowed for ELLs
of diverse backgrounds and at varying English proficiency levels.
5.1. e. Distinguish among ELLs’ language differences, giftedness, and special
education needs.
5.3. a. Use performance-based assessment tools and tasks that measure ELLs’
progress in English language and literacy development.
5.3. b. Understand and use criterion-referenced assessments appropriately
with ELLs from diverse backgrounds and at varying English
proficiency levels.
5.3. c. Use various tools and techniques to assess content-area learning (e.g.,
math, science, social studies) for ELLs at varying levels of English
language and literacy development.
5.3. d. Prepare ELLs to use self- and peer-assessment techniques, when
appropriate.
5.3. e. Assist Ells in developing necessary test-taking skills.
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5.3. f. Assess ELLs’ language and literacy development in classroom settings
using a variety of authentic assessments, e.g., portfolios, checklists, and
rubrics.
Florida Educator Accomplished Practices:
COMPETENCY 1: The pre-professional teacher collects and uses data gathered from a
variety of sources. These sources include both traditional and alternate assessment
strategies. Furthermore, the teacher can identify and match the students’ instructional
plans with their cognitive, social, linguistic, cultural, emotional, and physical needs.
SKILLS:
1.12. Identifies students’ cognitive, social, linguistic, cultural, emotional, and
physical needs in order to design individual and group instruction.
1.13. Employs traditional and alternative assessment strategies in determining
students’ mastery of specified outcomes.
1.14. Guides students in developing and maintaining individual portfolios.
1.15. Modifies instruction based upon assessed student performance.
1.16. Provides opportunities for students to assess their own work and progress.
1.17. Maintains observational and anecdotal records to monitor students’
development.
1.18. Interprets, with assistance, data from various informal and standardized
assessment procedures.
1.19. Reviews assessment data and identifies students’ strengths and weaknesses.
1.14. Develops short- and long-term personal and professional goals relating to
assessment.
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CLINICAL EXPERIENCE PROJECT
Each student must complete eight (6) hours of clinical experience in the classroom, which
must be strictly related to the educational assessment process.
Reading Competencies:
COMPETENCY 9: Knowledge of reading assessments
SPECIFIC INDICATORS:
9.6. Identify measurement concepts, characteristics, and uses of norm-
referenced, criterion-referenced, and performance-based assessments.
9.7. Identify appropriate oral and written methods for assessing individual
student progress (e.g., informal reading inventories, fluency probes, rubrics,
running records, story retelling, portfolios, etc.).
9.8. Interpret data from informal and formal assessments (e.g., screening,
progress monitoring, diagnostic, survey) to guide instructional decisions.
9.9. Use individual student reading data to differentiate instruction.
9.10. Evaluate the appropriateness (e.g., curriculum alignment, cultural bias, and
reliability/validity) of assessment instruments and practices.
Description of Evaluation Process
1. Attendance and class participation – (Workshops 1 and 3 – Spanish;
Workshops 2 and 4 - English; Workshop 5 – English/Spanish) (Appendix E)
a. Attendance to every workshop is mandatory. The student will receive 10
points per class. Absences will affect the final grade. The following criteria
will also be evaluated:
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b. Mastery of the material discussed in class.
c. Completion of assigned work.
d. Turn in work on time.
Attendance is requisite in order to pass the class.
2. E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba
Voice, Virtual Library, & Voice e-mail
Language Lab Minimum Requirement: Students must demonstrate that they have
complied with 10 hours of language lab usage for each language (English and
Spanish) per course. This equates to the use of the language lab for two hours
weekly for each language per course. The facilitator may require a higher number
of hours for language lab practice based on the language needs for listening,
speaking, reading, and writing skills in either or both languages.
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3. Writing Objectives – (Workshop 1 – Spanish)
The student will write six objectives based on what was researched and discussed
in Workshop One. For each type of objective (psychomotor, cognitive and
affective), the student will write two objectives which should include the
following components:
a. Component #1: Audience – Who?
b. Component #2: Behavior – Do what?
c. Component #3: Condition – Under what conditions?
d. Component #4: Degree – To what degree?
This work will be written in Spanish and will be evaluated according to the rubric
in Appendix D.
4. Writing Rationales – (Workshop 2 – Spanish; Workshop 3 – English)
The student will write a rationale that will include why a given educational best
practice or theory was used. This rationale should be no longer than 2 pages.
According to what was discussed in Workshop 2, a rationale should include the
following criteria:
a. Describe the audience for the material.
b. Explain why the strategy/ theory used.
c. Relate how the strategy/theory was used.
d. Discuss the observed effects.
5. Final Project Development Log – (Workshops 1, 2, 3, 4 and 5) (Appendix J)
a. The purpose of this log is twofold: to follow-up and to give student feedback
during the process of gathering data and writing the final project.
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b. It is a form of communication between the student and the facilitator to
identify difficulties and document accomplishments.
c. This log has a total value of 20 points which the student accumulates
throughout the course, receiving up to 4 points when it is turned in to the
facilitator during each workshop.
6. Portfolio (Workshop Five)
All self-assessment and reflection written assignments, together with the selection
of work done during the course, will be assembled in a portfolio according to the
specifications in Appendixes K - Q. The portfolio is due at the beginning of
workshop five and it is worth 40 points.
a. Determination of sources of content: The following, but not limited to,
documentation will be included:
Projects (Case Study: Diagnostic Profile and Remedial Lesson Plan),
logs, and reports.
Oral presentations
Essays: dated unedited and edited first drafts and final version to show
progress
Effective instructional objectives: dated unedited and edited first drafts
and final version to show progress
Rationale papers: dated unedited and edited first drafts and final
version to show progress
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Written pieces that illustrate critical thinking about readings: response
or reaction papers: dated unedited and edited first drafts and final
version to show progress.
Class notes, interesting thoughts to remember, etc.
Self-assessments and reflections, peer assessments, facilitator
assessments.
Notes from student-facilitator conferences.
b. Organization of documentation
Documentation will be organized by workshop, and by type of assignment
within workshops. Workshops will be separated from one another using
construction paper or paper of different colors, with tabs indicating the
workshop number.
c. Presentation of the portfolio
Documentation will be posted in a digital version ( see Portfolio
Assessment Handbook).
d. Evaluation of the Portfolio. The learning targets for the portfolio as a whole
are not the same as those for individual entries. Likewise, the criteria for
judging progress toward meeting learning targets of all the contents together
is different from what is used for each entry. The language of the evaluation
reflects the more general nature of the target.
7. Round-Table Discussion (Workshop 1 – Spanish)
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a. Every panel of experts will bring into discussion the content relevant to the
assigned or selected topic, and use all the resources that help the presentation
of the topic to be discussed (e.g. visual aids, books, posters, etc.)
b. Every panel of experts can use notes or read short excerpts of what
researchers say about their assigned topics.
c. This activity will be evaluated using Appendix M.
8. Response Paper – (Workshop 2 – English)
a. Groups will be assigned a scientific article related to the topic of the
workshop. Each group will discuss the article, take notes and then share their
thoughts and findings with the rest of the class.
b. Using the notes taken during small group discussions, each group will write a
response paper, following APA style, and expressing their reactions to the
article discussed in class.
c. This assignment will be evaluated using the rubric in Appendix N.
9. Analytical and Expository Essays (Workshops 2, 3, 4 & 5)
a. The analytical essays will discuss the following topics:
Analysis of the FCAT results of a real school student and an action
plan. This essay will be written in English and will be turned in at the
beginning of Workshop Three.
The use of portfolios as assessment instrument. This essay will be
written in Spanish and will be turned in at the beginning of Workshop
Four.
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The use of technology in educational assessment. This essay will be
written in English and will be sent to the facilitator via e-mail after 24
hours upon the completion of Workshop Five.
b. The expository paper will inform about how current trends and issues that
relate to the testing of linguistically and culturally diverse students impact the
design of testing instruments and techniques. The paper will be written in
English be turned in at the beginning of Workshop Five.
c. All papers must not be longer than two pages and must follow APA style.
d. The analytical paper will be evaluated using Appendix P. The expository
paper will be evaluated using Appendix S.
10. Debate/Thinking Circles – (Workshops 2 and 4 – English)
a. Students will read and analyze all the information possible of the topics to be
discussed in the debates in Workshops 2 and 4.
b. Students will demonstrate full preparation and critical thinking skills of the
topics to be debated.
c. This activity will be evaluated using Appendix Q.
11. Design of a Rubric – (Workshop 3 – Spanish)
a. Each group will design and build a rubric in class.
b. This activity will be evaluated using Appendix R.
12. Clinical experience report – (Workshop 4 – English) (Appendixes B and C)
a. Each student must complete eight (6) hours of clinical experience in the
classroom, which must be strictly related to the educational assessment
process.
Evaluation and Measurement of the Educational Process 44
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b. The report must include the following:
ii. Cover page
iii. Introduction: Name and location of the school
iv. Grade(s) visited during the eight hours of clinical experience
v. Description of the student population of the visited classrooms
vi. Description and analysis of the observed educational assessment
process
vii. Samples of the evaluation instruments administered to the students
viii. Conclusions
ix. Recommendations
x. Log of attendance to the clinical experience session(s), which must be
signed by the visited classroom teachers.
c. Each student will prepare a written and oral report of the clinical experience(s)
in English.
I. This activity will be evaluated using the rubrics in
Appendixes B and C.
8. Diagnostic Profile Oral Presentation – (Workshop 5 – Spanish) (Appendix U)
a. Each student will administer an assessment instrument to the child which
he/she has already chosen to work with for the Final Project. Based on this
experience, the student will prepare an oral presentation to share the findings
from the diagnostic profile.
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e. It is a requisite to use suggested strategies, creativity and audiovisual material
for the oral presentation, such as: simulations, drama, debates, academic
competitions, news broadcast, video, interviews, among others.
f. Each student will have 10 minutes for his/her oral presentation.
g. The oral presentation has a value of 20 points.
13. Case Study – Final Project (Workshop 5 – Case Study – Spanish; Lesson Plan –
English) (Appendix I)
Based on the documents in Appendix I, the student will do a Case Study. This will
require that the student:
a. Select an elementary school age child to use for the assessment process. The
student must have written consent from the child’s parents in order to
participate and gather and use the child’s personal information in the case
study.
b. Select an assessment instrument.
c. Provide a scientific rationale for the instrument.
d. Describe the format of the instrument.
e. Describe and analyze the socio-economic and educational background of the
child.
f. Describe and analyze the assessment process, taking notes of the child’s
behavior during the administration of the instrument. Once the assessment and
the diagnostic profile are completed, the student will prepare a remedial or
challenging lesson plan.
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g. This project must be completed using APA style and including the following
parts:
Cover Page
Table of Contents
Introduction
Presentation of the content (Estudio de Caso/ Plan Remedial)
Conclusion
References
h. The finalized project will be evaluated by the facilitator using the document in
Appendix T.
i. The student will make two copies of the final project and hand them in to the
facilitator. The cover page of one copy will include the identification
information of the student; the cover page of the second copy will include the
student identification number in substitution of his/her name.
Evaluation:
1. Attendance and class participation 50 points
2. Use of the language/e-lab 20 points
3. Writing objectives: 5 pts. each 15 points
4. Writing a rationale 10 points
5. Round-table discussion 10 points
6. Final Project Development Log 20 points
7. Papers: 3 analytical papers, 1 response paper, 1 expository paper 30 points
8. Debate/Thinking Circles 20 points
Evaluation and Measurement of the Educational Process 47
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9. Design of a rubric 10 points
10. Clinical experience report:
Oral (10 points); Written (10 points 20 points
11. Oral presentation of the diagnostic profile – final project 20 points
12. Case study: written report 84 points
13. Portfolio 40 points
TOTAL 398 points
Scale
A= 398 - 363 points B= 362 - 327 points C= 326 - 291 points
D= 290 - 255 points F= 254 points or below
Evaluation and Measurement of the Educational Process 48
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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
English and Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified. The language
used in the workshops will alternate to insure that 50% of the course will be
conducted in English and 50% in Spanish. To maintain this balance, the course
module may specify that both languages will be used during the fifth workshop,
dividing that workshop’s time and activities between the two languages. 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 format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires an average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and 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.
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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 make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
b. If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
c. If the student misses three workshops, the facilitator may lower two
grades based on the students 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.
However, each member will have to collaborate to assure the success of the group
and the assessment will be done collectively as well as individually.
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
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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
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. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
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 in the university
community established by the institution and in this course.
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Note: If for any reason you cannot access the URL’s presented in the module, do not stop
your investigation. There are many search engines and other links you can use to search
for information. These are some examples:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
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)
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http://www.alibris.com/ (buy)
The facilitator may make changes or add additional professional educational web
resources, if deemed necessary.
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 an interview, 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 website the student/facilitator will find instructions for several online
certifications related to IRB processes. These certifications include: IRB Institutional
Review Board, Health Information Portability and Accountability Act (HIPAA), y
Responsibility Conduct for Research Act (RCR).
If you have any question, 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
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TEACHING PHILOSOPHY AND METHODOLOGY
This course is grounded in the learning theory of Constructivism. Constructivism is a
philosophy of learning 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. As teachers, our focus is on making
connections between facts and fostering new understanding in students. We will also
attempt to tailor our teaching strategies to student responses and encourage students to
analyze, interpret and predict information.
CONSTRUCTIVISM GUIDING PRINCIPLES
There are several guiding principles of constructivism:
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. And 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
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learning is to make the assessment part of the learning process, ensuring 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 final del Taller Uno, los estudiantes:
1. Identificarán las etapas del ciclo de evaluación educativa.
2. Analizarán los principios generales de la evaluación educativa.
3. Compararán y contrastarán las taxonomías de Bloom, Simpson y Krathwohl para
la redacción de objetivos instruccionales.
4. Aplicarán adecuadamente las diferentes taxonomías en la redacción de objetivos
instruccionales.
5. Evaluarán las mejores prácticas existentes en el campo de la educación,
especialmente aquellas relacionadas con las áreas de lectura, escritura y
matemática.
6. Elaborarán una justificación científica de una mejor práctica educativa.
Objetivos Específicos de Lenguaje:
Al final del Taller Uno, los estudiantes:
1. Escucharán atentamente una breve conferencia sobre la evaluación educativa.
2. Discutirán las similitudes y diferencias de las tres taxonomías utilizadas para la
redacción de objetivos instruccionales (Bloom, Simpson y Krathwohl).
3. Resumirán las ideas principales de las diferentes mejores prácticas aplicadas al
campo de la educación.
4. Redactarán una composición expositiva utilizando la gramática, la ortografía y el
estilo adecuados.
