sistema universitario ana g. méndez school for ... 409 d… · educ 409 measurement, assessment...

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

EDUC 409

MEDICION, VALORACION Y EVALUACION DEL PROCESO EDUCATIVO

MEASUREMENT, ASSESSMENT AND EVALUATION OF THE

EDUCATIONAL PROCESS

© Sistema Universitario Ana G. Méndez, 2013

Derechos Reservados

© Ana G. Méndez University System, 2013

All rights reserved

October, 2013

EDUC 409 Measurement, Assessment and Evaluation of the Educational Process 2

EDUC 409, 10-7-2013

Preparado con la colaboración de:

Nombre Especialista en Preparación de Módulos, Credencial Académica

Prof. Marta Gonzalez-García Ed. S., Especialista en Preparación de Módulos

Jeannette Long, Evaluación de Contenido

Joe Hernández, Diseño de Instrucción


EDUC 409, 10-7-2013

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUIA DE ESTUDIO .....................................................................................................................4

STUDY GUIDE ...........................................................................................................................27

TALLER UNO.............................................................................................................................48

WORKSHOP TWO .....................................................................................................................55

TALLER TRES ...........................................................................................................................62

WORKSHOP FOUR ...................................................................................................................67

TALLER CINCO/WORKSHOP FIVE .......................................................................................72

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION ...........................................................................................................................78

APPENDIX B - CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL .....................83

APPENDIX C - CLINICAL EXPERIENCE OBSERVATION FEEDBACK FORM ...............95

APPENDIX D THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ............................97

ANEJO E/APPENDIX E RUBRIC TO EVALUATE WRITTEN WORK ..............................105

ANEJO F/APPENDIX F MATRIZ VALORATIVA PARA EVALUAR PRESENTACION

INDIVIDUAL/GRUPAL ORAL ...............................................................................................107

ANEJO G/APPENDIX G INFORMACIÓN ACERCA DEL LABORATORIO DE

IDIOMAS ............................................................................................................................109

APPENDIX H LANGUAGE LAB/E-LAB DOCUMENTATION ...........................................114


EDUC 409, 10-7-2013

GUIA DE ESTUDIO

Título del Curso: Medición, valoración y evaluación del proceso educativo

Codificación: EDUC 409

Duración: 5 semanas

Prerrequisito: EDUC 171, 172, 173 y cursos de métodos de enseñanza

Descripción:

Estudio de los aspectos esenciales del proceso de evaluación. Estudio de la relación entre los

objetivos, el aprendizaje y la evaluación. Análisis de los principios que rigen la evaluación, de

las técnicas utilizadas, incluyendo la aplicación de métodos estadísticos, y de las

características de los procesos relacionados.

Estudio de los diferentes tipos de pruebas y los últimos conceptos de la evaluación, avalúo e

investigación. Estudio y práctica en la preparación, administración, corrección e

interpretación de las pruebas de aprovechamiento. Análisis del uso de las pruebas y otros

instrumentos de evaluación cuantitativa y cualitativa que se utilizan para determinar el

aprovechamiento del estudiante.

Objetivos de Contenido Generales

1. Señalar la importancia de la medición y la evaluación en el proceso de

aprendizaje.

2. Establecer la relación entre la evaluación, la medición y el avalúo.

3. Comparar y contrastar diferentes tipos de pruebas.

4. Redactar objetivos de aprendizaje y establecerá la relación que existe entre

éstos y la evaluación.

5. Describir, analizar y elaborar distintos tipos de pruebas.

6. Preparar planillas de especificaciones y distintos tipos de ítems.

7. Tabular los resultados de una prueba y procesará los resultados.

8. Analizar los ítems de la prueba calculando índices de discriminación y de

dificultad.

9. Calcular medidas estadísticas de tendencia central y variabilidad aplicables a la


EDUC 409, 10-7-2013

medición e indicará la importancia de estas.


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10. Aplicar los diferentes tipos de curvas para pruebas de aprovechamiento y pruebas de

criterio.

11. Definir los conceptos validez y confiabilidad, explicará su importancia en el proceso de

evaluación.

12. Estudiar diferentes técnicas de avalúo y su aplicabilidad en el salón de clases.

13. Reconocer y valorar aspectos éticos de la evaluación del aprendizaje.

Competencias profesionales Al finalizar el curso los estudiantes demostrarán su:

1. Conocimiento sobre la importancia de la evaluación y la medición en el proceso

educativo.

2. Habilidad para relacionar diversos tipos de evaluación. Conocimiento

de los principios y la función de la evaluación. Capacidad para

diferenciar entre medición y evaluación.

3. Capacidad para establecer similitudes y diferencias entre distintos tipos de

pruebas.

4. Conocimiento de las etapas en la planificación, construcción y ensamblaje de pruebas.

5. Conocimiento de las características, instrumentos y usos de diversas técnicas de

evaluación.

6. Conocimiento para analizar pruebas escritas a través del análisis de ítems, validez y

confiabilidad.

7. Habilidad para interpretar medidas estadísticas de tendencia central y variabilidad.

8. Habilidad para utilizar con propiedad diversos tipos de calificación.

9. Habilidad para relacionar los resultados de una prueba con los propósitos de la

misma.

10. Conocimiento de los aspectos éticos de la medición y la evaluación. 11. Similitudes y diferencias entre distintos tipos de

pruebas.

12. Conocimiento de las etapas en la planificación, construcción y ensamblaje de

pruebas.

13. Conocimiento de las características, instrumentos y usos de diversas técnicas de

evaluación.


EDUC 409, 10-7-2013

14. Conocimiento para analizar pruebas escritas a través del análisis de ítems, validez y

confiabilidad.

15. Habilidad para interpretar medidas estadísticas de tendencia central y variabilidad.

16. Habilidad para utilizar con propiedad diversos tipos de calificación.

17. Habilidad para relacionar los resultados de una prueba con los propósitos de la

misma.

18. Conocimiento de los aspectos éticos de la medición y la evaluación.

Objetivos generales de lenguaje

Al finalizar el curso, el estudiante será capaz de:

Escuchar: Comprender discursos orales reconociendo sus diferentes finalidades y las

situaciones de comunicación en que se producen; compartir, comparar y desarrollar

ideas nuevas acerca de medición, valoración y evaluación del proceso educativo de

manera colaborativa; lograr aprendizajes significativos sustentados en la experiencia

y en temas motivadores; responder a estímulos auditivos tales como videos,

presentaciones audiovisuales y actividades interactivas.

Hablar: Expresarse oralmente en inglés y/o en español con coherencia y corrección

de acuerdo con las diferentes finalidades y situaciones comunicativas y adoptando un

estilo expresivo propio; analizar, opinar y comunicar oralmente puntos de vistas e

ideas; desarrollar habilidades y competencias que lo capaciten para su trabajo escolar,

vida laboral y vida cotidiana; utilizar la lengua para adquirir conocimientos nuevos

acerca de medición, valoración y evaluación del proceso educativo y para aprender

a utilizar técnicas sencillas de manejo de la información mediante los medios

tradicionales y la tecnología informática.

Leer: Investigar, analizar, resumir, parafrasear y comprender en inglés y/o en español

la información recogida en los diversos medios de información sobre el tema de

medición, valoración y evaluación del proceso educativo; desarrollar actitudes

críticas ante los mensajes de los medios, valorando la importancia de sus

manifestaciones; beneficiarse autónomamente de la lectura como forma de


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comunicación y como fuente de enriquecimiento cultural.

Escribir: Interpretar y producir textos en inglés y/o en español desde una postura

personal crítica y creativa, con una correcta ortografía y con la coherencia y el énfasis

que se requiere para una comunicación clara y efectiva; utilizar la escritura como

forma de comunicación y para proveer información relacionada con la medición,

valoración y evaluación del proceso educativo.

Common Core State Standards:

English Language Arts

http://www.fldoe.org/schools/pdf/CommonCoreELAJuly2010.pdf

Mathematics

http://www.fldoe.org/schools/pdf/MathematicsCCSSJuly2010.pdf

Florida Educator Accomplished Practices:

http://www.fldoe.org/profdev/FEAPs/

Common Core Standards

English Language Arts Standards » Anchor Standards » College and Career Readiness

Anchor Standards for Reading

Key Ideas and Details

CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly

and to make logical inferences from it; cite specific textual evidence when writing or

speaking to support conclusions drawn from the text.

CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze

their development; summarize the key supporting details and ideas.





EDUC 409, 10-7-2013

CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas

develop and interact over the course of a text.

Craft and Structure

CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone.

CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific

sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or

stanza) relate to each other and the whole.

CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content

and style of a text.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse

media and formats, including visually and quantitatively, as well as in words.1

CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims

in a text, including the validity of the reasoning as well as the relevance and sufficiency

of the evidence.

CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes

or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and

informational texts independently and proficiently.

ELA Appendices


EDUC 409, 10-7-2013

http://www.corestandards.org/ELA-Literacy/standard-10-range-quality-

complexity/measuring-text-complexity-three-factors

ESOL Performance Standards:

FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGUAGE (ESOL)

PERFORMANCE STANDARDS, SKILLS AND COMPETENCIES

15. Evaluate, select, and employ appropriate instructional materials, media, and

technology for ESOL at elementary, middle, and high school levels.

17. Evaluate, adapt and employ appropriate instructional materials, media, and

technology for ESOL in the content areas at elementary, middle and high school levels.

19. Consider current trends and issues related to the testing of linguistic and culturally

diverse students when using testing instruments and techniques.

20. Administer tests and interpret test results, applying basic measurement concepts.

21. Use formal and alternative methods of assessment/evaluation of LEP/ELL students,

including measurement of language, literacy and academic content metacognition.

ACCOMPLISHED PRACTICE #1 - ASSESSMENT

ACCOMPLISHED: Uses assessment strategies (traditional and alternate)

to assist the continuous development of the learner.

Indicators:

• Diagnoses students' readiness to learn and their individual learning needs

and plans appropriate intervention strategies.

• Uses multiple perspectives to diagnose student behavior problems and

devise solutions.


EDUC 409, 10-7-2013

• Recognizes students exhibiting potentially disruptive behavior and offers

alternate strategies.

• Assesses individual and group performance to design instruction that

meets students' current needs in the cognitive, social, linguistic, cultural,

emotional, and physical domains.

• Employs performance-based assessment approaches to determine

students' performance of specified outcomes.

• Assists students in maintaining portfolios of individual work and progress

toward performance outcomes.

• Modifies instruction based upon assessed student performance.

• Guides self-assessment by students and assists them in devising personal

plans for reaching the next performance level.

• Maintains observational and anecdotal records to monitor students'

development.

• Selects, administers, and interprets various informal and standardized

instruments for assessing students' academic performance and social

behavior.

• Reviews assessment data about individual students to determine their

entry-level skills, deficiencies, academic and language development

progress, and personal strengths, and to modify instruction-based

assessment.

Reading Competencies

COMPETENCY 3: Foundations of Assessment


EDUC 409, 10-7-2013

Understands the role of assessments in guiding reading instruction and

instructional decision making for reading progress of struggling readers.

Specific Indicator

Curriculum Study Assignment

3.1 • Describe or recognize appropriate test formats and types

of test items for assessing the major elements of reading growth: phonemic awareness,

phonics, fluency, vocabulary, and reading comprehension

3.2 • Understands the role of assessment in planning

instruction to meet student learning needs

3.3 • Interpret students’ formal and informal test results.