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Enlaces Electrónicos:
El formato APA
http://www.apastyle.org/
http://www.suagm.edu/umet/biblioteca/pdf/guia_apa_6ta.pdf
Glosario de términos de evaluación educativa
http://www.profes.net/varios/glosario/descripcion.htm
http://www.ama.org.mx/pags/ceneval/presentacion.pdf
http://www.evaluacion.unam.mx/glosario.htm
Principios generales de la evaluación educativa
http://www.curriculum-mineduc.cl/docs/apoyo/evaluacion_para_el_aprendizaje.pdf
Taxonomías
http://educon.uprm.edu/talleres/Redacciondeplanes.ppt
http://www.orienta.org.mx/docencia/Docs/Sesion-5/Objetivos.pdf
http://www.scribd.com/doc/7098710/Taxonomia-de-Verbos
Mejores prácticas educativas
http://www.saladeprofes.com/se-dice/35-editoriales/449-concepto-y-caracteristicas-de-
las-buenas-practicas.html
http://www.peremarques.net/temas2/t2.html
http://www.fundacioncorona.org.co/descargas/publicaciones/educacion/EDU_43_BPE_R
uta%20Saber%20Hacer%20Escolar.pdf
Redacción de objetivos instruccionales
http://educon.uprm.edu/talleres/Redacciondeplanes.ppt
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Justificación científica
http://www.slideshare.net/guestbe36f5/la-justificacion-cientifica
Asignaciones antes del Taller:
1. Los estudiantes definirán el vocabulario clave del taller, utilizando tarjetas (Vea el
Apéndice B para los detalles)
2. Los estudiantes observarán el video titulado La Evaluación de los Aprendizajes
ubicado en http://www.youtube.com/watch?v=zzUai8VRrkw&feature=related y
completarán un organizador gráfico con sus respuestas a las siguientes preguntas:
a. ¿Qué es la evaluación?
b. ¿Cómo deben usarse los resultados de la evaluación?
c. ¿Cuántos tipos de evaluación existen? ¿Cuáles son sus funciones?
d. ¿Qué técnicas de evaluación ha escuchado Ud. en este video? ¿Qué se
evalúa en cada una de ellas?
3. Los estudiantes seleccionarán por lo menos un enlace electrónico de cada tema,
los explorará, leerá la información cuidadosamente y preparará algunas tarjetas
con las ideas principales de cada enlace.
4. Los estudiantes elaborarán un bosquejo con la información resumida sobre los
principios generales de la evaluación educativa.
5. Los estudiantes compararán y contrastarán las taxonomías de Bloom, Simpson y
Krathwohl usando un diagrama de Venn de tres círculos para su discusión de este
tema en el taller.
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6. Los estudiantes leerán y formularán todas las preguntas necesarias para
comprender el proyecto final de este curso (El Perfil Diagnóstico y el Plan de
Lección Remedial o de Reto). Refiérase a Apéndice U.
Vocabulario Clave de la Lección
1. Avalúo educativo
2. Comparativa (Benchmark)
3. Competencia
4. Criterios
5. Evaluación
6. Evaluación formativa
7. Evaluación sumativa
8. Justificación científica
9. Medición
10. Medible
11. Mejor práctica
12. Meta
13. Objetivo
14. Taxonomía de Bloom
Lista de Materiales Suplementarios para el Taller
1. Multimedia
2. Literatura relacionada con los
temas del taller
3. Bosquejos
4. Tarjetas del glosario
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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
_X_ Modelaje
_X_ 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 con los Objetivos
_X_ Promueven Participación
A. Preparación
___ Adaptación de Contenido
_X Enlaces al Conocimiento Previo
_X Enlaces al Aprendizaje Previo
___ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_X_ Cognoscitivo
_X_ Meta-cognoscitivo
_X_ Socio/Afectivo
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Actividades Integradas:
1. El facilitador se presentará a los estudiantes y se referirá al curso y al módulo.
Luego, los estudiantes se presentarán brevemente.
2. Los estudiantes procederán a la elección del representante estudiantil.
3. Usando una presentación de diapositivas (PowerPoint), el facilitador preparará
una actividad de activación del conocimiento previo conocida como KWL, por
sus siglas en inglés. El facilitador guiará la actividad con algunas preguntas sobre
el contenido del taller y solicitará a los estudiantes completar las dos primeras
columnas de la tabla KWL.
4. Los estudiantes formarán grupos de tres integrantes y discutirán sobre lo que
aprendieron en el video titulado La Evaluación de los Aprendizajes (ítem #2,
Asignaciones antes del Taller) con la ayuda de sus organizadores gráficos. Luego,
cada grupo compartirá el nuevo conocimiento adquirido sobre la evaluación con
todo el grupo.
5. Continuando con la presentación, el facilitador graficará el ciclo de evaluación
educativa y promoverá entre los estudiantes un análisis profundo de cada etapa
del ciclo.
6. Los estudiantes participarán en un juego grupal para repasar el vocabulario clave
de este taller. La clase constituirá dos equipos y se formarán dos filas frente a
frente de igual número de integrantes. Cada fila lanzará un dado gigante. La fila
que obtenga el número mayor comenzará el juego, preguntando sobre una palabra
del vocabulario clave del taller. La fila que acumule la mayor cantidad de
respuestas correctas será la ganadora.
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7. Un panel de ocho estudiantes participarán en la discusión de los principios
generales del proceso de evaluación educativa utilizando la estrategia de la mesa
redonda. El resto de los estudiantes constituirán la audiencia en esta actividad,
formularán preguntas y fomentarán una mayor discusión al final de la
presentación hecha por cada panelista. El facilitador actuará como el moderador
de la mesa redonda.
8. La clase se dividirá en tres grupos para la discusión de una taxonomía asignada
por el facilitador: la taxonomía de Bloom, de Simpson o de Krathwohl. Luego,
cada grupo formará un círculo formando, a su vez, otros tres círculos: uno
interno, uno central y otro externo. Cada círculo presentará su taxonomía
asignada, explicará su aplicación en la elaboración de objetivos instruccionales y
defenderá su posición. Finalmente, los círculos tratarán de llegar a un consenso
sobre la importancia de incluir objetivos instruccionales que correspondan a cada
una de las taxonomías y/o dominios.
9. Continuando con la presentación, el facilitador explicará y modelará la
elaboración de objetivos instruccionales, utilizando diferentes colores para
resaltar cada uno de los componentes de los objetivos.
10. Reunidos en pares, los estudiantes redactarán dos objetivos instruccionales
utilizando tiras de papel para cada taxonomía: dos objetivos cognoscitivos con la
taxonomía de Bloom, dos objetivos psicomotrices con la taxonomía de Simpson
y dos objetivos afectivos con la taxonomía de Krathwohl. Luego, los estudiantes
compartirán y explicarán sus objetivos con la clase.
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11. Continuando con la presentación, el facilitador expondrá el bosquejo y una lista
de cotejo de los componentes de una justificación científica y modelará cómo
redactarla adecuadamente.
12. El facilitador brindará información impresa sobre las mejores prácticas
educativas e invitará, bajo su supervisión, a los estudiantes a agruparse en pares y
a redactar una justificación científica sobre una mejor práctica educativa.
Después de que la redacción haya terminado, los estudiantes compartirán y
analizarán las justificaciones redactadas en clase.
13. El facilitador presentará un listado de las mejores prácticas educativas y solicitará
a cada par de estudiantes que escojan una de ellas para redactar una justificación
científica.
14. Los estudiantes completarán la tabla KWL concluyendo con lo que aprendieron
en este taller.
15. Los estudiantes empezarán a trabajar en sus portafolios siguiendo las
instrucciones del Apéndice K.
16. Los estudiantes comenzarán a trabajar en el desarrollo de sus habilidades
lingüísticas en español, usando el laboratorio electrónico por lo menos 20 horas
durante el curso. Esta actividad será parte de la nota final.
Evaluación
1. Los estudiantes completarán sus diarios reflexivos sobre el contenido de este
taller y el registro de desarrollo del proyecto final, y los enviarán
electrónicamente al facilitador.
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2. Cada estudiante redactará dos objetivos instruccionales por cada taxonomía
estudiada en este taller como sigue: dos objetivos cognoscitivos con la taxonomía
de Bloom, dos objetivos psicomotrices con la taxonomía de Simpson y dos
objetivos afectivos con la taxonomía de Krathwohl. Los estudiantes podrán enviar
esta asignación al facilitador a través del correo electrónico para recibir
retroalimentación. Esta asignación se presentará impresa al inicio del Taller Dos.
3. Los estudiantes, agrupados en pares, elaborarán una justificación científica sobre
una mejor práctica educativa escogida en el salón de clase. Podrán enviar esta
asignación al facilitador a través del correo electrónico de SUAGM para recibir
retroalimentación. Esta asignación se presentará impresa al inicio del Taller Dos.
4. Los estudiantes analizarán los principios generales de la evaluación utilizando la
estrategia de la mesa redonda. (Apéndice M)
Cierre del Taller:
1. El facilitador presentará varios objetivos instruccionales en la pizarra y solicitará
a los estudiantes que realicen el análisis de los componentes de cada objetivo
instruccional.
2. El facilitador distribuirá varias muestras de justificaciones científicas entre los
estudiantes para su análisis correspondiente. Al término del análisis, los
estudiantes diferenciarán las justificaciones científicas bien redactadas de aquellas
que necesitan mejorar utilizando el bosquejo y la lista de cotejo proporcionada por
el facilitador.
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WORKSHOP TWO
Specific Content Objectives:
At the end of Workshop Two, students will
1. Illustrate a thorough understanding of the principles involved in developing a
table of specifications and a profile of an item, by building one for a specified
content area.
2. Differentiate norm-referenced and criterion-referenced score interpretations and
their application in classroom assessments.
3. Compare and contrast the strengths and weaknesses of selected-response and
constructed-response items.
4. Build selected-response and constructed-response items for a specified content
area.
5. Analyze and interpret types of scores offered by standardized achievement tests.
Specific Language Objectives
At the end of Workshop Two, students will:
1. Listen attentively to a standardized testing report and take notes.
2. Explain the norm-referenced and criterion-referenced scores correctly.
3. Classify selected-response and constructed-response items of a test for a specified
content area.
4. Compose academic papers using correct grammar, capitalization, spelling, and
style.
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Electronic Links (URLs):
APA format
http://www.apastyle.org/
http://owl.english.purdue.edu/owl/resource/560/01/
Glossary
http://wps.prenhall.com/chet_nitko_education_5/47/12091/3095376.cw/index.html
Table of specifications
http://www.specialconnections.ku.edu/cgi-
bin/cgiwrap/specconn/main.php?cat=assessment§ion=main&subsection=qualitytest/t
able
https://academicaffairs.cmich.edu/caa/assessment/posters/tableofspecifications.pdf
http://web.utk.edu/~mccay/apdm/plan/plan_b.htm
Norm-referenced and criterion-referenced tests
http://pareonline.net/getvn.asp?v=5&n=2
http://www.fairtest.org/criterion-and-standards-referenced-tests
http://www.gpss.ca/Portals/1/Repository/Assessment%20Overview.pdf
http://ptjournal.apta.org/content/67/12/1873.full.pdf
Selected-response and constructed-response items
http://fcit.usf.edu/assessment/selected/response.html
http://www.vantagelearning.com/docs/intellimetric/IM_ResearchSummary_Effects_of_
Mode_of_Assessment_Delivery.pdf
http://www.lesn.appstate.edu/olson/RES5560/Course_components/PowerPoints/Selected
%20and%20Constructed%20Response%20Items.ppt
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Standardized achievement tests
http://gseis.ucla.edu/faculty/thum/255C/Abedi-EA0803_02.pdf
Assignments before the Workshop:
1. Students will define four words of the key vocabulary of the workshop, using
concept maps.
2. Students will explore at least one URL recommended above, explore it, read the
information from the link, and write the summarized information on index cards.
3. Students will watch the video entitled Dumbing down the students so that they
pass standardized testing posted at:
http://www.youtube.com/watch?v=T5sEPB_M2P0 and prepare a graphic
organizer with the content delivered in the video.
4. Students will bring four different examples of selected-response items and other
four examples of constructed-response items on a wall chart paper to class.
5. Students will bring FCAT results of real students for analysis and discussion in
class.
Key Vocabulary:
1. Benchmark
2. Constructed-response items
3. Criterion-referenced tests
4. Fairness
5. Grading
6. Norm-referenced tests
7. Reliability
8. Selected-response items
9. Standardized testing
10. Standards
11. Table of specifications
12. Validity
Evaluation and Measurement of the Educational Process 67
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List of Supplementary Materials for the Workshop
1. Multimedia
2. Video
3. Concept maps
4. Field-related literature
5. Index cards
6. Wall chart paper
SIOP Components - Place a checkmark on the (___) for ALL strategies that will be used
in the workshop.
B. Scaffolding
_X_ Modeling
_X_ Guided Practice
_X_ Independent Practice
___ 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
___ 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:
1. The facilitator will review the major ideas of Workshop One using outcome
sentences. The facilitator will post sentence starters on the board or PowerPoint,
such as:
a. I wonder…
b. I discovered…
c. I still want to know…
d. I learned…
e. I still don’t understand…
f. I still have a question about…
g. I will ask a friend about…
Students take turns selecting and completing an outcome sentence orally. Students
can also confer with a partner.
2. Students will participate in a glossary activity using their concepts maps. The
class will make a circle in the midst of the classroom and the facilitator will
randomly say a glossary word aloud and have students use their concepts maps to
explain the definition of the word and its implications in the assessment process.
The facilitator will guide the discussion and clarify any confusing points.
3. Using a PowerPoint presentation, the facilitator will introduce the principles
utilized to develop a table of specifications and the profile of a test item. Then,
students will think about the importance of the introduced principles, pair with
another peer to discuss the principles, and share their knowledge of the principles
with the group.
4. The class will be divided in two teams: One team will make a table of
specifications and the other will make the profile of test items on wall chart paper
Evaluation and Measurement of the Educational Process 69
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as planning activities prior to building a 10-item test. Then, both groups will show
their work to the class and explain the procedures of a table of specifications and
the profile of a test item.
5. The facilitator will introduce the concepts of norm-referenced and criterion-
referenced tests by means of a PowerPoint presentation.
6. The class will be divided in two groups and debate about the advantages and
disadvantages of norm-referenced and criterion-referenced score interpretations.
Each group will stand a position and defend it during the debate.
7. Using a PowerPoint presentation, the facilitator will present a list of selected-
response and constructed-response items.
8. Students will display their four samples of selected-response and constructed-
response items in the classroom. Each student must be prepared to explain the
items to the class and show the alignment of items with the taxonomies studied so
far.
9. The facilitator will divide the class into four small groups and provide them with a
different research-based article about the main topic of the workshop. Students
will read the article, identify the major ideas, and prepare a graphic organizer for a
brief presentation in class. A deeper analysis and discussion of every article will
follow. Then, groups will write a response paper for the assigned article. See
Appendix N.
10. Students will prepare a table of specifications and an item profile for an 8-item
test using selected-response and constructed-response items. Students will choose
Evaluation and Measurement of the Educational Process 70
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the subject area, grade, and lesson topic to complete this activity. Then, students
will share their work with the whole group.
11. Students will show their graphic organizers with the content delivered in the video
entitled Dumbing down the students so that they pass standardized testing (item
#3, Assignments before the Workshop). The facilitator and students will get
involved in a discussion of the main ideas of the TV report.
12. Students will get in small groups. Every group will read, and analyze the FCAT
results of a real student to make an action plan. Then, groups will share their
analysis and action plans with the whole class.
13. Students will continue working on their portfolios following the guidelines posted
in Appendixes K – Q.
14. Students will continue working on their English language skills using e-lab for at
least 20 hours during the course. It will be part of the final grade.
Assessment:
1. Students will complete the self-reflection process on the content of the workshop
(Appendix L) and the final project development log (Appendix J), and send them
to the facilitator via e-mail.
2. Paired-up students will prepare a table of specifications and a profile of test items
as planning activities prior to building a test using selected-response and
constructed-response items. Students will choose the subject area, grade, and
lesson topic to complete this activity.
3. In small groups, students will write an analytical paper about FCAT results of a
real student and design a brief action plan. (Appendix O).