3.4 • Identify measurement concepts and characteristics and uses of norm-referenced and

criterion-referenced tests.

3.5 • Understand the meaning of test reliability and validity,

and describe major types of derived scores from standardized tests .

3.6 • Demonstrate knowledge of the characteristics, administration, and interpretation of

both quantitative and qualitative instructional assessments (to include each of the

following: screening, diagnosis, progress monitoring, and outcome measures).

3.7 • Analyze data to identify trends that indicate adequate progress in student reading

development.

3.8 • Understand how to use data to differentiate instruction 6 (grouping strategies,

intensity of instruction: ii vs. iii)


EDUC 409, 10-7-2013

3.9 • Understand how to interpret data with application of instruction that matches

students with appropriate level of intensity of intervention (in whole class, small group,

one-to-one), with appropriate curricular materials, and with appropriate

3.10 Identify appropriate criteria for selecting materials to include in portfolios for

monitoring student progress over time.

3.11 Identify interpretive issues that may arise when English language tests are used to

assess reading growth in LEP students

3.12 Identify reading assessment techniques appropriate for diagnosing and monitoring

reading progress of LEP students and students with disabilities in the area of reading.

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,

Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

El Laboratorio de Idiomas/E-Lab forman parte integral de la evaluación y las

actividades del curso que el estudiante deberá realizar. La información específica

sobre los recursos del Laboratorio de Idiomas/E-Lab se encuentra en el anejo G.

Es responsabilidad del facilitador integrar el uso del Laboratorio Electrónico/E-

Lab en las asignaciones y actividades del curso. Las horas de práctica en el

Laboratorio de Idiomas/E-Lab deberán ser completadas de acuerdo a estas

especificaciones.

Cada estudiante completará la documentación encontrada en el anejo H y lo

entregará al facilitador como parte de los criterios de evaluación de este curso.

Los estudiantes recibirán un (1) punto por cada hora que cumplan en el

laboratorio hasta un total de no más de cuatro (4) puntos por taller por completar

los ejercicios recomendados. La práctica en el laboratorio de lenguaje y/o e-lab

debe de estar integrada en la sección de actividades del módulo.


EDUC 409, 10-7-2013

Descripción del Proceso de Evaluación:

Escala

A = 100 -90% B = 89-80 C= 79-70% D = 69-60% % F = 59% ó menos

Descripción de los criterios de Evaluación:

Criterios Puntuación Porcentaje

Participación y Asistencia 100 16%

Presentación Oral 50 8%

Trabajo Escrito 50 8%

Preparación de un examen 50 8%

Examen Final 100 16%

Actividades por taller 100 16%

Portafolio 100 16%

Foros de Discusión 80 12%

630 100%

Participación y Asistencia

• Asistencia a clases

• Dominio de los temas discutidos

• Participación en el trabajo colaborativo

• Destrezas de comunicación verbal adecuadas

• Puntualidad en la entrega de trabajos

Presentación oral y trabajo escrito

• Trabajo de grupo de un tema asignado relacionado a los objetivos de la clase.

• Las presentaciones comienzan en el Taller Dos y finalizan en el Taller Cuatro • Cada miembro presentará un sub-tema


EDUC 409, 10-7-2013

• Es requisito utilizar medios audiovisuales y estrategias de presentación variadas.

Ejemplo: simulaciones, dramas, debates, competencias académicas, grabación de

vídeos, entrevistas, entre otros.

• Debe ser creativo. • Referencias Manual de Estilo de Publicaciones (APA) 6ta edición.

• El informe oral debe ser presentado en la fecha en que le corresponde. El informe

escrito debe ser entregado el mismo día en que se ofrece el informe oral y se

entregará una copia a la profesora y una para cada uno de los compañeros del curso.

Preparación de un examen

• Trabajo de grupos de no más de 5 estudiantes-

• Preparación de una prueba bien redactada que esté de acuerdo con el nivel y la

materia correspondiente que incluya los siguientes:

o Objetivos operacionales identificando el nivel de pensamiento de cada

uno según la taxonomía de Bloom.

o Planilla de especificaciones

o Totalidad de los ítems o preguntas que deberá llevar la prueba,

según la planilla de especificaciones.

o Clave para corregir el examen

o Debe haber congruencia entre estos 4 renglones anteriores.

Examen final

Los estudiantes tomaran un examen final en el que se incluirán todos los tópicos

estudiados en el curso. El mismo será preparado a discreción del facilitador y

completado en clase en el taller número 5 con un valor de 100 puntos.

Actividades por taller

El estudiante debe completar las actividades indicadas por taller antes del taller

presencial. Las mismas deben ser entregadas mediante “Safe Assign” en Blackboard.


EDUC 409, 10-7-2013

Cada una de las tareas requeridas debe seguir el estilo APA 6ta edición, incluyendo

página de presentación y referencias. Cada tarea tiene un valor de cinco puntos.

Las tareas por taller son las siguientes:

Taller Uno

Palabras claves

Tabla Comparativa

Composición

Opinión escrita

Taller Dos

Reporte sobre objetivos

Taxonomía de Bloom

Objetivos basados en los Common Core Standards

Organizador grafico

Taller Tres

Planilla de especificaciones

Bosquejo

Taller Cuatro

Mapa Circular

Guía de estudio

Taller Cinco

Resumen y reacción a video


EDUC 409, 10-7-2013

Experiencia Clínica

Proyecto de experiencia clínica (Anejo B-C)

La visita y observación a un salón de clases es un requisito de este taller. El estudiante

debe contactar al administrador de la escuela pública de su preferencia para solicitar el

permiso de visitar un salón de clases durante un día (7.5 horas). El nombre, número de

teléfono y nombre de la escuela debe ser entregado al facilitador el primer día de clases

(Taller Uno). El documento debe ser firmado por el administrador a cargo. (Anejo B)

Debido a la naturaleza de esta clase es necesario que los estudiantes visiten un salón de

clases. Los estudiantes como parte del laboratorio clínico deben cumplir con los

siguientes requisitos:

• Observar una clase (cualquier grado) y completar un documento con

observaciones.

• Completar con una entrevista con el maestro observado.

• Preparar un documento en el que se indiquen los siguientes aspectos:

Información acerca del tipo de escuela, ubicación, grado, numero de estudiantes,

clases observadas, información provista por la maestra durante la entrevista,

métodos de evaluación utilizados a nivel de distrito y en el salón de clases,

intervenciones (RTI) utilizada en el salón de clases, estrategias de ESOL. Incluir

que les agrado y desagrado y recomendaciones para la maestra o directora del

centro.

• Presentación oral en la cual el estudiante podrá compartir su experiencia con el

resto del grupo.


EDUC 409, 10-7-2013

Experiencia clínica (Reporte escrito)- Los estudiantes deben completar un trabajo escrito

utilizando la matriz valorativa incluida en el Anejo D-E.

Experiencia clínica (Presentación oral) – Los estudiantes deben presentar oralmente su

caso de estudio en el taller número cinco en Ingles y utilizando tecnología. Cada alumno

debe enviar por e-mail copias de su caso de estudio a cada uno de los alumnos para

colocarlos en el portafolio digital como parte de los documentos del taller 5.

Portafolio

Los estudiantes tendrán la tarea de completar un portafolio digital para el curso. El

formato a utilizarse para el portafolio está incluido en Blackboard. El portafolio debe

incluir todos los componentes indicados en el formato provisto y deben ser entregados al

facilitador en el taller número 5.

Foros de Discusión

Los foros de discusión serán incluidos en Blackboard durante los primeros cuatro talleres

del curso. Estos foros consisten de tópicos de discusión escogido por el facilitador y

relacionados a los temas a cubrirse por taller. Los estudiantes tendrán la tarea de escribir

una respuesta de 250 palabras al tópico indicado en el foro. Además luego de leer las

respuestas de los compañeros de clases tendrán la tarea de responder a uno de ellos con

una respuesta de 150 palabras. El propósito de los foros de discusión es el de continuar

la interacción y aprendizaje sobre los tópicos del curso. El valor de cada foro es de 20

puntos (10 por el escrito original del estudiante y 10 por la respuesta a un compañero)

para un total de 80 puntos al final del taller 4.


EDUC 409, 10-7-2013

Libro(s)

Rodríguez-Irlanda, D. (2007). Medición, Assesment y Evaluación del Aprovechamiento

Académico (5th ed.). San Juan, Puerto Rico: Publicaciones Puertorriqueñas

ISBN-13: 978-0929441115

Kellough, R. & Jarolimek, J. (2007). Teaching and Learning K-8. (9th ed.). Pearson

ISBN 0131589628

Airasian, P & Russell, M. (2011). Classroom Assessments. (7th ed.). McGraw-Hill

ISBN-10: 0078110211 | ISBN-13: 978-0078110214

Libro(s) Electrónico(s)

Dylan, W. (2011). Embedded formative assessment (Kindle ed.). Bloomington, IN:

Solution Tree Press. Amazon Digital Services: ASIN: B005ISU2AC

Victoria Bernhardt (2013). Using Data to Improve Student Learning in Elementary

School. (Kindle ed.) ASIN: B00FLPIRJU

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe. Cada

taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el

módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las


EDUC 409, 10-7-2013

primeras dos horas son estrictamente en español y las últimas dos en inglés.

Los cursos de lenguaje deben ser desarrollados en el idioma correspondiente, en

inglés o en español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los

estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje

disponibles en y fuera de la institución. Convertirse en un profesional bilingüe es

un proceso complejo y retador. Cada taller requiere un promedio de diez (10)

horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará

si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tiene que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado

en la nota existente.


EDUC 409, 10-7-2013

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la

nota a dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las

reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al

autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que

sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será

calificado con cero. El servicio de SafeAssign TM de Blackboard será utilizado

por los facilitadores para verificar la autoría de los trabajos escritos de los

estudiantes. Es responsabilidad del estudiante el leer la política de plagio de su

universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual

del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.


EDUC 409, 10-7-2013

Se espera un comportamiento ético en todas las actividades del curso. Esto implica

que TODOS los trabajos tienen que ser originales y que para toda referencia

utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía utilizando

el estilo APA, versión 6. No se tolerará el plagio y, en caso de que se detecte casos

del mismo, el estudiante se expone a recibir cero en el trabajo y a ser referido al

Comité de Disciplina de la institución. Los estudiantes deben observar aquellas

prácticas dirigidas a evitar incurrir en el plagio de documentos y trabajos pues va

en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico de SUAGM, teléfonos, día y horario disponibles.

10. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de búsqueda


EDUC 409, 10-7-2013

y sitios Web que podrá utilizar para la búsqueda de la información deseada. Entre ellas

están:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)

Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Del facilitador o el estudiante requerir o desear una investigación o la administración

de cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


EDUC 409, 10-7-2013

Oficina de Cumplimiento y solicitar su autorización. Para acceder a los formularios

de la Oficina de Cumplimiento pueden visitar este enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios

que necesite. Además de los formularios el estudiante/facilitador puede encontrar

las instrucciones para la certificación en línea. Estas certificaciones incluyen: IRB

Institutional Review Board, Health Information Portability Accounting Act

(HIPAA), y Responsibility Conduct for Research Act (RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


EDUC 409, 10-7-2013

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

entendimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “modelos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder entender nuevas

experiencias.

Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos

con las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar, predecir información y

aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales y

específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto

del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios

en contexto y no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.


EDUC 409, 10-7-2013

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.


EDUC 409, 10-7-2013

STUDY GUIDE

Course Title: Measurement, Assessment and Evaluation of the Educational Process

Code: EDUC 409

Time Length: Five weeks

Pre-requisite: EDUC 171, 172, 173 and all teaching method courses

Description:

This course studies the essential aspects in the process of evaluation. The analysis of the

principles that rule the process of evaluation and the techniques used, including the

application of statistical methods and the characteristics of the related processes as part of

the educational process.

It also studies the different types of assessments and the latest concepts of evaluation,

assessment and research.

General Content Objectives

1. Indicate the importance of measurement and evaluation in the process of learning.

2. Establish the relation between the processes of evaluation, measurement and

assessment.

3. Compare and contrast different types of tests and assessments.

4. Redact learning objectives and establish the relation between the objectives and the

evaluation.

5. Describe, analyze and elaborate different types of tests or assessments

6. Tabulate the results of a test and process the results.

7. Analyze the results of a test calculating percentages and results.


EDUC 409, 10-7-2013

8. Calculate central tendency, statistics and applicable variability to the results indicating

its importance.

9. Apply the different curves of tests of achievement and criteria.

10. Define the concepts of validity and reliability and explain the importance of each one

in the process of evaluation.

11. Study the different techniques of assessment and its applicability in the classroom.

12. Recognize and value ethical aspects in the assessment of learning.

Professional Competencies:

At the end of the course, the students will be able to demonstrate:

1. Knowledge about the importance of evaluation and measurement in the educational

process.

2. Ability to relate the different types of evaluation.

3. Knowledge of the principles and functions of evaluation.

4. Capacity to differentiate the processes of assessment and evaluation.

5. Capacity to establish similarities and differences between different types of exams.

6. Knowledge of the different stages of planning, constructing and preparing tests.

7. Knowledge of the characteristics, tools and diverse techniques of evaluation.

8. Knowledge in the process of analysis of written tests by using validity and reliability.

9. Ability to interpret statistical measurement of central tendency and variability.

10. Ability to interpret statistical measurement of central tendency and variability.

11. Ability to use diverse types of scoring tests with the purpose of evaluation.

12. Similarities and differences between different types of exams.

13. Knowledge of the stages of planning, constructing and redacting exams.


EDUC 409, 10-7-2013

14. Knowledge of the characteristics, tools and diverse techniques of assessment.

15. Knowledge to analyze written tests by analyzing items, validity and reliability.

16. Ability to interpret statistical measures of tendency and variability.

17. Ability to use diverse types of scoring.

18. Ability to relate the results of a test with the purpose of it.

19. Knowledge of the ethical aspects of assessment and evaluation.

General Language Objectives

Upon completion of this course, the student will be able to:

Listen: Understand oral discussions in English and/or Spanish recognizing their

different purposes and the communication settings in which they are produced; share,

compare, and develop new ideas about the Measurement, Assessment and Evaluation

of the Educational Process in a collaborative manner; acquire significant knowledge

supported by experiences and motivational topics; respond to auditory stimuli such as

videos, audiovisual presentations and interactive activities.

Speak: Express him/herself in English and/or in Spanish correctly and coherently for

a variety of purposes and in a variety of communication settings, adopting a personal

style of expression; analyze, express opinions, and communicate orally different

points of view and ideas; develop abilities and skills that will prepare him/her for

school work, the workplace and daily life; use language to acquire new knowledge

about the Measurement, Assessment and Evaluation of the Educational Process and

learn to utilize simple techniques of handling information through traditional media

and computer technology.

Read: Investigate, analyze, summarize, paraphrase and understand in English and/or

Spanish information obtained from a variety of media on Measurement, Assessment

and Evaluation of the Educational Process; develop critical attitudes towards media

messages reflecting on the importance of this information; benefit independently from


EDUC 409, 10-7-2013

reading as a form of communication and as a source of cultural enrichment.

Write: Interpret and produce written works in English and/or Spanish expressing a

personal critical and creative point of view; use correct spelling, grammar, coherence,

and an emphasis on the requirements for effective and clear communication; use

writing as a means of communication and to provide information the Measurement,

Assessment and Evaluation of the Educational Process.

Language Lab/E-Lab Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail)

The Language Lab/E-Lab are an integral component of the course grade and the

activities that the student will have to complete. For more specific information on

the Language Lab/E-Lab resources, refer to Appendix G. It is the facilitator’s

responsibility to integrate the use of the Language Lab/E-Lab in the assignments

and activities of the course. The total amount of Language Lab/E-Lab hours must

be completed according to these specifications.

Each student will complete the form found in Appendix H and submit it to the

facilitator to be included as part of the assessment criteria for the class. Students

will receive one (1) point for every hour spent in the language lab for a total of up

to four (4) points per workshop for the completion of the exercises recommended.

Practice in the Language Lab/E-Lab should be integrated in the activities section

of the module.

Common Core State Standards:

English Language Arts


Mathematics





EDUC 409, 10-7-2013


English Language Arts Standards » Anchor Standards » College and Career Readiness

Anchor Standards for Reading

Key Ideas and Details

CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly

and to make logical inferences from it; cite specific textual evidence when writing or

speaking to support conclusions drawn from the text.

CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze

their development; summarize the key supporting details and ideas.

CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas

develop and interact over the course of a text.

Craft and Structure

CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone.

CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific

sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or

stanza) relate to each other and the whole.

CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content

and style of a text.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse

media and formats, including visually and quantitatively, as well as in words.1


EDUC 409, 10-7-2013

CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims

in a text, including the validity of the reasoning as well as the relevance and sufficiency

of the evidence.

CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes

or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and

informational texts independently and proficiently.

ELA Appendices

http://www.corestandards.org/ELA-Literacy/standard-10-range-quality-

complexity/measuring-text-complexity-three-factors

ESOL Performance Standards:

FLORIDA’S ENGLISH FOR SPEAKERS OF OTHER LANGUAGE (ESOL)

PERFORMANCE STANDARDS, SKILLS AND COMPETENCIES

15. Evaluate, select, and employ appropriate instructional materials, media, and

technology for ESOL at elementary, middle, and high school levels.

17. Evaluate, adapt and employ appropriate instructional materials, media, and

technology for ESOL in the content areas at elementary, middle and high school levels.

19. Consider current trends and issues related to the testing of linguistic and culturally

diverse students when using testing instruments and techniques.

20. Administer tests and interpret test results, applying basic measurement concepts.


EDUC 409, 10-7-2013

21. Use formal and alternative methods of assessment/evaluation of LEP/ELL students,

including measurement of language, literacy and academic content metacognition.

ACCOMPLISHED PRACTICE #1 - ASSESSMENT

ACCOMPLISHED: Uses assessment strategies (traditional and alternate)

to assist the continuous development of the learner.

Indicators:

• Diagnoses students' readiness to learn and their individual learning needs

and plans appropriate intervention strategies.

• Uses multiple perspectives to diagnose student behavior problems and

devise solutions.

• Recognizes students exhibiting potentially disruptive behavior and offers

alternate strategies.

• Assesses individual and group performance to design instruction that

meets students' current needs in the cognitive, social, linguistic, cultural,

emotional, and physical domains.

• Employs performance-based assessment approaches to determine

students' performance of specified outcomes.

• Assists students in maintaining portfolios of individual work and progress

toward performance outcomes.

• Modifies instruction based upon assessed student performance.

• Guides self-assessment by students and assists them in devising personal

plans for reaching the next performance level.

• Maintains observational and anecdotal records to monitor students'


EDUC 409, 10-7-2013

development.

• Selects, administers, and interprets various informal and standardized

instruments for assessing students' academic performance and social

behavior.

• Reviews assessment data about individual students to determine their

entry-level skills, deficiencies, academic and language development

progress, and personal strengths, and to modify instruction-based

assessment.

Reading Competencies

COMPETENCY 3: Foundations of Assessment

Understands the role of assessments in guiding reading instruction and

instructional decision making for reading progress of struggling readers.

Specific Indicator

Curriculum Study Assignment

3.1 • Describe or recognize appropriate test formats and types

of test items for assessing the major elements of reading growth: phonemic awareness,

phonics, fluency, vocabulary, and reading comprehension

3.2 • Understands the role of assessment in planning

instruction to meet student learning needs

3.3 • Interpret students’ formal and informal test results.


EDUC 409, 10-7-2013

3.4 • Identify measurement concepts and characteristics and uses of norm-referenced

and criterion-referenced tests.

3.5 • Understand the meaning of test reliability and validity,

and describe major types of derived scores from standardized tests .

3.6 • Demonstrate knowledge of the characteristics, administration, and interpretation of

both quantitative and qualitative instructional assessments (to include each of the

following: screening, diagnosis, progress monitoring, and outcome measures).

3.7 • Analyze data to identify trends that indicate adequate progress in student reading

development.

3.8 • Understand how to use data to differentiate instruction 6 (grouping strategies,

intensity of instruction: ii vs. iii)

3.9 • Understand how to interpret data with application of instruction that matches

students with appropriate level of intensity of intervention (in whole class, small group,

one-to-one), with appropriate curricular materials, and with appropriate

3.10 Identify appropriate criteria for selecting materials to include in portfolios for

monitoring student progress over time.

3.11 Identify interpretive issues that may arise when English language tests are used to

assess reading growth in LEP students

3.12 Identify reading assessment techniques appropriate for diagnosing and monitoring

reading progress of LEP students and students with disabilities in the area of reading.

Florida Educator Accomplished Practices:




EDUC 409, 10-7-2013

Description of the Evaluation Process: Integrate the use of the language lab and e-lab to

all evaluation rubrics used in the instructional module. The language rubrics for listening,

speaking, reading, and writing provided in Appendix A are integrated to assess student

performance. Portfolio Performance Assessment must be one of the evaluation

instruments used in the module and throughout the content of all workshops and

appendices. This instrument must follow established guidelines. Due to the nature of our

dual language instructional model, documentation must be provided on the growth of

students towards mastery of linguistic and academic skills in both languages (English and

Spanish.)

Scale:

A = 100 -90% B = 89-80 C= 79-70% D = 69-60% % F = 59% ó menos

Description of the Evaluation Criteria:

Criteria Value Percentage

Attendance and

Participation

100 16%

Oral Presentation 50 8%

Written Presentation 50 8%

Exam Preparation 50 8%

Final Exam 100 16%

Activities per workshop 100 16%

Portfolio 100 16%

Discussion Boards 80 12%


EDUC 409, 10-7-2013

Total 630 100%

Description of the evaluation criteria:

Attendance and Participation

• Attendance

• Understanding of the topics discussed

• Participation in all activities

• Adequate communication skills according to the language of the workshop

• Submits assignments on time

Oral and Written Presentation

• Cooperative group of topic assigned related to the course objectives.

• The presentations start on workshop three and finalized on workshop four. • Each member will present a sub-topic

• The use of technology and other resources are a requirement.

For example: simmulations, drama, debates, videos, interviews, etc.

• Be creative. • References and written report must follow APA Style 6th edition.

• The oral report must be presented on the corresponding date and as indicated by the

facilitator. The written report related to the topic of discussion during the oral

presentation must be submitted to the facilitator after the presentation is completed.

Each group must send a digital hand out for each of the students.