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4. Students will debate the advantages and disadvantages of norm-referenced and
criterion-referenced score interpretations. (Appendix Q).
Lesson Wrap-Up:
1. Students will complete a table of specifications and a profile of items as planning
activities prior to building a test, using selected-response and constructed-
response items. Students will explain the alignment between the table, the profile,
the state standards, and the specific instructional objectives of the unit to be
tested.
2. In small groups, students will prepare a news report to inform the audience about
the content of the workshop.
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TALLER TRES
Objetivos Específicos de Contenido:
Al final del Taller Tres, los estudiantes:
1. Describirán diferentes modelos de evaluación educativa.
2. Diseñarán y administrarán eficazmente las evaluaciones de desempeño en las
áreas de lectura, escritura, matemática, ciencia o estudios sociales.
3. Analizarán los principios implicados en el desarrollo eficaz de los portafolios.
4. Desarrollarán eficazmente los portafolios para un área de contenido.
5. Diseñarán las matrices de valoración globales y analíticas necesarias en la
calificación de las evaluaciones de desempeño o auténticas.
Objetivos Específicos de Lenguaje:
Al final del Taller Tres, los estudiantes:
1. Escucharán atentamente una conferencia académica sobre la evaluación auténtica.
2. Explicarán los procedimientos para la elaboración de los avalúos de desempeño
eficaces.
3. Interpretarán correctamente los criterios de evaluación de las matrices globales y
analíticas.
4. Redactarán una autorreflexión sobre sus cualidades como evaluador en la
aplicación de matrices valorativas globales y analíticas.
Enlaces Electrónicos:
El formato APA
http://www.apastyle.org/
http://www.suagm.edu/umet/biblioteca/pdf/guia_apa_6ta.pdf
Evaluation and Measurement of the Educational Process 73
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Glosario de términos de evaluación educativa
http://www.profes.net/varios/glosario/descripcion.htm
http://www.ama.org.mx/pags/ceneval/presentacion.pdf
http://www.evaluacion.unam.mx/glosario.htm
Evaluaciones de lectura y escritura
http://educaccion.elcomercio.com/nv_images/secciones/educaccion/revista204/P14.pdf
http://www.colorincolorado.org/guias/evaluacion
http://www.planamanecer.com/recursos/docente/basica2_7/articulospedagogicos/evaluaci
on_lectura.pdf
http://www.revistaeducacion.mec.es/re335/re335_26.pdf
http://www.sectorlenguaje.cl/ppt/Funciones%20del%20lengauje.ppt
http://www.nave.ufc.br/artigo-alejandra.pdf
Portafolio
http://www.atriumlinguarum.org/pdivulgacion/files/cruzdiazmildred.pdf
http://www.recursoseees.uji.es/fichas/fm4.pdf
http://campus.usal.es/~ofeees/NUEVAS_METODOLOGIAS/PORTAFOLIO/raquelbarra
gan.pdf
Matrices de valoración
http://www.eduteka.org/MatrizValoracion.php3
http://www.eduteka.org/MatrizEjemplos.php3
http://docs.google.com/viewer?a=v&q=cache:9b5_VEPBBgkJ:www.quadernsdigitals.net
/index.php%3FaccionMenu%3Dhemeroteca.DescargaArticuloIU.descarga%26tipo%3DP
DF%26articulo_id%3D10816+matrices+de+valoraci%C3%B3n&hl=en&gl=us&pid=bl&
Evaluation and Measurement of the Educational Process 74
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srcid=ADGEESipOpcnNd5qtTF9PmCrYBKYWtSfz9--
zRC6dYxjBOxjkW7mDNg2pgeKs_MSkciPeVJR_f6E0DYff8ZgFwwj31iE_jGuuxVsmj
qpLdmbwKeU34WOGTkqldyuZ2mEXZ-3kQjQUnl_&sig=AHIEtbR-
Jho0ejN8YrGL8pn8L0vgdOmF8w
Asignaciones antes del Taller:
1. Los estudiantes definirán el vocabulario clave del taller participando en una
discusión al inicio de la clase. Prepare tarjetas con las definiciones de las palabras
clave.
2. Los estudiantes observarán el video titulado La Evaluación Auténtica de
Competencias ubicado en:
http://www.youtube.com/watch?v=Noa3W2SJ1wY&feature=related y prepararán
las siguientes actividades:
a. Elaborar un mapa conceptual para definir las palabras: evaluación auténtica,
competencias y métodos de evaluación.
b. Organizar un bosquejo con las ideas más importantes de la conferencia.
Luego, tomar nota de los detalles de cada idea principal.
3. Los estudiantes traerán ejemplos de evaluaciones de desempeño de una de las
siguientes áreas: artes del lenguaje (lectura, escritura), matemática, ciencias o
estudios sociales.
4. Los estudiantes traerán cartulina, tijeras, crayolas, marcadores, reglas y otros
materiales para construir una matriz de valoración en clase.
Vocabulario Clave de la Lección
1. Avalúo auténtico 2. Avalúo de desempeño
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3. Competencia
4. Habilidad
5. Lista de cotejo
6. Matriz de valoración global
7. Matriz de valoración analítica
8. Portafolio
9. Proceso
10. Producto
Lista de Materiales Suplementarios para el Taller
1. Multimedia
2. Literatura relacionada con los
temas del taller
3. Bosquejo
4. Tarjetas del glosario
5. Manipulativos
Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una
marca de cotejo en la (__) en todas las estrategias por componente que se usaran en el
taller.
B. Andamiaje
_X_ Modelaje
_X_ Práctica Dirigida
_X_ Práctica Independiente
___ 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 con 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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Actividades Integradas:
1. Los estudiantes repasarán el contenido del taller anterior usando la técnica de la
Mesa Redonda Simultánea durante cinco minutos. Los estudiantes formarán
cuatro grupos a los cuales se les asignará un número, un papel y un bolígrafo. El
facilitador formulará algunas preguntas sobre el contenido del taller anterior y
cada grupo las contestará con la ayuda de todos sus integrantes. Cada vez que el
papel se pase a otro integrante del grupo, el estudiante en turno leerá al grupo en
voz alta lo que se ha escrito en el papel. Finalmente, cada grupo compartirá sus
respuestas con la clase y el facilitador generará una lista con la información del
taller anterior y, de ese modo, culminará la revisión.
2. Los estudiantes participarán en una discusión para definir las palabras clave del
taller. Los estudiantes formarán un círculo en el centro del salón de clase y el
facilitador lanzará las siguientes preguntas para discusión:
a. ¿Qué entienden por portafolio?
b. ¿Cuál es su relevancia en el campo de la educación?
c. ¿Creen Uds. que el portafolio se puede implementar con cualquier grupo
de estudiantes?
d. ¿Cómo implementarían Uds. el portafolio en su instrucción diaria?
La actividad culminará cuando se hayan cubierto todas las palabras del glosario.
3. Los estudiantes formarán seis grupos representando los seis diferentes niveles del
dominio cognoscitivo de la Taxonomía de Bloom. Cada grupo recibirá un
recipiente conteniendo preguntas sobre el video titulado La Evaluación Auténtica
de Competencias (ítem #2, Asignaciones antes del Taller). Utilizando los
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bosquejos preparados en casa, los estudiantes discutirán y responderán las
preguntas asignadas al grupo. Finalmente, los grupos compartirán la información
con la clase.
4. Usando una presentación de diapositivas, el facilitador expondrá un listado de los
diferentes modelos de evaluación educativa.
5. Los estudiantes, en grupos, prepararán una tabla comparativa con los diferentes
modelos de evaluación educativas empleando la información leída en los enlaces
electrónicos recomendados y en otras fuentes. Luego, cada grupo hará una breve
presentación oral de su tabla comparativa. El facilitador aclarará cualquier duda
que surja durante la discusión.
6. Continuando con la presentación de diapositivas, el facilitador expondrá los
conceptos de evaluación tradicional y evaluación de desempeño o auténtico.
7. El facilitador proporcionará un listado de instrumentos de evaluación tradicional y
auténtica, proyectará un organizador gráfico en forma de “T” dividido en los dos
tipos de evaluaciones educativas mencionadas y pedirá a los estudiantes que
clasifiquen las evaluaciones y las ubiquen en el lado correcto del organizador. Los
estudiantes deberán justificar la razón de su clasificación y generar más ejemplos
para cada tipo de avalúo educativo.
8. Los estudiantes, reunidos en grupos, compartirán los ejemplos de evaluación de
desempeño en las áreas de lectura, escritura, matemática, ciencia y estudios
sociales; analizarán los ejemplos de evaluación y redactarán un listado de
características comunes observadas en todos ellos. Luego, todos los grupos
informarán sus hallazgos de los avalúos de desempeño con la clase.
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9. La clase se dividirá en cinco grupos, representando a cada una de las siguientes
áreas: lectura, escritura, matemática, ciencia y estudios sociales. Cada grupo
diseñará una evaluación de desempeño según su área asignada y lo compartirá con
la clase.
10. Continuando con la presentación de diapositivas, el facilitador expondrá un
bosquejo con los principios implicados en el desarrollo eficaz de los portafolios.
El facilitador fomentará la discusión de las siguientes preguntas relacionadas con
el portafolio que estarán escritas en papeles grandes ubicados en las paredes del
salón de clase:
a. ¿Qué es el portafolio?
b. ¿Cómo lo usaría?
c. ¿Cómo integraría a sus estudiantes en el proceso de portafolio?
d. ¿Qué tipo de documentación debe incluirse en el portafolio?
e. ¿Cómo evaluaría el portafolio?
f. ¿Cómo distinguiría el portafolio de un simple archivo de documentos?
La clase se dividirá en seis grupos nuevamente y se responderán a cada una de las
preguntas, rotando de un papel a otro durante 6 minutos. Luego, cada grupo
compartirá y leerá en voz alta la información escrita en los papeles, y empezará la
discusión. El facilitador aclarará alguna duda o pregunta que surja durante el
proceso. Finalmente, cada grupo redactará un ensayo analítico sobre el portafolio,
utilizando como guía las preguntas discutidas en clase.
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11. El facilitador proyectará o distribuirá ejemplos de matrices valorativas globales y
analíticas a los estudiantes y hará una comparación detallada de ambos tipos de
matrices.
12. Los grupos 1, 3 y 5 elaborarán una matriz de valoración global mientras que los
grupos 2, 4 y 6 diseñarán una matriz de valoración analítica para evaluar cualquier
desempeño académico establecido por el grupo. Luego, los grupos exhibirán las
matrices de valoración y explicarán los criterios de evaluación incluidos en ellas.
13. Los estudiantes entregarán su portafolio al facilitador a fin de obtener la
retroalimentación correspondiente.
14. Los estudiantes continuarán trabajando en el desarrollo de sus habilidades
lingüísticas en español, usando el laboratorio electrónico por lo menos 20 horas
durante el curso. Esta actividad será parte de la nota final.
Evaluación
1. Los estudiantes completarán sus diarios reflexivos sobre el contenido de este
taller y el registro de desarrollo del proyecto final (Apéndice T) y los enviarán
electrónicamente al facilitador.
2. Los estudiantes, en grupos, harán una matriz de valoración analítica o global
según sea asignado por el facilitador.
3. Los estudiantes escribirán un ensayo analítico grupal sobre el portafolio,
considerando las preguntas que guiaron la discusión de este tema en clase.
4. Los estudiantes participarán en una discusión para definir las palabras clave del
taller.
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Cierre del Taller:
1. Respuestas de un minuto: El facilitador distribuirá tarjetas a los estudiantes con
una pregunta relevante al contenido del taller. Los estudiantes tendrán un minuto
para completar la tarjeta con sus respuestas y luego compartirlas con la clase.
2. Los estudiantes recibirán una hoja de repaso del contenido del taller y circularán
en el salón de clase para encontrar a alguien que les pueda ayudar a responder las
preguntas del repaso durante cinco minutos. Se acercarán unos a otros y, en forma
individual, formularán una pregunta. Si el estudiante la sabe, la responderá y el
otro estudiante escribirá la respuesta en su hoja de repaso. El estudiante que
brinde la respuesta, firmará o escribirá sus iniciales al lado de su respuesta. Cada
estudiante podrá responder solamente a una pregunta de la hoja de repaso del otro
estudiante. Una vez cumplido el tiempo asignado, los estudiantes tomarán asiento
y el facilitador procederá a repasar las respuestas de manera que todos puedan
revisar la exactitud de las respuestas.
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WORKSHOP FOUR
Specific Content Objectives:
At the end of Workshop Four, students will:
1. Develop effective grading procedures on the basis of classroom assessments.
2. Provide positive and effective feedback to students.
3. Describe and calculate statistical concepts commonly used by classroom teachers,
such as central tendencies and measures of variability.
4. Describe alternative assessment methods for English language learners (ELLs)
and students with special needs.
5. Identify accommodations in assessment of English language learners and students
with special needs.
Specific Language Objectives:
At the end of Workshop Four, students will:
1. Listen attentively to a formal lecture about assessing ELLs and take notes.
2. Discuss effective grading procedures in a formal academic setting.
3. Analyze literature on alternative assessment methods and accommodations for
ELLs.
4. Write an expository paper about assessment for ELLs using correct grammar,
spelling, and style.
Electronic Links (URLs):
APA format
http://www.apastyle.org/
http://owl.english.purdue.edu/owl/resource/560/01/
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Glossary
http://wps.prenhall.com/chet_nitko_education_5/47/12091/3095376.cw/index.html
Effective grading
http://www.marshfield.k12.wi.us/cms_files/resources/EffectiveGradingPractices.pdf
http://www.ferris.edu/fctl/Teaching_and_Learning_Tips/Developing%20a%20Grading%
20System/EffectiveGrading_files/frame.htm
http://www.icdd.idaho.gov/pdf/Parent%20League/TEC-
GradingStudentsinInclusiveSettings.pdf
Positive and effective feedback
http://www.una.edu/faculty/onlineacademy/State/Adobe%20Reader/DO%20NOT%20OP
EN%20program%20files/Skill%20instruction/HOW%20to%20teach%20skills/During%2
0Tactics/SKILL%20Feedback.pdf
http://www.academicleadership.org/leader_action_tips/Providing_Students_with_Effecti
ve_Feedback.shtml
Central tendencies and measures of variability
http://www.diacritech.com/samples/school/Math_4colour.pdf
http://www.cios.org/readbook/rmcs/ch08.pdf
http://cnx.org/content/m10947/latest/
http://www.csus.edu/indiv/b/brocks/Courses/EDS%20250/EDS%20250/PowerPoint/PDF
s/Presentation%2010.pdf
Alternative assessment methods for ELLs and students with special needs
http://www.cal.org/resources/digest/0207coltrane.html
http://findarticles.com/p/articles/mi_hb3325/is_3_8/ai_n29144392/pg_3/
Evaluation and Measurement of the Educational Process 83
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http://www.dpi.state.wi.us/oea/waa.html
http://www.actfl.org/files/public/TLENovember_article.pdf
http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/Content
Display.cfm&CONTENTID=4533
Assignments before the Workshop:
1. Students will prepare index cards for the key vocabulary of the workshop.
2. Students will watch the video entitled Assessing English Language Learners
posted at: http://www.youtube.com/watch?v=HSJcRd1cDoA and complete the
following activities:
a. Take notes of the major ideas of the video using index cards.
b. Build a concept map based on the content of the video.