Test Preparation

Cooperative group of no more than five students per group.

o Preparation of a test that responds to the standards selected by the

facilitator. The test must include the following components:

Learning Objectives and identification of the learning domains

according to Bloom’s Taxonomy.

o Table of question formats


EDUC 409, 10-7-2013

o Answer Keys

Final exam

The students will complete a final exam at the end of the course which will include all the

topics covered in class. The test will be constructed to the discretion of the facilitator and

it must be completed during workshop five. The test will be in English. Content and

language will be evaluated. The value of the test is 100 points.

Activities per workshop

The students must complete all the assignments indicated per workshop before they

attend the workshop. The assignments must be posted in Blackboard using “Safe

Assign”. Each of the assignments must follow the indications of APA style 6th edition

and must include a cover page and references. The value of each assignment is 5 points.

The assignments per workshop are:

Workshop One

Key Words

Comparative Table

Composition

Written Opinion

Workshop Two

Report about objectives

Bloom’s Taxonomy

Objectives based on Common Core Standards

Graphic organizer


EDUC 409, 10-7-2013

Workshop Three

Study guidelines

Outline

Workshop Four

Circle Map

Study guide

Workshop Five

Summary and Reaction to video

Clinical Experience Project: (Appendixes B-C)

The visit and observation of a classroom is a requirement of this course. The student

must contact the administrator of the school of his/her preference to request permission to

observe a classroom for a day (7.5 hours). The name of the school, administrator and

phone number should be submitted on the first day of class (Workshop 1). The document

must be signed by the administrator in charge. (Appendix B). Because of the nature of

this course it is expected for the students to visit a preschool classroom or center. The

student as part of the clinical experience should complete the following requirements:

• Observe a classroom (any grade) and complete a document with your

observations.

• Conduct an interview with the teacher.

• Prepare a document that includes the following aspects:

Information about the type of school, location, grade, number of students, classes

observed, information provided by the teacher during the interview, evaluation


EDUC 409, 10-7-2013

and assessment methods used by the district and in the classroom, interventions

(RTI) provided in the classroom, ESOL strategies. Include likes and dislikes as

well as recommendations for the teacher or director.

• Orally present the clinical experience to peers on workshop five.

Clinical experience (Written report)- The students will complete a written report about

their clinical experience using the rubric included in Appendix D-E.

Clinical experience (Oral presentation) - The students will orally present their case study

in class in workshop five in English and with the use of technology. Each student must

bring a handout about their presentation.

Digital Portfolio

The students will complete a digital portfolio as part of the evaluation criteria for this

course. The format (template) to be used can be found in Blackboard. The portfolio

must include all the components indicated in the template provided and must be turned in

to the facilitator in workshop five.

Discussion Boards

The discussion boards will be included and completed in Blackboard during the first four

workshops of this course. The discussion boards consist of topics of discussion selected

by the facilitator and directly related to the topics discussed in each of the corresponding

workshops. The students will write an entry (thread) of 250 words and after Reading the

entries of all other students will respond to one of the students with a150 word reply. The

purpose of the discussion board is to promote further interaction and learning among peer


EDUC 409, 10-7-2013

students. The value of each discussion board is 20 points (10 for the original entry and

10 for the response to a student) for a total of 80 points at the end of workshop 4.

Textbook

Rodríguez-Irlanda, D. (2007). Medición, Assesment y Evaluación del Aprovechamiento

Académico (5th ed.). San Juan, Puerto Rico: Publicaciones Puertorriqueñas

ISBN-13: 978-0929441115

Kellough, R. & Jarolimek, J. (2007). Teaching and Learning K-8. (9th ed.). Pearson

ISBN 0131589628

Airasian, P & Russell, M. (2011). Classroom Assessments.(7th ed.). McGraw-Hill

ISBN-10: 0078110211 | ISBN-13: 978-0078110214

E-Book

Dylan, W. (2011). Embedded formative assessment (Kindle ed.). Bloomington, IN:

Solution Tree Press. Amazon Digital Services: ASIN: B005ISU2AC

Victoria Bernhardt(2013). Using Data to Improve Student Learning in Elementary

School.(Kindle ed.) ASIN: B00FLPIRJU

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based

Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop. The

language used in each workshop needs to be alternated to insure that 50% of the

course is conducted in English and 50% in Spanish. To maintain this balance, the


EDUC 409, 10-7-2013

course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first two

hours will be in Spanish and the last two hours in English. The 50/50 model does

not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated and dual language format. This requires

that students prepare in advance for each workshop according to the course module.

Students must be structured, organized, committed, and focused to ensure linguistic

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources in the

university and in their community since becoming a dual language professional is a

complex and challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop

must present a reasonable excuse to the facilitator who in turn will evaluate the reason

for the absence. If it is justified, the facilitator will decide how the student will make

up the missing work, if applicable. The facilitator will decide on the following: allow

the student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and/or make-up work.


EDUC 409, 10-7-2013

4. If a student is absent to more than one workshop, the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

level based on the student’s existing grade.

b. If the student misses three workshops, the facilitator may lower two

grade levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.

6. In cooperative learning activities, the group will be assessed for their final work as a

group. However, each member will have to collaborate to assure the success of the

group. Students will also receive an individual grade for their work.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the

student’s responsibility to read the university’s plagiarism policy. If you are a UT


EDUC 409, 10-7-2013

student, read Section 11.1 of the Student Manual, and if you belong to UMET or

UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work, and that all

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

zero in the assignment or activity and could be referred to the Discipline Committee.