3. Students will watch the video entitled Assessment Case Study of an ELL/ESL/EFL
student posted at: http://www.youtube.com/watch?v=TYIc5l7Ml6Y&NR=1 and
complete the following activities:
a. Build a language profile of the student described in the video.
b. Prepare an action plan for the student.
4. Students will complete eight (8) hours of clinical experience in a school
classroom and prepare an oral and written report.
Key Vocabulary:
1. Absolute grading
2. Achievement
3. Accommodations
4. Alternative assessment
5. Composite scores
6. Contract grading
7. Criterion-referenced grading
8. Grading
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9. Letter grades
10. Median
11. Mean
12. Mode
13. Norm group
14. Norm-referenced grading
15. Process criteria
16. Product criteria
17. Progress criteria
18. Relative grading
List of Supplementary Materials for the Workshop
1. Multimedia
2. Video
3. Concept maps
4. Field-related literature
5. Index cards
6. Graphic organizers
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SIOP Components - Place a checkmark on the (___) for ALL strategies that will be used
in the workshop.
B. Scaffolding
_X__ 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
___ 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:
1. In pairs, students will define the key vocabulary of the workshop during five
minutes. Using their vocabulary index cards, one student will say a word and the
other will write a sentence on the sentence strip provided by the facilitator. Each
pair will work a total of six words – three words each student. When the assigned
time is over, every pair will put the sentence strips on the board and read their
sentences aloud. The facilitator will clarify any doubts or questions about the key
vocabulary.
2. Using a PowerPoint presentation, the facilitator will show an outline with
effective grading procedures on the basis of classroom assessments.
3. The facilitator will prepare the classroom in advance posting chart papers on the
walls of the classroom labeled with the effective grading procedures presented in
this workshop. The facilitator will have students bring their notes of the effective
grading procedures, take a walk around the wall chart papers, and stand up in
front of the procedure they would like to discuss. There must be at least two
students at every wall chart paper for discussion during five minutes. Finally, each
group will report the outcome of their analysis to the class.
4. Following the PowerPoint presentation, the facilitator will introduce the concept
of feedback, the characteristics of effective feedback, and how to provide it.
5. The class will be divided in small groups and the facilitator will distribute copies
of essays of students at different levels of language proficiency. Every group will
discuss the quality of the essays and provide effective and positive feedback.
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Finally, every group will share the provided feedback with the class for further
analysis and discussion.
6. The facilitator will write the following words on the board: mean, median, and
mode, and will have students define them once again and explain how to calculate
these central tendency measures.
7. In pairs, students will solve some exercises using the mean, the median, and the
mode. Then, students will explain how to apply the central tendency measure into
the field of education, especially into the grading practices.
8. The facilitator will divide the class in small groups to discuss the content of the
video entitled Assessing English Language Learners (item #2, Assignments
before the Workshop). Every group will explain their concept maps of the video
and their notes. The facilitator will clarify any doubts arising in the discussion.
9. Following the PowerPoint presentation, the facilitator will review the concept of
alternative assessment and introduce multiple alternative assessment methods
used for ELLs and students with special needs.
10. The facilitator will divide the class in five small groups and distribute copies of
different research-based articles about alternative assessment methods for ELLs
and students with special needs. Students will use the technique Directed
Reading-Thinking Activity (DR-TA). The facilitator will open this activity with
questions about what the group members think the assigned article will be about,
based on its title. The facilitator may use the following sample questions:
a. “With a title like …, what do you think this story will be about?”
b. “Let’s read to find out.”
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c. Revisit predictions: “Did … happen? If not, why not?”
d. “What do you think is going to happen next? What makes you think so?”
e. “Where did you get that idea?”
f. “What made you think that?”
g. “Tell me more about that…”
Students can use the following sentence frames when making predictions,
justifying predictions, and confirming or disconfirming predictions:
a. “I predict that _______________ will happen, because _______________.”
b. “I wish to change my prediction to _________________________ because
________________________.”
c. My prediction was confirmed when ___________________________.”
d. My prediction was disconfirmed when ___________________________.”
After reading the article, groups will report their findings to the class. Further
discussion will follow if needed.
11. Debate: Students will make two circles with the same number of students in the
center of the classroom. The inner circle will advocate for the need of assessment
accommodations for ELLs and students with special needs, while the outer circle
will defend the idea of providing the same assessment to all students without any
accommodations. After a short debate, both circles will try to reach consensus.
The facilitator will act as the moderator of the controversial discussion.
(Appendix Q).
12. The class will make one circle to discuss the video entitled Assessment Case
Study of an ELL/ESL/EFL student (item #3, Assignments before the Workshop).
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Students will share the student’s profile and the action plan composed prior to the
beginning of the workshop. Peers may comment and provide additional ideas of
how to improve the action plan.
13. Students will write a two-page expository paper where they will explain how
current trends and issues that relate to the testing of ELLs impact the designing of
testing instruments and techniques. The paper will include the implications that
this information has on teachers of ESOL students regarding making
modifications for students when they are tested as well as making
accommodations for them. This paper will be turned in at the beginning of
Workshop Five. (Appendix S).
14. Students will share their clinical experiences in mini oral presentations (5 minutes
or shorter), and turn in the written report (Appendixes B and C).
15. Students will continue working on their portfolios following the guidelines posted
in Appendixes K – Q.
16. Students will continue working on their English language skills using e-lab for at
least 20 hours during the course. It will be part of the final grade.
Assessment:
1. Students will complete the self-reflection process on the content of the workshop
(Appendix L) and the final project development log, and send them to the
facilitator via e-mail.
2. In pairs, students will solve some exercises using the mean, the median, and the
mode.
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3. Students will write a two-page expository paper related to the current trends in
assessing ELLs and its impact on the design of testing instruments and
techniques.
4. Students will debate the controversial issue in two thinking circles: The inner
circle will advocate for the need of assessment accommodations for ELLs and
students with special needs; while the outer circle will defend the idea of
providing the same assessment to all students without any accommodations.
(Appendix Q).
Lesson Wrap-Up
1. Individual: Every student will turn to the peer next to him/her and share one of
the most important topics of the lesson.
2. Group: The students will complete a cloze summary activity about the content of
workshop.
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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!
NOTE: This is a bilingual workshop.
Both the facilitator and student should use
the language assigned for each homework
and activity. DO NOT MIX THE TWO
LANGUAGES!
Objetivos Específicos de Contenido:
Al final del Taller Cinco, los estudiantes:
1. Integrarán eficazmente las evaluaciones educativas en la instrucción diaria.
2. Describirán detalladamente las estrategias que los maestros pueden usar para
recopilar información formativa de los estudiantes utilizando las computadoras.
3. Evaluarán cómo usar las computadoras para hacer que la evaluación sumativa sea
más eficaz.
4. Administrarán adecuadamente un instrumento de evaluación educativa en
cualquiera de las siguientes áreas: artes del lenguaje, matemática o estudios
sociales.
5. Analizarán e interpretarán la información recopilada durante la administración de
un instrumento de evaluación educativa.
6. Elaborarán el perfil diagnóstico del estudiante y diseñarán un plan de lección.
Objetivos Específicos de Lenguaje:
Al final del Taller Cinco, los estudiantes:
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1. Escucharán atentamente una entrevista sobre la recopilación, análisis e
interpretación de la información de la evaluación educativa.
2. Debatirán cómo los resultados obtenidos de la evaluación educativa deben guiar
la dirección de la instrucción.
3. Resumirán información acerca de los diferentes métodos de integración de la
tecnología en los procesos de la evaluación educativa.
4. Redactarán un perfil diagnóstico y un plan de lección basado en los resultados de
la evaluación educativa administrada.
Enlaces Electrónicos:
http://www.apastyle.org/
http://www.suagm.edu/umet/biblioteca/pdf/guia_apa_6ta.pdf
Glosario de términos de la evaluación educativa
http://www.questionmark.com/us/glossary.aspx
Integración de la evaluación en la instrucción
http://www.farq.edu.uy/estructura/unidades_de_gestion/uap/matevalaprend/J.%20A.%20
Mateo.pdf
http://www.santillanadocentes.com.ar/articulos/Palacios4.pdf
La evaluación educativa y la tecnología
http://e-formadores.redescolar.ilce.edu.mx/revista/no9_05/articulo_evaluacion_paty.pdf
http://www.uv.es/relieve/v11n1/RELIEVEv11n1_1.htm
http://www.ateneonline.net/datos/64_03_Romera_Carolina.pdf
Asignaciones antes del Taller:
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1. Los estudiantes prepararán tarjetas con las definiciones de las palabras del
vocabulario clave del taller (en inglés). (Vea el Apéndice E para mayores
detalles).
2. Los estudiantes observarán el video titulado Metodologías en el Desarrollo de
Habilidades en la Evaluación Educativa ubicado en:
http://www.youtube.com/watch?v=Lxjgao-2Uf0 y completarán las siguientes
actividades en español:
a. Preparar un bosquejo que demuestre la estructura de la entrevista
b. Tomar nota de las ideas principales discutidas en la entrevista
c. Responder a las siguientes preguntas:
i. ¿Qué hallazgos hubo después del análisis de la información?
ii. ¿Qué acciones se tomaron?
iii. ¿Está Ud. de acuerdo con las acciones tomadas? Si no estuviera de
acuerdo, ¿qué hubiese hecho diferente?
3. Los estudiantes completarán el proyecto final del curso: El Perfil Diagnóstico.
(Apéndice U).
Assignments to be discussed during the last two hours of instruction (2).
1. Students will complete the Lesson Plan in English.
2. Bring your portfolio to be graded.
Vocabulario Clave del Taller:
1. Adaptive device
2. Computer assisted instruction
3. Electronic grade books
4. E-portfolios
5. Integrated learning systems
6. Online tools
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7. Spreadsheet
8. Tablet PC
9. WebQuests
10. Word processor
Lista de Materiales Suplementarios para el Taller
1. Multimedia
2. Literatura relacionada con los
temas del taller
3. Bosquejo
4. Tarjetas del glosario
5. Organizadores gráficos
Componentes de SIOP (Sheltered-Instruction Observation Protocol). Coloque una marca de
cotejo en la (__) en todas las estrategias por componente que se usaran en el taller.
B. Scaffolding
___ Modeling
___ Guided Practice
_X_ Independent Practice
___ Comprehensible Input
Comprensible
C. Group Options
_X_ Whole Group
_X_ Small Group
_X_ Pairs
_X_ Independent work
D. Process Integration _X_ Listen
_X_ Speak
_X_ Read
_X_ Write
E. Application
_X_ Application of dynamic activities
_X_ Significant and Relevant
_X_ Rigurous
_X_ Linked to Objetives
_X_ Promote Participation
A. Preparation
___ Content adaptation
_X_ Linked to previous knowledge
_X_ Linked to previous learning
_X_ Incorporated strategies
CALLA Strategies (Cognitive Academic Language Learning Approach)
_X_ Cognitive
_X_ Meta-cognitive
_X_ Socio/Affective
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Actividades Integradas:
1. Los estudiantes formarán grupos pequeños y el facilitador formulará preguntas de
respuesta abierta sobre el contenido del taller anterior. Cada grupo tendrá una bola que
todos los integrantes se pasarán al responder a las preguntas del facilitador. La actividad
continuará hasta que todo el grupo haya participado al responder cada pregunta. Esta
actividad se realizará en inglés.
2. Los estudiantes explorarán múltiples formas de integrar los resultados de las
evaluaciones educativas en la instrucción diaria a través de una sesión de torbellino de
ideas. El facilitador aclarará cualquier duda o pregunta que surja.
3. Usando una presentación de diapositivas, el facilitador explicará en español cómo las
instituciones educativas utilizan los resultados de los avalúos educativos (por ejemplo, el
FCAT) en sus planes de acción a nivel de toda la escuela y del salón de clase.
4. Los estudiantes, reunidos en grupos pequeños, discutirán su análisis del video titulado
Metodologías en el Desarrollo de Habilidades en la Evaluación Educativa, (ítem #2,
Asignaciones antes del Taller). Después de una breve discusión, cada grupo compartirá
su análisis en español.
5. Following the slide presentation, the facilitator will explain some technological
progresses that have occurred in the process of educational assessment.
6. The team groups will review the workshop key vocabulary definitions using their index
cards prepared at home. Later, the facilitator will ask each group the definition of four
words at random. The members of each of the groups will work together in order to
complete the required definition.
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7. The class will be divided into four teams and each team will receive an educational scene
that they will have to analyze and evaluate the use of technology in the educational
assessment processes. At the end of the group discussion, each group will have to write
and analytical essay of the educational scene assigned. The essay needs to be written in
English and sent to the facilitator through the SUAGM e-mail within 24 hours after the
workshop 5 has ended.
8. Students will present orally the evaluation diagnostic profile of the student they
evaluated. It is recommended that students integrate the use of technology in their
presentations.
9. Students will submit two printed copies of both parts of the final Project: Perfil
Diagnóstico (Español) and Lesson Plan (English). (Apéndice U)
10. Students need to submit their portfolios to the facilitator to be evaluated.
11. Students need to submit printed evidence of having used the e-Lab for 20 hours during
the course.
Assessment:
1. Escrito: Los estudiantes completarán sus diarios reflexivos sobre el contenido de este
taller y el registro de desarrollo del proyecto final (Apéndice J), y los enviarán
electrónicamente al facilitador (en español).
2. Grupal: Los estudiantes redactarán un ensayo analítico del uso de la tecnología en un
escenario educativo (en inglés).
3. Oral: Los estudiantes harán una presentación oral en español del perfil diagnóstico del
niño evaluado. (Apéndice U).
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4. Los estudiantes entregarán el perfil diagnóstico del estudiante evaluado (en español) y el
plan de lección (en inglés) por escrito al facilitador.
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Workshop Wrap-Up:
Individual:
One-minute answers: The facilitator will distribute cards with one question relevant to the
content of the workshop. Students will have one minute to complete the card with their answer
and share it with the class in English.
Group:
The class divided in small groups will prepare the following activities in Spanish:
a. Un noticiero
b. Una canción
c. Un reportaje desde la escena de los hechos
d. Un poema
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Apéndices/Appendixes
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APÉNDICE A / APPENDIX A: SECOND LANGUAGE PROFICIENCY SCORING
RUBRICS
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Apéndice A / Appendix A
Listening Rubric
Level of proficiency Criteria
Beginner
(1 – 2 pts)
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
Low Intermediate
(3 – 4 pts)
Draws a picture
Continues to require repetition
Follow verbal dictations
Checks off words that were heard
Repeats information heard to determine comprehension
Able to understand slow speech and multiple repetitions
Intermediate
(5 – 6 pts)
Understands more details of spoken language
May need 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
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Low advanced
(7 – 8 pts)
May need repetition at normal-speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Advanced
(9 – 10 pts)
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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Speaking Rubric
Level of proficiency Criteria
Beginner
(1 – 2 pts)
Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Pronunciation is very poor that listener cannot understand
Speech is broken into parts making comprehension difficult
Little or no vocabulary to support message
Low Intermediate
(3 – 4 pts)
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
Must repeat spoken words or phrases to be understood due to pronunciation flaws
Grammar and word order are incorrect
Some evidence of vocabulary to support oral messages is emerging
Intermediate
(5 – 6 pts)
Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to
thinking of the correct words to say
Better control of grammar and word order
Begins to use basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
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Speaks with some hesitation
Use of vocabulary to support oral messages is evident
Pronunciation of certain words may be difficult, listener must pay close attention
Low advanced
(7 – 8 pts)
Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Social conversations are pretty fluent
Proper use of academic vocabulary is evident in class discussions
Participates in class discussions using academic content with slight hesitation
Occasional mistakes in grammar and word order; however, these may not interrupt
meaning
Pronunciation of most words is accurate and clear
Advanced
(9 – 10 pts)
Speech is fluent
Correct use of elaborate academic vocabulary is present in all class discussions
Participates in class discussion using academic content without hesitation
Use of appropriate vocabulary to support oral messages is evident at all times
Proper use of grammar and word order
Native like pronunciation and intonation
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Reading Rubric
Level of proficiency Criteria
Beginner
(1 – 2 pts)
Comprehension of a wide array of written material is not developed
Interpretation of graphs, charts, tables and forms in textbooks is not developed
Use of pre-reading and reading skills is not developed.
Application of reading strategies to guess meanings of unfamiliar words from
context is not developed
Strategic reading skills (plans his/her reading assignments, diagnoses reading
deficiencies, resolves deficiencies independently or with the help of others, etc.) are
not developed
Low Intermediate
(3 – 4 pts)
Comprehension 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.) is emerging
Interpretation of basic graphs, charts, tables and forms in textbooks is done
correctly
Application of pre-reading (e.g., activation of prior knowledge, semantic maps,
etc.) and reading skills (e.g., skimming, scanning, inferences, paragraph frames,
DRA, SQ4R, etc.) is emerging
Application of reading strategies to guess meanings of unfamiliar words from
context (e.g., definition, restatement, examples, surrounding words, etc.) is not done
yet
Understanding of the relationship between ideas (e.g., time, logical order,
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comparison/contrast, cause/effect) and reading patterns to identify literary genres
(as listed above) is not done successfully yet
Strategic reading skills (as listed above) are emerging
Intermediate
(5 – 6 pts)
Comprehension of a wide array of written material (as listed above) is evident
Interpretation of basic graphs, charts, tables and forms is done correctly
Application of pre-reading and reading skills (as listed above) is evident
Application of reading strategies to guess meanings of unfamiliar words from
context (as listed above) is emerging
Understanding of the relationship between ideas (as listed above) is emerging.
Strategic reading skills (as listed above) are evident
Low advanced
(7 – 8 pts)
Comprehension of a wide array of level-appropriate written materials accurately (as
listed above) is mature
Interpretation of increasingly complex graphs, charts, tables and forms is done
accurately
Application of pre-reading and reading skills (as listed above) is strong
Application of strategies to guess meanings of unfamiliar words from context (as
listed above) is evident
Identification of signal words to understand the relationship between ideas (as listed
above) and reading patterns to identify literary genres (as listed above) is emerging
Understanding of the relationship between ideas (as listed above) is evident.
Strategic reading skills (as listed above) are mature
Advanced
(9 – 10 pts)
Comprehension of various types and lengths of level appropriate written materials
(as listed above) is fully developed
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Interpretation of complex graphs, charts, tables and forms is done accurately
Application of pre-reading and reading skills (as listed above) is fully developed
Application of reading strategies to determine the meaning of unfamiliar words in a
text (as listed above) is done accurately.
Understanding of the relationship between ideas (time, logical order,
comparison/contrast, cause/effect)
Strategic reading skills (as listed above) are fully developed
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Writing Rubric
Level of
proficiency
Criteria
Beginner
(1 – 2 pts)
Writing is very unclear. There is no focus. Details are limited or unclear. There’s no clear
distinction to what is important and what is supported.
No hook and no conclusion. Paper simply starts and ends. Lack of transitions may it difficult to
understand the paper.
Writing contains limited vocabulary or specific words to transmit meaning of the essay. Misused
part of speech makes it difficult to understand the writing.
Sentences seem like their rambling. Sentences are incomplete or far too long to understand.
Sentences follow a simple structure and or style.
Little or no control of spelling, punctuation capitalization and other writing conventions. This
makes it very difficult to understand the writing.
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)] are not developed
Low
Intermediate
(3 – 4 pts)
Writing is 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.
Writing contains what seem to be an introduction and or conclusion. Attempt of transitions help
but paper is in need of more.
Writing contains words that may not work in it. Few vocabulary terms are used appropriately.
Greater command of the parts of speech is okay. Although, many words are utilized incorrectly.
There is an attempt to create a style of sentence structure here and there; although, for the most
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part it sticks to one style.
Needs improvement control of spelling, punctuation capitalization and other writing
conventions. It is difficult to read the writing; although, at times it’s okay.
Strategic writing skills are emerging
Intermediate
(5 – 6 pts)
Writing contains an unclear focus. Writing appears to be on one topic but seems to get off topics
at times. Support of main idea is lacking. Reader is left with unanswered questions.
Writing contains an introduction and conclusion however, both are dull or unclear. Transitions
help connect ideas although at times they distract the flow.
Words are used appropriately; however, they are pretty common and lack oomph.
Sentences are well written; however, there is a repetition of the style and structure of sentences.
Satisfactory control of spelling, punctuation capitalization and other writing conventions.
However, the writing can read and sound better by correcting conventions
Strategic writing skills are evident.
Low
advanced
(7 – 8 pts)
Writing is showing a focus; however, there is room for improvement. Few relevant details
which support the main idea are present. Some reader’s questions can be answered while others
are left hanging.
Introduction and conclusion can be improved. Transition words are used properly although there
are times when a transition can help ideas flow better
Wording is livelier. Words are appropriate. Although, there is common wording which can be
changed to improve it.
Style and structure of statements are catchy with a few mistakes or unclear sentences at times.
Good control of spelling, punctuation capitalization and other writing conventions. Mistakes are
made but nothing distracting.
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Strategic writing skills are mature.
Advanced
(9 – 10 pts)
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.
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APÉNDICE B / APPENDIX B: CLINICAL SCHOOL EXPERIENCE OBSERVATION
TOOL
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School for Professional Studies
Florida Campuses
CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
Part I: Accomplished Practices Matrix
(6 Pages)
Application of Florida Educator Accomplished Practices (6)
Student Intern:
School:
Date:
Classroom Teacher:
Lesson Subject:
Grade:
Instructions: The student must place checkmark ( √ ) under the heading for Observed or Not-Observed for each Educator Accomplished Practice Competency.
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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation of Competencies (Total of 3 Hours)
Observed Not
Observed
( √ ) ( √ )
Describe the relevance of the competency reserved to 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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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation of Competencies (Total of 3 Hours)
Observed Not
Observed
( √ ) ( √ )
Describe the relevance of the competency reserved to 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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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation of Competencies (Total of 3 Hours)
Observed Not
Observed
( √ ) ( √ )
Describe the relevance of the competency reserved to 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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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation of Competencies (Total of 3 Hours)
Observed Not
Observed
( √ ) ( √ )
Describe the relevance of the competency reserved to 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;
Evaluation and Measurement of the Educational Process 117
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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation of Competencies (Total of 3 Hours)
Observed Not
Observed
( √ ) ( √ )
Describe the relevance of the competency reserved to 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.
#4 Learning Environment
The effective educator consistently:
Evaluation and Measurement of the Educational Process 118
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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation of Competencies (Total of 3 Hours)
Observed Not
Observed
( √ ) ( √ )
Describe the relevance of the competency reserved to current
education course.
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.
#5 Assessment The effective educator consistently:
Evaluation and Measurement of the Educational Process 119
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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation of Competencies (Total of 3 Hours)
Observed Not
Observed
( √ ) ( √ )
Describe the relevance of the competency reserved to current
education course.
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;
Evaluation and Measurement of the Educational Process 120
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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation of Competencies (Total of 3 Hours)
Observed Not
Observed
( √ ) ( √ )
Describe the relevance of the competency reserved to 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;
Evaluation and Measurement of the Educational Process 121
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School for Professional Studies
Florida Campuses
Professional Competencies Classroom Observation of Competencies (Total of 3 Hours)
Observed Not
Observed
( √ ) ( √ )
Describe the relevance of the competency reserved to 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
Approved by: (Classroom) Teacher’s
Signature___________________________________________
Print:_______________________________________________________Date:______________
(University) Facilitator’s
Signature______________________________________________________
Print:_______________________________________________________Date:______________
Received by: Intern’s Signature
_______________________________________________________
Print:_______________________________________________________Date:______________
Evaluation and Measurement of the Educational Process 123
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APÉNDICE C / APPENDIX C: CLINICAL SCHOOL EXPERIENCE LOG
REPORT
Evaluation and Measurement of the Educational Process 124
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School for Professional Studies
Florida Campuses
CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL
Part II: School General Operation Activities
(2 Pages)
Student Intern:
School:
Date:
Classroom Teacher:
Lesson Subject:
Grade:
Total Hours (Must equal 4 hours)
Place a checkmark (√) under the proper activity/ meeting such as the ones described below (see the code at the bottom of the page). Only participate in activities or meetings that are taking place the day you are at the school. This information will be part of the final report required in the class.
Time Total Hours (Must
equal 4 hours)
IEP LEP RTI Parent Teacher
Conference
Faculty Meeting
Department or Grade
Level Meeting
Comments
Evaluation and Measurement of the Educational Process 125
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Approved by: (Classroom) Teacher’s
Signature___________________________________________
Print:___________________________________________________Date:_________________
(University) Facilitator’s
Signature______________________________________________________
Print:___________________________________________________Date:_________________
Received by: Intern’s
Signature_______________________________________________________
Print:___________________________________________________Date:_________________
CODES: IEP=Individual Education Program, LEP=Limited English Proficient Program, RTI=Response to Intervention
Total Hours (Must equal 4 hours)
Place a checkmark (√) under the proper activity/ meeting such as the ones described below (see the code at the bottom of the page). Only participate in activities or meetings that are taking place the day you are at the school. This information will be part of the final report required in the class.
Time Total
Hours (Must
equal 4 hours)
IEP LEP RTI Parent Teacher
Conference
Faculty Meeting
Department or Grade
Level Meeting
Comments
Evaluation and Measurement of the Educational Process 126
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APÉNDICE D / APPENDIX D: THE WRITING PROCESS
Evaluation and Measurement of the Educational Process 127
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Apéndice D / Appendix D
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
(Rubrics must be used to evaluate all written work done by students in English and in
Spanish.)
Criteria per level
Traits 6 5 4 3 2 1
Ideas &
content
The
writing is
exception
ally clear,
focused
and
interestin
g. It holds
the
reader’s
attention
throughou
t. Main
ideas
stand out
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
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
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,
Main ideas
and
purpose are
somewhat
unclear or
developme
nt is
attempted
but
minimal.
The writing
is
characteriz
ed by
• a purpose
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.
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Criteria per level
Traits 6 5 4 3 2 1
and are
developed
by strong
support
and rich
details
suitable to
audience
and
purpose.
The
writing is
characteri
zed by
• clarity,
focus, and
control.
• main
idea(s)
that stand
out.
• 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/expl
oration of the
topic; the writing
makes
connections and
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/explai
ned, although
developmental
details may
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
and main
idea(s) that
may
require
extensive
inferences
by the
reader.
• minimal
developme
nt;
insufficient
details.
• irrelevant
details that
clutter the
text.
• extensive
repetition
of detail.
Evaluation and Measurement of the Educational Process 129
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Criteria per level
Traits 6 5 4 3 2 1
•
supportin
g,
relevant,
carefully
selected
details;
when
appropriat
e, use of
resources
provides
strong,
accurate,
credible
support
• a
thorough,
balanced,
in-depth
explanatio
shares insights.
• content and
selected details
that are well-
suited to
audience and
purpose.
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.
heard
elsewhere.
• support that
is attempted;
but
developmenta
l 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;
Evaluation and Measurement of the Educational Process 130
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Criteria per level
Traits 6 5 4 3 2 1
n/
exploratio
n of the
topic; the
writing
makes
connectio
ns and
shares
insights.
• content
and
selected
details
that are
well
suited to
audience
and
purpose.
they may be
based on
clichés,
stereotypes or
questionable
sources of
information.
• difficulties
when moving
from general
observations
to specifics.
Evaluation and Measurement of the Educational Process 131
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Criteria per level
Traits 6 5 4 3 2 1
Organization The
organizati
on
enhances
the central
idea(s)
and its
developm
ent. The
order and
structure
are
compellin
g and
move the
reader
through
the text
easily.
The
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
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
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
The writing
lacks a
clear
organizatio
nal
structure.
An
occasional
organizatio
nal device
is
discernible;
however,
the writing
is either
difficult to
follow and
the reader
has to
reread
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
Evaluation and Measurement of the Educational Process 132
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Criteria per level
Traits 6 5 4 3 2 1
writing is
characteri
zed by
•
effective,
perhaps
creative,
sequencin
g; the
organizati
onal
structure
fits the
topic, and
the
writing is
easy to
follow.
• a strong,
inviting
beginning
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.
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.
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
substantial
portions, or
the piece is
simply too
short to
demonstrat
e
organizatio
nal skills.
The writing
is
characteriz
ed by
• some
attempts at
sequencing
, but the
order or the
relationship
among
ideas is
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.
Evaluation and Measurement of the Educational Process 133
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Criteria per level
Traits 6 5 4 3 2 1
that draws
the reader
in and a
strong
satisfying
sense of
resolution
or
closure.
• smooth,
effective
transitions
among all
elements
(sentences
,
paragraph
s, and
ideas).
• details
that fit
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.
frequently
unclear.
• a missing
or
extremely
undevelope
d
beginning,
body,
and/or
ending.
• a lack of
transitions,
or when
present,
ineffective
or
overused.
• a lack of
an effective
organizatio
Evaluation and Measurement of the Educational Process 134
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Criteria per level
Traits 6 5 4 3 2 1
where
placed.
nal
structure.
• details
that seem
to be
randomly
placed,
leaving the
reader
frequently
confused.
Voice The writer
has
chosen a
voice
appropriat
e for the
topic,
purpose
and
The writer has
chosen a voice
appropriate for
the topic,
purpose, and
audience. The
writer seems
committed to the
topic, and there
A voice is
present. The
writer
demonstrates
commitment to
the topic, and
there may be a
sense of
“writing to be
The writer’s
commitment
to the topic
seems
inconsistent.
A sense of the
writer may
emerge at
times;
The writing
provides
little sense
of
involvemen
t or
commitme
nt. There is
no
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
Evaluation and Measurement of the Educational Process 135
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Criteria per level
Traits 6 5 4 3 2 1
audience.
The writer
seems
deeply
committe
d to the
topic, and
there is an
exception
al sense
of
“writing
to be
read.”
The
writing is
expressiv
e,
engaging,
or sincere.
The
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
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
however, the
voice is either
inappropriatel
y personal or
inappropriatel
y 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;
evidence
that the
writer has
chosen a
suitable
voice. The
writing is
characteriz
ed by
• little
engagemen
t of the
writer; the
writing
tends to be
largely flat,
lifeless,
stiff, or
mechanical
.
• a voice
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.
Evaluation and Measurement of the Educational Process 136
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Criteria per level
Traits 6 5 4 3 2 1
writing is
characteri
zed by
• an
effective
level of
closeness
to or
distance
from the
audience
(e.g., a
narrative
should
have a
strong
personal
voice,
while an
expositor
y piece
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
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.
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.
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
Evaluation and Measurement of the Educational Process 137
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Criteria per level
Traits 6 5 4 3 2 1
may
require
extensive
use of
outside
resources
and a
more
academic
voice;
neverthele
ss, both
should be
engaging,
lively, or
interestin
g.
Technical
writing
may
require
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.
interaction
between
reader and
writer.
Evaluation and Measurement of the Educational Process 138
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Criteria per level
Traits 6 5 4 3 2 1
greater
distance.).
• an
exception
ally
strong
sense of
audience;
the writer
seems to
be aware
of the
reader and
of how to
communi
cate the
message
most
effectivel
y. The
reader
Evaluation and Measurement of the Educational Process 139
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Criteria per level
Traits 6 5 4 3 2 1
may
discern
the writer
behind the
words and
feel a
sense of
interactio
n.
• a sense
that the
topic has
come to
life; when
appropriat
e, the
writing
may show
originality
,
liveliness,
Evaluation and Measurement of the Educational Process 140
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Criteria per level
Traits 6 5 4 3 2 1
honesty,
convictio
n,
excitemen
t, humor,
or
suspense.
Word choice Words
convey
the
intended
message
in an
exception
ally
interestin
g, precise,
and
natural
way
appropriat
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
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
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
Language
is
monotonou
s and/or
misused,
detracting
from the
meaning
and impact.
The writing
is
characteriz
ed by
• words
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
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Criteria per level
Traits 6 5 4 3 2 1
e to
audience
and
purpose.
The writer
employs a
rich,
broad
range of
words,
which
have been
carefully
chosen
and
thoughtful
ly placed
for
impact.
The
writing is
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
• 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
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,
that are
colorless,
flat or
imprecise.
•
monotonou
s repetition
or
overwhelm
ing reliance
on worn
expressions
that
repeatedly
distract
from the
message.
• images
that are
fuzzy or
absent
• 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.
Evaluation and Measurement of the Educational Process 142
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Criteria per level
Traits 6 5 4 3 2 1
characteri
zed by
• accurate,
strong,
specific
words;
powerful
words
energize
the
writing.
• fresh,
original
expressio
n; slang,
if used,
seems
purposefu
l and is
effective.
•
overdone.
• ordinary words
used in an
unusual way.
• words that
evoke clear
images;
figurative
language may be
used.
overuse of
technical
language or
jargon.
• rare
experiments
with language;
however, the
writing may
have some fine
moments and
generally avoids
clichés.
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
altogether.
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Criteria per level
Traits 6 5 4 3 2 1
vocabular
y 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
jargon may be
overused or
inappropriatel
y used.
• reliance on
clichés and
overused
expressions.
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Criteria per level
Traits 6 5 4 3 2 1
used.
Sentence
fluency
The
writing
has an
effective
flow and
rhythm.
Sentences
show a
high
degree of
craftsman
ship, with
consistent
ly strong
and varied
structure
that
makes
expressiv
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
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
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;
The writing
tends to be
either
choppy or
rambling.
Awkward
constructio
ns often
force the
reader to
slow down
or reread.
The writing
is
characteriz
ed by
•
significant
portions of
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.
Evaluation and Measurement of the Educational Process 145
Updated, 03-17-2012
Criteria per level
Traits 6 5 4 3 2 1
e oral
reading
easy and
enjoyable.
The
writing is
characteri
zed by
• a
natural,
fluent
sound; it
glides
along
with one
sentence
flowing
effortlessl
y into the
next.
•
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.
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
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
the text that
are difficult
to follow or
read aloud.
• sentence
patterns
that are
monotonou
s (e.g.,
subject-
verb or
subject-
verb-
object).
• a
significant
number of
awkward,
choppy, or
rambling
constructio
• sentences that are
disjointed,
confusing, or
rambling.
Evaluation and Measurement of the Educational Process 146
Updated, 03-17-2012
Criteria per level
Traits 6 5 4 3 2 1
extensive
variation
in
sentence
structure,
length,
and
beginning
s that add
interest to
the text.
• sentence
structure
that
enhances
meaning
by
drawing
attention
to key
ideas or
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.
present, may
not be
effective.
• sentences
which,
although
functional,
lack energy.
• lapses in
stylistic
control;
dialogue, if
used, may
sound stilted
or unnatural.
ns.
Evaluation and Measurement of the Educational Process 147
Updated, 03-17-2012
Criteria per level
Traits 6 5 4 3 2 1
reinforcin
g
relationsh
ips among
ideas.
• varied
sentence
patterns
that create
an
effective
combinati
on of
power and
grace.
• strong
control
over
sentence
structure;
fragments
Evaluation and Measurement of the Educational Process 148
Updated, 03-17-2012
Criteria per level
Traits 6 5 4 3 2 1
, if used at
all, work
well.
• stylistic
control;
dialogue,
if used,
sounds
natural.
Conventions The
writing
demonstra
tes
exception
ally
strong
control of
standard
writing
conventio
The writing
demonstrates
strong control of
standard writing
conventions
(e.g.,
punctuation,
spelling,
capitalization,
paragraph
breaks, grammar
The writing
demonstrates
control of
standard writing
conventions
(e.g.,
punctuation,
spelling,
capitalization,
paragraph
breaks,
The writing
demonstrates
limited
control of
standard
writing
conventions
(e.g.,
punctuation,
spelling,
capitalization,
The writing
demonstrat
es little
control of
standard
writing
convention
s. Frequent,
significant
errors
impede
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
Evaluation and Measurement of the Educational Process 149
Updated, 03-17-2012
Criteria per level
Traits 6 5 4 3 2 1
ns (e.g.,
punctuati
on,
spelling,
capitalizat
ion,
paragraph
breaks,
grammar
and
usage)
and uses
them
effectivel
y to
enhance
communi
cation.
Errors are
so few
and so
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
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
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
readability.
The writing
is
characteriz
ed by
• little
control
over basic
convention
s.
• many
end-of-
sentence
punctuation
errors;
internal
punctuation
contains
frequent
errors.
• spelling
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
Evaluation and Measurement of the Educational Process 150
Updated, 03-17-2012
Criteria per level
Traits 6 5 4 3 2 1
minor that
the reader
can easily
skim right
over them
unless
specificall
y
searching
for them.
The
writing is
characteri
zed by
• strong
control of
conventio
ns;
manipulat
ion of
conventio
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.
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
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.
errors that
frequently
distract the
reader;
misspelling
of common
words
often
occurs.
•
paragraphs
that often
run
together or
begin in
ineffective
places.
•
capitalizati
on that is
inconsisten
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.
Evaluation and Measurement of the Educational Process 151
Updated, 03-17-2012
Criteria per level
Traits 6 5 4 3 2 1
ns may
occur for
stylistic
effect.
• strong,
effective
use of
punctuati
on that
guides the
reader
through
the text.
• correct
spelling,
even of
more
difficult
words.
•
paragraph
• little need for
editing.
enough to
distort meaning
or confuse the
reader.
• moderate need
for editing.
•
capitalization
errors.
• errors in
grammar and
usage that do
not block
meaning but
do distract the
reader.
• significant
need for
editing.
t or often
incorrect.
• errors in
grammar
and usage
that
interfere
with
readability
and
meaning.
•
substantial
need for
editing.
Evaluation and Measurement of the Educational Process 152
Updated, 03-17-2012
Criteria per level
Traits 6 5 4 3 2 1
breaks
that
reinforce
the
organizati
onal
structure.
• correct
grammar
and usage
that
contribute
to clarity
and style.
• skill in
using a
wide
range of
conventio
ns in a
sufficientl
Evaluation and Measurement of the Educational Process 153
Updated, 03-17-2012
Criteria per level
Traits 6 5 4 3 2 1
y long
and
complex
piece.
• little or
no need
for
editing.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved
from: https://www.ade.state.az.us/standards/6traits/
Evaluation and Measurement of the Educational Process 154
Updated, 03-17-2012
APÉNDICE E / APPENDIX E: EVALUACIÓN DE LA PARTICIPACIÓN EN CADA
TALLER
Evaluation and Measurement of the Educational Process 155
Updated, 03-17-2012
Apéndice E / Appendix E
EVALUACIÓN DE LA PARTICIPACIÓN EN CADA TALLER
Criterios
Taller 1
Taller 2
Taller 3
Taller 4
Taller 5
Asistencia a clases
(4 puntos c/u)
Demostración del
dominio de los temas
discutidos en clase
(2 puntos)
Cumplimiento con las
tareas asignadas en clase
(2 puntos)
Puntualidad en la entrega
de trabajos (2 puntos)
Total de puntos por
Taller
Total de puntos: _____/ 50
Evaluation and Measurement of the Educational Process 156
Updated, 03-17-2012
Apéndice E /Appendix E
ATTENDANCE AND PARTICIPATION EVALUATION
Criteria
Workshop
1
Workshop
2
Workshop
3
Workshop
4
Workshop
5
Daily Attendance
(4 points each)
Show mastery of the
topics discussed in class
(2 points)
Complete assigned
work (2 points)
Turn in work on time
(2 points)
10 points /Workshop
Total points: _____/ 50
Evaluation and Measurement of the Educational Process 157
Updated, 03-17-2012
APÉNDICE F / APPENDIX F: GLOSSARY GUIDE
Evaluation and Measurement of the Educational Process 158
Updated, 03-17-2012
Apéndice F/Appendix F
GUÍA PARA ELABORAR EL GLOSARIO
Antes del inicio de cada taller, los estudiantes deben conocer alguna terminología básica. Para
ello, los estudiantes deben:
1. Buscar estas palabras en las direcciones electrónicas citadas o en el diccionario.
2. Escribirlas en tarjetas.
3. Las dimensiones requeridas de las tarjetas son 8 ½ x 5.
4. El estudiante deberá traer el glosario a cada taller.
5. El estudiante deberá presentar el glosario en el Taller Tres.
GLOSSARY GUIDE
Before each workshop, students should know some basic terms. Students should:
1. Look up these words in the cited websites or in the dictionary.
2. Write these words on index cards.
3. The required size of the cards is 8 ½ x 5.
4. The student should bring the glossary to each workshop.
5. The student should submit the glossary in Workshop Three.
Evaluation and Measurement of the Educational Process 159
Updated, 03-17-2012
APÉNDICE G / APPENDIX G: REDACCIÓN DE OBJETIVOS – EVALUACIÓN
Evaluation and Measurement of the Educational Process 160
Updated, 03-17-2012
Apéndice G/Appendix G
REDACCIÓN DE OBJETIVOS – EVALUACIÓN
Tipo de
Objetivo
(1 punto c/u)
Componente #1:
Audiencia
(¿Quién?)
(1 punto)
Componente #2:
Conducta
(¿Qué hará?)
(1 punto)
Componente #3:
Condición
(¿Bajo qué
condiciones?)
(1 punto)
Componente #4:
Punto de
ejecución
(¿Hasta qué
punto?)
(1 punto)
Psicomotor
Cognoscitivo
Afectivo
TOTAL DE
PUNTOS:
Total de puntos: ______/ 24 puntos
Evaluation and Measurement of the Educational Process 161
Updated, 03-17-2012
APÉNDICE H / APPENDIX H: LISTA DE COTEJO PARA LA EVALUACIÓN DE UNA
JUSTIFICACIÓN
Evaluation and Measurement of the Educational Process 162
Updated, 03-17-2012
Apéndice H/Appendix H
LISTA DE COTEJO PARA LA EVALUACIÓN DE UNA JUSTIFICACIÓN
ESTUDIANTE/GRUPO: ___________________________________ FECHA: _________
Criterios Valor
Máximo
Puntaje
Adquirido
Contenido
Describe la audiencia. 1 punto
Explica la razón por la cual escogió la estrategia. 1 punto
Describe la estrategia a usarse. 1 punto
Cita por lo menos dos estudios científicos que
demuestran la eficacia de la estrategia.
1 punto
Relata cómo se usó la estrategia/teoría. 1 punto
Discute los efectos observados. 1 punto
Explica cómo aplicaría la estrategia en su salón de
clases.
1 punto
Lenguaje
Está libre de errores morfosintácticos y semánticos. 1 punto
Está elaborada en el estilo APA en su totalidad
(cubierta, cuerpo y referencias).
1 punto
El estilo de la composición es adecuado con la
formalidad del documento.
1 punto
TOTAL: 10 puntos
Evaluation and Measurement of the Educational Process 163
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Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:
Excelente: 1.00 punto
Bueno: 0.75 punto
Regular: 0.50 punto
Necesita mejorar: 0.25 – 0.00 punto
Evaluation and Measurement of the Educational Process 164
Updated, 03-17-2012
APÉNDICE I / APPENDIX I: CASE STUDY
Evaluation and Measurement of the Educational Process 165
Updated, 03-17-2012
Apéndice I / Appendix I
Estudio de Caso – Perfil de Diagnóstico (en español)
& Lesson Plan (in English)
Título del Instrumento de Avalúo
JUSTIFICACION: Escriba una
justificación científica de su
instrumento de avalúo seleccionado.
¿Qué dicen las investigaciones sobre
este instrumento de avalúo? ¿Es este
instrumento exacto, válido y
confiable para medir lo que Ud.
intenta medir? Cite 3 referencias
científicas usando el estilo APA.
Escriba un párrafo como mínimo.
Propósito
NOTA: Establezca el propósito de
este instrumento de avalúo en un sólo
párrafo en forma de ensayo. Use el
estilo APA.
Describa el propósito de este instrumento de avalúo.
¿Qué fortalezas y debilidades específicas evaluará con
este instrumento?
Evaluation and Measurement of the Educational Process 166
Updated, 03-17-2012
Formato
NOTA: Describa el formato del
instrumento de avalúo. La
información del formado se
encuentra en el manual del
instrumento. Escriba dos o tres
párrafos en forma de ensayo. Use el
estilo APA.
¿Cómo está compuesto este instrumento de avalúo?
Incluya una descripción detallada de su formato y una
muestra del instrumento.
Presentación del estudiante a
evaluar y sus antecedentes
socioeconómicos y educativos.
NOTA: Presente al estudiante a
evaluar y brinde un análisis de su
condición socio-económica y
explique cómo esto influye en su
aprendizaje. Escriba tres o cuatro
párrafos en forma de ensayo. Use el
estilo APA.
Incluya una descripción detallada del estudiante:
Iniciales del estudiante.
Grado de estudios.
Descripción de su actuación académica.
Descripción de su conducta.
Asuntos familiares: nivel educativo de los padres,
condición socioeconómica, participación de los
padres en la educación del estudiante.
Procedimientos de Avalúo:
NOTA: Describa detalladamente sus
observaciones de la conducta y
Brinde una descripción completa de los
procedimientos de avalúo:
¿Cómo empezó el avalúo? ¿Cómo estableció Ud.
Evaluation and Measurement of the Educational Process 167
Updated, 03-17-2012
actitudes del estudiante evaluado
durante la administración del
instrumento de avalúo. Escriba tres o
cuatro párrafos en forma de ensayo.
Use el estilo APA.
un buen contacto con el estudiante? ¿Cómo
presentó el propósito, las instrucciones y la
cantidad de tiempo para desarrollar el instrumento
de avalúo al estudiante?
¿Cómo se sintió el estudiante durante el avalúo?
¿Formuló preguntas durante la administración del
instrumento de avalúo? ¿Cómo manejó estas
preguntas? ¿Cómo anotó las respuestas del
estudiante durante el avalúo si éste fue un
instrumento de avalúo para evaluar conductas
observables?
¿Cómo se sintió el estudiante al final del avalúo?
Por favor, incluya algunos comentarios que el
estudiante hizo sobre el instrumento de avalúo.
Ahora elabore un Análisis de los Resultados y un Perfil de Diagnóstico del estudiante (indicando
las fortalezas y las debilidades). Por favor, use el siguiente formato:
Perfil de Diagnóstico
1. Iniciales del estudiante: _____________________________________________
2. Curso: _____________________________________ Grado: _______________
3. Área(s) evaluadas: _________________________________________________
4. Nombre del Profesor/Evaluador: ______________________________________
5. Fecha: __________________________________________________________
Evaluation and Measurement of the Educational Process 168
Updated, 03-17-2012
Área
Evaluada
Puntajes
Obtenidos
Interpretació
n de los
resultados
Puntos
fuertes
Puntos
débiles
Recomendaciones:
Ubicación/cambios de
programa, actividades
remediales si se identifican
puntos débiles significativos
en cualquiera de las áreas
evaluadas.
Esta parte debe servir de
conexión entre el Perfil de
Diagnóstico y el Plan de
Lección, el cual debe estar
basado en los hallazgos del
avalúo administrado.
1.
2.
Reacción crítica:
______________________________________________________________________________
______________________________________________________________________________
Evaluation and Measurement of the Educational Process 169
Updated, 03-17-2012
Remedial or Challenging Lesson Plan
Title of Lesson:
Date:
Author(s):
Mentor Teacher:
School:
Subject Area(s):
Grade Level(s)/Course:
State Standards
(Florida)
NOTE: Here write a
rationale of your
choice of state
standards. Cite 2
Sunshine Standards http://etc.usf.edu/flstandards/index.html
Write the Sunshine Standards selected here.
Evaluation and Measurement of the Educational Process 170
Updated, 03-17-2012
research sources
using APA style.
Write a paragraph at
least.
Stated Objective(s)
NOTE: Here write a
rationale of your
choice of state
standards. Cite 2
research sources
using APA style.
Write a paragraph at
least.
Technology
Integration
Yes No
Check the following website for a clear understanding of learning
objectives:
http://edtech.suhsd.k12.ca.us/PD/01.htm
Write your objective(s) following the ABCD formula here.
Anticipatory Set
(Focus)
NOTE: Here write a
research-based
In this website you will find anticipatory set activities and closing
activities. You may explore others too for further ideas.
http://www2.okbu.edu/academics/natsci/ed/398/set.htm
http://www.homestead.com/DaveandNancy/Motivation.html
Evaluation and Measurement of the Educational Process 171
Updated, 03-17-2012
rationale of the
selected educational
theories and
strategies/techniques
used in this
component. Cite 2
research sources
using APA style.
Write a paragraph at
least.
Technology
Integration
Yes No
Write the teaching/learning activities here.
Explanation
NOTE: Here write a
research-based
rationale of the
selected educational
theories and
strategies/techniques
used in this
(What are you going to tell the students?)
Check the following websites for explanation, modeling:
http://edtech.suhsd.k12.ca.us/PD/03.htm
Write the teaching/learning activities here.
Evaluation and Measurement of the Educational Process 172
Updated, 03-17-2012
component. Cite 2
research sources
using APA style.
Write a paragraph at
least.
Technology
Integration
Yes No
Modeling
NOTE: Here write a
Evaluation and Measurement of the Educational Process 173
Updated, 03-17-2012
research-based
rationale of the
selected educational
theories and
strategies/techniques
used in this
component. Cite 2
research sources
using APA style.
Write a paragraph at
least.
Technology
Integration
Yes No
Check for Understanding:
Check the following websites for ideas:
http://edtech.suhsd.k12.ca.us/PD/03.htm
Write the teaching/learning activities here.
Guided Practice
Evaluation and Measurement of the Educational Process 174
Updated, 03-17-2012
NOTE: Here write a
research-based
rationale of the
selected educational
theories and
strategies/techniques
used in this
component. Cite 2
research sources
using APA style.
Write a paragraph at
least.
Technology
Integration
Yes No
Check for Understanding:
Check the follow websites for further ideas:
http://edtech.suhsd.k12.ca.us/PD/06.htm
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1guid.ht
m
http://coe.sdsu.edu/people/jmora/5StepELL/sld015.htm
Write the teaching/learning activities here.
Opportunities to
Relearn
(Reteach)
NOTE: Here write a
research-based
rationale of the
selected educational
Remember to look at learning styles
Check the following websites for further ideas:
http://edtech.suhsd.k12.ca.us/PD/04.htm
Write the teaching/learning activities here.
Evaluation and Measurement of the Educational Process 175
Updated, 03-17-2012
theories and
strategies/techniques
used in this
component. Cite 2
research sources
using APA style.
Write a paragraph at
least.
Technology
Integration
Yes No
Independent Practice
NOTE: Here write a
research-based
rationale of the
selected educational
theories and
strategies/techniques
used in this
component. Cite 2
research sources
using APA style.
Check the following websites for further ideas:
http://edtech.suhsd.k12.ca.us/PD/07.htm
Write the independent practice activities here
Evaluation and Measurement of the Educational Process 176
Updated, 03-17-2012
Write a paragraph at
least.
Technology
Integration
Yes No
Assessment or
Evaluation
NOTE: Here write a
research-based
rationale of the
selected assessment
or evaluation
instrument used in
this component. Cite
2 research sources
using APA style.
Write a paragraph at
least.
Technology
Integration
Yes No
Check the following websites for further ideas:
http://edtech.suhsd.k12.ca.us/PD/11.htm
Write the assessment activities here
Evaluation and Measurement of the Educational Process 177
Updated, 03-17-2012
Enrichment
NOTE: Here write a
research-based
rationale of the
selected educational
theories and
strategies/techniques
used in this
component. Cite 2
research sources
using APA style.
Write a paragraph at
least.
Technology
Integration
Yes No
Check the following websites for further ideas:
http://www.learningpt.org/promisingpractices/whatis.htm
http://k12.ucop.edu/enrichment.html
http://www.cnam.com/voteforme/tgpg7.htm
Write the enrichment activities here.
Closure
NOTE: Here write a
research-based
rationale of the
selected educational
theories and
In these websites you will find closure activities. You may explore
others for further ideas:
http://edtech.suhsd.k12.ca.us/PD/05.htm
http://www2.okbu.edu/academics/natsci/ed/398/set.htm
Evaluation and Measurement of the Educational Process 178
Updated, 03-17-2012
strategies/techniques
used in this
component. Cite 2
research sources
using APA style.
Write a paragraph at
least.
Technology
Integration
Yes No
Write the closure activities here.
Materials Technology Resources: URLs, Software, # of Computers,
Printers, etc…
Other Resources: Book Titles, Art Supplies, Manipulatives, etc….
Evaluation and Measurement of the Educational Process 179
Updated, 03-17-2012
APÉNDICE J / APPENDIX J: FINAL PROJECT DEVELOPMENT LOG
Evaluation and Measurement of the Educational Process 180
Updated, 03-17-2012
Apéndice J / Appendix J
REGISTRO PARA EL DESARROLLO DEL PROYECTO FINAL
Instrucciones: Cada semana debe completar este registro para el desarrollo del proyecto
final.
Taller 1 Taller 2 Taller 3 Taller 4 Taller 5
Logros
(3 puntos)
Dificultades
(2 puntos)
Firma del
estudiante
Retroalimentación
del facilitador
Evaluation and Measurement of the Educational Process 181
Updated, 03-17-2012
Apéndice J / Appendix J
FINAL PROJECT DEVELOPMENT LOG
Directions: Complete the following final project development log on a weekly basis:
Workshop 1 Workshop 2 Workshop 3 Workshop 4 Workshop 5
Actions
Accomplished
(3 points)
Difficulties
Found
(2 points)
Student’s
Signature
Facilitator’s
Feedback
Evaluation and Measurement of the Educational Process 182
Revised October, 2010. Fidel R. Távara, M.Ed.
APÉNDICE K / APPENDIX K: GUIDELINES TO PREPARE THE PORTFOLIO
Evaluation and Measurement of the Educational Process 183
Revised October, 2010. Fidel R. Távara, M.Ed.
Apéndice K / Appendix K
GUIDELINES TO PREPARE THE PORTFOLIO
1. Determination of sources of content
The following documentation, but not limited to, will be included:
Projects, surveys, and reports.
Oral presentations.
Essays: dated writing samples to show progress.
Research papers: dated unedited and edited first drafts to show progress.
Written pieces that illustrate critical thinking about readings: response or
reaction papers.
Class notes, interesting thoughts to remember, etc.
Learning journals, reflective journals.
Self-assessments, peer assessments, facilitator assessments.
Notes from student-facilitator conferences.
2. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
3. Presentation of the portfolio
Documentation will be posted in a binder or in a digital version (e-portfolio).
The Portfolio Informational Sheet will be placed in the transparent front
pocket of the binder for identification purposes.
Evaluation and Measurement of the Educational Process 184
Revised October, 2010. Fidel R. Távara, M.Ed.
The cover page will be placed at the beginning of the portfolio and will follow
exactly APA guidelines applied to a cover page of research papers.
It will have a log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should include
a brief description, date produced, date submitted, and date evaluated
Introduction and conclusion of portfolio experience.
Documentation and self-reflection sheet (Appendix L) required in each
workshop.
Overall portfolio self-assessment (Appendix T).
The progression follow-up template will be added to the portfolio
A list of references and appendices of all assignments will be added at the end
of the portfolio.
Letter of Use and Return or Use and Discard of Portfolio (Appendixes M &
N)
The entire portfolio will follow APA style: Courier or Times New Roman
font, size 12, double space, and 1-inch margins. See the latest edition of the
Publication Manual of the APA.
4. Portfolio evaluation.
Evaluation and Measurement of the Educational Process 185
Revised October, 2010. Fidel R. Távara, M.Ed.
APÉNDICE L / APPENDIX L: SELF-REFLECTION
Evaluation and Measurement of the Educational Process 186
Revised October, 2010. Fidel R. Távara, M.Ed.
SELF-REFLECTION
Directions: Please complete the following blanks:
This entry is an example of my strengths:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
This entry is an example of an area I really need to improve:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
This entry is an example of an area I have improved:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I think this exercise has been very helpful for my learning because:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Evaluation and Measurement of the Educational Process 187
Revised October, 2010. Fidel R. Távara, M.Ed.
AUTORREFLEXIÓN
Instrucciones: Complete los siguientes espacios en blanco:
Este ingreso es un ejemplo de mis fortalezas:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Este ingreso es un ejemplo de un área que he mejorado:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Evaluation and Measurement of the Educational Process 188
Revised October, 2010. Fidel R. Távara, M.Ed.
APÉNDICE M / APPENDIX M: MATRIZ DE VALORACIÓN DE LA MESA
REDONDA
Evaluation and Measurement of the Educational Process 189
Revised October, 2010. Fidel R. Távara, M.Ed.
MATRIZ DE VALORACIÓN DE LA MESA REDONDA
GRUPO: ______________________________________________ FECHA: __________
CRITERIOS VALOR PUNTAJE
OBTENIDO
Contenido
El participante ofrece un análisis
suficientemente sólido y sin dudar avanza
en la conversación.
1 punto
El participante, a través de sus
comentarios, demuestra un conocimiento
profundo del tema y un alto entendimiento
de las preguntas elaboradas por la
audiencia.
1 punto
El participante ha venido preparado para
la discusión con notas y pasajes o textos
marcados o anotados.
1 punto
El participante, a través de sus
comentarios, demuestra que está
1 punto
Evaluation and Measurement of the Educational Process 190
Revised October, 2010. Fidel R. Távara, M.Ed.
escuchando activamente a los otros
participantes.
El participante ofrece explicaciones
aclaratorias y/o seguimiento que extiende
la conversación.
1 punto
Las observaciones del participante
frecuente se refieren a ideas o argumentos
expuestos en la discusión.
1 punto
El participante demuestra una actitud y
postura profesional durante la
conversación.
1 punto
Lenguaje
Demuestra habilidad en el manejo del
idioma español estándar (vocabulario,
sintaxis y flujo de ideas).
1 punto
La proyección de la voz es clara y firme. 1 punto
Ante una idea controversial, presenta un
argumento persuasivo para defender su
punto de vista personal.
1 punto
Total 10 pts. (70%
contenido y 30%
lenguaje)
___________
Puntaje Total
Evaluation and Measurement of the Educational Process 191
Revised October, 2010. Fidel R. Távara, M.Ed.
Nota: El puntaje deberá registrarse como sigue:
Excelente 1.00 punto
Bueno 0.75 punto
Regular 0.50 punto
Necesita mejorar 0.25 punto
Evaluation and Measurement of the Educational Process 192
Revised October, 2010. Fidel R. Távara, M.Ed.
APÉNDICE N / APPENDIX N: RESPONSE PAPER RUBRIC
Evaluation and Measurement of the Educational Process 193
Revised October, 2010. Fidel R. Távara, M.Ed.
RESPONSE PAPER RUBRIC
Response papers should be no longer than 2 pages (double spaced, typed) and should
explicitly address a posed question or theme, utilizing the readings and discussions from
the course. The response papers give you an opportunity to reflect on the readings of the
course, prepare for the following week of class, clarify your own thinking, and simply
work on your own writing skills.
NAME/GROUP _________________________________________DATE: _________
CRITERIA VALUE POINTS STUDENT SCORE
Content
Introductory content is clear & well
stated.
1 point
Major or relevant details are exposed in
essay.
1 point
Clearly explains the results of two
research-based studies that support the
author’s ideas about the topic, providing
exact data and precise examples.
1 point
Evaluation and Measurement of the Educational Process 194
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Sentences are cohesive and ideas flow as
the essay is read.
1 point
Establishes a writer’s relationship with
the subject, providing a clear perspective
on the author’s position and engaging the
audience attention.
1 point
Draw conclusions based on research-
based facts only.
1 point
Demonstrate a comprehensive grasp of
significant ideas to reach a higher level of
understanding in an organizational
manner.
1 point
Language
Demonstrates a command of standard
English (vocabulary, syntax and flow of
ideas)
1 point
Uses grammar appropriately and
correctly.
1 point
Uses spelling, punctuation, capitalization,
and APA format correctly throughout the
1 point
Evaluation and Measurement of the Educational Process 195
Revised October, 2010. Fidel R. Távara, M.Ed.
document (cover page, essay body, and
list of references).
Total Points
________________
10 points ( 70% content
& 30% language)
_________________
Total score:
Note: The score obtained by the student should be recorded as follows:
Excelente 1.00 punto
Bueno 0.75 punto
Regular 0.50 punto
Necesita mejorar 0.25 punto
Evaluation and Measurement of the Educational Process 196
Revised October, 2010. Fidel R. Távara, M.Ed.
APÉNDICE O / APPENDIX O: ANALYTICAL ESSAY RUBRIC
Evaluation and Measurement of the Educational Process 197
Revised October, 2010. Fidel R. Távara, M.Ed.
ANALYTICAL ESSAY RUBRIC
GROUP: ____________________________________________ DATE: ____________
CRITERIA VALUE POINTS STUDENT SCORE
Content
Thesis is clear & well stated. 1 point
Major or relevant details are exposed
in essay.
1 point
Accurately explains and develops
thesis and its implications based on
research studies that support the
author’s ideas about the topic,
providing exact data and precise
examples.
1 point
Analysis of the topic is comprehensive
and clear.
1 point
Draw conclusions based on research-
based facts only.
1 point
Establish a writer’s relationship with
the subject, providing a clear
perspective on the presented subject
1 point
Evaluation and Measurement of the Educational Process 198
Revised October, 2010. Fidel R. Távara, M.Ed.
matter and engaging the audience
attention.
Demonstrate a comprehensive grasp of
significant ideas to reach a higher level
of understanding in an organizational
manner.
1 point
Language
Demonstrates a command of standard
English (vocabulary, syntax and flow
of ideas)
1 point
Uses grammar and style appropriately
and correctly.
1 point
Uses spelling, punctuation,
capitalization, and APA format
correctly throughout the document
(cover page, essay body, and list of
references).
1 point
Total Points
____________________
10 pts. (70% content and
30% language)
____________________
Total score:
Evaluation and Measurement of the Educational Process 199
Revised October, 2010. Fidel R. Távara, M.Ed.
Note: The score obtained by the student should be recorded as follows:
Excellent: 1.00 point
Good: 0.75 point
Fair: 0.50 point
Needs improvement: 0.25 point
Evaluation and Measurement of the Educational Process 200
Revised October, 2010. Fidel R. Távara, M.Ed.
APÉNDICE P / APPENDIX P: MATRIZ DE VALORACIÓN DEL ENSAYO
ANALÍTICO
Evaluation and Measurement of the Educational Process 201
Revised October, 2010. Fidel R. Távara, M.Ed.
MATRIZ DE VALORACIÓN DEL ENSAYO ANALÍTICO
INTEGRANTES DEL GRUPO: _______________________________________
TEMA: _______________________________ FECHA: _____________
CRITERIOS VALOR PUNTAJE OBTENIDO
Contenido
La introducción es clara y bien
establecida.
1 punto
Se exponen los detalles más importantes
o relevantes del tema.
1 punto
Comunica las ideas basadas solamente en
los resultados de las investigaciones
educativas a través de múltiples citas y
referencias bibliográficas.
1 punto
El análisis del tema es profundo y claro. 1 punto
La información presentada en el ensayo
corresponde a las investigaciones
educativas más recientes y debidamente
validadas.
1 punto
Establece una relación del autor(es) con
el tema, brindando una perspectiva clara
sobre el tema presentado y atrayendo la
1 punto
Evaluation and Measurement of the Educational Process 202
Revised October, 2010. Fidel R. Távara, M.Ed.
atención de la audiencia o lector.
Elabora conclusiones basadas en los
resultados de las investigaciones
educativas solamente, las cuales cita en
todo el documento adecuadamente.
1 punto
Lenguaje
Demuestra un uso profesional del idioma
Español (vocabulario, sintaxis y flujo de
ideas).
1 punto
Incluye un excelente manejo de diversos
tipos de oraciones a través del ensayo.
1 punto
Utiliza la ortografía, la puntuación y el
formato APA correctamente en todo el
documento.
1 punto
Puntaje total: 10 pts. (70%
contenido y 30%
lenguaje)
_____________
Puntaje Total:
Nota: El puntaje obtenido por el estudiante deberá registrarse como sigue:
Excelente: 1.00 punto
Bueno: 0.75 punto
Regular: 0.50 punto
Necesita mejorar: 0.25 punto
Evaluation and Measurement of the Educational Process 203
Revised October, 2010. Fidel R. Távara, M.Ed.
APÉNDICE Q/ APPENDIX Q: THINKING CIRCLE – DEBATE RUBRIC
Evaluation and Measurement of the Educational Process 204
Revised October, 2010. Fidel R. Távara, M.Ed.
Thinking Circle/Debate Rubric
GROUP: _____________________________________________ DATE: ____________
CRITERIA VALUE POINTS STUDENT SCORE
Content
Uses a range of carefully evaluated, relevant
information, including alternative criteria for
judging among solutions
1 point
Exhibits complex awareness of relative
importance of different sources of uncertainties
1 point
Evaluates information using general principles
that allow comparisons across viewpoints;
adequately justifies assumptions
1 point
Focuses analyses on the most important
information based on reasonable assumptions
about relative importance; organizes
information using criteria that apply across
different viewpoints and allow for qualitative
comparisons
1 point
Focuses on pragmatic issues in implementation
plans; provides appropriate information and
motivation, prioritized for the setting and
1 point
Evaluation and Measurement of the Educational Process 205
Revised October, 2010. Fidel R. Távara, M.Ed.
audience
Adequately describes relative importance of
solution limitations when compared to other
viable options.
1 point
Proceeds as if goal is to come to a well-founded
conclusion based on objective consideration of
priorities across viable alternatives
1 point
Language
Demonstrates a command of standard English
(vocabulary, syntax, and flow of ideas)
1 point
Uses correct pronunciation of the language. 1 point
The tone of the presentation is appropriate. 1 point
Total Points 10 pts. (70% content
and 30% language)
_________________
Total score:
Note: The score obtained by the student should be recorded as follows:
Excellent: 1.00 point
Good: 0.75 point
Fair: 0.50 point
Needs improvement: 0.25 point
Evaluation and Measurement of the Educational Process 206
Revised October, 2010. Fidel R. Távara, M.Ed.
APÉNDICE R / APPENDIX R: MATRIZ DE VALORACIÓN PARA LA
ACTIVIDAD DE LOS CÍRCULOS PENSANTES/DEBATE
Evaluation and Measurement of the Educational Process 207
Revised October, 2010. Fidel R. Távara, M.Ed.
MATRIZ DE VALORACIÓN PARA LA ACTIVIDAD DE LOS CÍRCULOS
PENSANTES/DEBATE
GRUPO: ______________________________________________FECHA: _________
CRITERIOS VALOR PUNTAJE OBTENIDO
Contenido
Usa una variedad amplia de información
relevante y cuidadosamente evaluada,
incluyendo criterios alternativos para
juzgar entre las posibles soluciones.
1 punto
Demuestra una conciencia compleja de
importancia relativa de diferentes fuentes
de dudas o preocupaciones.
1 punto
Evalúa la información usando principios
generales que permiten las comparaciones
entre puntos de vista; justifica
adecuadamente su posición.
1 punto
Enfoca el análisis de la información más
importante basada en diferentes posiciones
acerca de la importancia relativa; organiza
la información usando los criterios que
aplican a través de diferentes puntos de
1 punto
Evaluation and Measurement of the Educational Process 208
Revised October, 2010. Fidel R. Távara, M.Ed.
vista y que permiten hacer comparaciones
cualitativas.
Enfoca los asuntos pragmáticos en planes
de implementación; brinda información y
motivación apropiada, en orden de
prioridad según el escenario y la audiencia.
1 punto
Describe adecuadamente la importancia
relativa de las limitaciones de solución
cuando se compara con otras opciones
viables.
1 punto
Procede como si la meta fuera llegar a una
conclusión bien fundamentada, basada en
la consideración objetiva de prioridades a
través de las alternativas viables.
1 punto
Lenguaje
Demuestra un uso adecuado del español
(vocabulario, sintaxis y flujo de ideas).
1 punto
Utiliza la pronunciación correcta del
idioma.
1 punto
El tono de la presentación es adecuado. 1 punto
Total de puntos 10 pts. (70%
contenido y 30%
lenguaje)
_______________
Puntaje total:
Evaluation and Measurement of the Educational Process 209
Revised October, 2010. Fidel R. Távara, M.Ed.
Nota: El puntaje obtenido por el estudiante deberá registrarse como sigue:
Excelente 1.00 punto
Bueno 0.75 punto
Regular 0.50 punto
Necesita mejorar 0.25 punto
Evaluation and Measurement of the Educational Process 210
Revised October, 2010. Fidel R. Távara, M.Ed.
APÉNDICE S / APPENDIX S: MATRIZ DE VALORACIÓN PARA EL ENSAYO
EXPOSITIVO
Evaluation and Measurement of the Educational Process 211
Revised October, 2010. Fidel R. Távara, M.Ed.
Apéndice S / Appendix S
MATRIZ DE VALORACIÓN PARA EL ENSAYO EXPOSITIVO
GRUPO: ___________________________________________ FECHA: ____________
Criterios Valor Puntaje obtenido
Contenido
Claridad de criterios: Cada criterio es
distinto, claramente delineado y apropiado.
1 punto
Distinción entre los niveles: Cada nivel es
distinto y progresa de una manera clara y
lógica.
1 punto
Confiabilidad de la puntuación: La
puntuación es similar a través de múltiples
evaluaciones.
1 punto
Claridad de las expectativas/Guía a los
aprendices: La matriz de valoración brinda
guía a los aprendices hacia el éxito.
1 punto
Apoyo de la metacognición: Ayuda a los
aprendices a identificar las habilidades y
conocimiento que están desarrollando.
1 punto
Participación de los aprendices en el
desarrollo de la matriz valorativa: Los
1 punto
Evaluation and Measurement of the Educational Process 212
Revised October, 2010. Fidel R. Távara, M.Ed.
aprendices utilizan la matriz valorativa para
actividades de evaluación en pares o
autoevaluación.
Los niveles de ejecución fluyen
gradualmente entre los niveles establecidos
en la matriz valorativa.
1 punto
Lenguaje
Demuestra un uso adecuado del español a
través de los criterios de evaluación
1 punto
El lenguaje usado para describir los
criterios incluye suficientes indicadores
para establecer los niveles de ejecución
claramente.
1 punto
El lenguaje usado en los criterios de
evaluación no manifiesta ningún tipo de
prejuicio o estereotipos de los aprendices.
1 punto
Total de puntos 10 pts. (70% contenido
y 30% lenguaje)
_______________
Puntaje total:
Evaluation and Measurement of the Educational Process 213
Revised October, 2010. Fidel R. Távara, M.Ed.
Nota: El puntaje obtenido por el estudiante deberá registrarse como sigue:
Excelente 1.00 punto
Bueno 0.75 punto
Regular 0.50 punto
Necesita mejorar 0.25 punto
Evaluation and Measurement of the Educational Process 214
Revised October, 2010. Fidel R. Távara, M.Ed.
EXPOSITORY PAPER RUBRIC
STUDENT NAME: ______________________________________ DATE: __________
CRITERIA VALUE POINTS STUDENT SCORE
Content
Thesis is clear & well stated. 1 point
Accurately explains and develops thesis
and its implications based on research
studies that support the author’s ideas
about the topic, providing exact data
and precise examples.
1 point
Major or relevant details are exposed in
essay.
1 point
Sentences are cohesive and ideas flow
as the essay is read.
1 point
Draw conclusions based on research-
based facts only.
1 point
Establish a writer’s relationship with
the subject, providing a clear
perspective on the presented subject
matter and engaging the audience
attention.
1 point
Evaluation and Measurement of the Educational Process 215
Revised October, 2010. Fidel R. Távara, M.Ed.
Demonstrate a comprehensive grasp of
significant ideas to reach a higher level
of understanding in an organizational
manner.
1 point
Language
Demonstrates a command of standard
English (vocabulary, syntax and flow
of ideas)
1 point
Uses spelling, punctuation, and
capitalization correctly.
1 point
Uses APA format correctly throughout
the document (cover page, essay body,
and list of references).
1 point
Total Points
____________________
10 pts. (70% content and
30% language)
____________________
Total score:
Note: The score obtained by the student should be recorded as follows:
Excellent: 1.00 point
Good: 0.75 point
Fair: 0.50 point
Needs improvement: 0.25 point
Evaluation and Measurement of the Educational Process 216
Revised October, 2010. Fidel R. Távara, M.Ed.
APÉNDICE T / APPENDIX T: MATRIZ DE VALORACIÓN DE LA
PRESENTACIÓN ORAL DEL PROYECTO FINAL
Evaluation and Measurement of the Educational Process 217
Revised October, 2010. Fidel R. Távara, M.Ed.
MATRIZ DE VALORACIÓN DE LA PRESENTACIÓN ORAL
DEL PROYECTO FINAL
NOMBRE: ____________________________________________ FECHA: _________
CRITERIOS VALOR PUNTOS OBTENIDOS
Presentación
Mantiene la atención de toda la audiencia
utilizando el contacto visual directo y mirando
las notas raramente.
2 puntos
Los movimientos son adecuados y ayudan a la
audiencia a visualizar el contenido de la
presentación.
2 puntos
El estudiante expone el perfil diagnóstico de una
manera detallada y completa.
2 puntos
El estudiante hace un análisis completo de sus
observaciones, de la ejecución y de los
resultados finales del avalúo administrado.
2 puntos
El estudiante demuestra un conocimiento 2 puntos
Evaluation and Measurement of the Educational Process 218
Revised October, 2010. Fidel R. Távara, M.Ed.
completo al responder todas las preguntas con
explicaciones y elaboraciones.
El estudiante presenta la información en una
secuencia lógica e interesante la cual la audiencia
puede seguir sin problema.
2 puntos
Utiliza la tecnología adecuadamente durante la
presentación.
2 puntos
Lenguaje
Demuestra habilidad en el manejo del idioma
inglés estándar (vocabulario, sintaxis y flujo de
ideas).
2 puntos
El estudiante utiliza una voz clara con buena
proyección y entonación.
2 puntos
Usa una pronunciación correcta durante la
presentación.
2 puntos
Total de puntos
____________
___
20 puntos (
70% contenido
______________
Puntaje Total:
Evaluation and Measurement of the Educational Process 219
Revised October, 2010. Fidel R. Távara, M.Ed.
y 30%
lenguaje)
Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:
Excelente: 2.00 puntos
Bueno: 1.50 puntos
Regular: 1.00 punto
Necesita mejorar: 0.50 punto
Evaluation and Measurement of the Educational Process 220
Revised October, 2010. Fidel R. Távara, M.Ed.
APÉNDICE U / APPENDIX U: PERFIL DIAGNÓSTICO
Evaluation and Measurement of the Educational Process 221
Revised October, 2010. Fidel R. Távara, M.Ed.
Perfil Diagnóstico/ Plan de Lección Remedial – Evaluación
NOMBRE: ___________________________________________ FECHA: __________
*El Perfil Diagnóstico/Remedial Lesson
Plan
Excellent
(3 points)
Good
(2 points)
Regular
(1 point)
Needs
Improvement
(0 points)
CONTENT
Perfil Diagnóstico
Título del Instrumento de Avalúo –
Justificación
Propósito
Formato
Descripción del estudiante a ser evaluado
Procedimientos del Avalúo
Análisis de los resultados
Reacción Crítica
Lesson Plan
Heading information
Sunshine State
Standards
Stated Objectives
Anticipatory Set
Evaluation and Measurement of the Educational Process 222
Revised October, 2010. Fidel R. Távara, M.Ed.
Explanation
Modeling
Guided Practice
Opportunities to relearn
Independent Practice
Assessment/ Evaluation
Enrichment
Closure
Materials
LANGUAGE
Demonstrates a professional use of the
languages (Spanish and English) in the
diagnostic profile and lesson plan
(vocabulary, syntax and flow of ideas)
Uses tables, charts, and/or graphics to show
assessment results
Uses spelling, punctuation, and
capitalization correctly.
It is entirely written in APA style
Has cover page
Has table of contents
Has list of references
The writing style matches with the
Evaluation and Measurement of the Educational Process 223
Revised October, 2010. Fidel R. Távara, M.Ed.
formality of the case study
TOTAL POINTS
Gran Total: _________/84 puntos
NOTA: Este proyecto final deberá ser escrito siguiendo la última edición del Manual de
Publicación de APA. De no ser así, su nota final se afectará seriamente.
NOTE: This final project must be written following the final edition of the APA style
guidelines. Failure to do so will greatly affect your final grade.