8. In order for the Facilitator to make changes to activities and the study guide, the

Faculty and Curriculum Director must approve such changes before the first day of

class. The Facilitator must discuss the approved changes with students in the first

class workshop. A written copy of the changes must also be provided to students at

the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing the SUAGM

e-mail address, phone number, hours to be contacted, and days available.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior at the university

community established by the institution, and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, notify the

facilitator immediately but do not stop your investigation. There are many search engines

and other links you can use to search for information. These are some examples:


EDUC 409, 10-7-2013

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs

to administer a questionnaire or interview individuals, he/she must comply with the

norms and procedures of the Institutional Review Board Office (IRB) and ask for

authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


EDUC 409, 10-7-2013

several online certifications related to IRB processes. These certifications include:

IRB Institutional Review Board, Health Information Portability Accounting Act

(HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by reflecting

on our experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.


EDUC 409, 10-7-2013

CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be

understood in the context of “wholes”. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is

to make assessment part of the learning process, thus ensuring that it provides

students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.


EDUC 409, 10-7-2013

TALLER UNO

Objetivos específicos de contenido:

Al finalizar el taller, el estudiante será capaz de:

1. Señalar la importancia de la medición y la evaluación en el proceso de

aprendizaje.

2. Analizar las funciones de la evaluación y los tipos de evaluación que se

pueden utilizar.

3. Establecer la relación entre la evaluación, la medición y el avalúo.

4. Determinar la importancia, principios de la evaluación y funciones de la

evaluación y los tipos de evaluación que se pueden utilizar.

5. Analizar las implicaciones sociales, éticas y legales de la evaluación.

Objetivos específicos de lenguaje:


1. Escuchar: Desarrollar un resumen después de discutir y analizar los tópicos del

taller.

2. Hablar: Los estudiantes discutirán tópicos relacionados al taller utilizando el

vocabulario asignado y la gramática correcta del idioma Español.

3. Leer: Utilizar el proceso de la lectura efectivamente mediante el proceso de

investigación para definir los conceptos relacionados al proceso de evaluación.

4. Escribir: Escribir una composición para discutir y entregar en el primer taller

en la que indique las implicaciones sociales, éticas y legales de la evaluación.

Enlaces electrónicos:

Biblioteca Virtual


EDUC 409, 10-7-2013

http://bibliotecavirtualut.suagm.edu/

Tipos de evaluación

http://www.socialresearchmethods.net/kb/intreval.php

http://evaluationtoolbox.net.au/index.php?option=com_content&id=15

El proceso de avalúo

http://www.saqa.org.za/docs/critguide/assessment/ch06.pdf

http://www.tlrp.org/pub/documents/assessment.pdf

El propósito de la evaluación

http://www.tats.ucf.edu/docs/eUpdates/Evaluation-5.pdf

Asignaciones antes del taller:

1. Lea la guía de estudio incluido en el módulo y venga preparado a

discutir los criterios de evaluación del curso. Estudie los enlaces

electrónicos provistos en el módulo y prepárese para discutir en el

Taller UNO su opinión e ideas sobre los temas asignados (evaluación,

medición, avalúo, y propósito de la evaluación.

2. Busque el significado de cada una de las palabras claves utilizando la

biblioteca virtual u otro material de referencia. Incluir una hoja de

referencias en las que se identifiquen las fuentes de información de donde

se obtuvieron las definiciones. Utilice el estilo APA (6ta edición) e incluya

una hoja de cobertura.

Medición

Evaluación

Avalúo

Ubicación

Evaluación Diagnóstica



http://evaluationtoolbox.net.au/index.php?option=com_content&id=15

http://www.saqa.org.za/docs/critguide/assessment/ch06.pdf

http://www.tlrp.org/pub/documents/assessment.pdf

http://www.tats.ucf.edu/docs/eUpdates/Evaluation-5.pdf


EDUC 409, 10-7-2013

Evaluación Formativa

Evaluación Sumativa

3. Luego de buscar las definiciones de las palabras clave del taller mediante el

uso de la biblioteca virtual, analice las mismas y prepare una tabla

comparativa en la que indique la relación entre los procesos de medición,

evaluación y avalúo. Incluya esta actividad en la tarea de las definiciones.

Incluya las referencias utilizadas para esta asignación y no olvida citar a los

autores de acuerdo al estilo APA. Use anejo E para evaluación.

4. Lea los enlaces electrónicos relacionados a la función y propósito de la

evaluación. Reflexione sobre la importancia de la evaluación, los principios

de la evaluación, las funciones de la evaluación y los tipos de evaluación que

se pueden utilizar en el proceso de enseñanza- aprendizaje. Venga

preparado a discutir en clase (ver Anejo A para discusión oral).

5. Escriba una composición de dos páginas para discutir y entregar en el primer

taller en la que indique las implicaciones sociales, éticas y legales de la

evaluación. Envíe a NetTutor para retroalimentación. Haga los cambios

recomendados (si aplica) y envíelo a su facilitador o entregue en clase.

6. Reflexione sobre la importancia de la evaluación en el proceso de enseñanza y

aprendizaje. Escriba su opinión sobre la importancia de la evaluación.

7. Complete el foro de discusión en Blackboard en el cual debe preparar su

introducción a sus compañeros de clase. Lea las introducciones de otros

estudiantes y conteste uno de los foros con una respuesta de 100 palabras.

El foro de discusión debe ser completado el domingo antes del primer taller para


EDUC 409, 10-7-2013

obtener crédito completo.

8. Comience a preparar el portafolio digital utilizando el formato provisto en

Blackboard. Incluya las páginas de búsqueda de la biblioteca virtual y las de las

referencias utilizadas en las tareas.

9. Comience a practicar sus destrezas de lenguaje con Tell Me More.

Vocabulario clave de la lección:

1. Evaluación Sumativa

2. Evaluación Formativa

3. Medición

4. Evaluación

5. Avalúo

6. Ubicación

7. Evaluación Diagnostica

Lista de materiales suplementarios para el taller:

1. Video:

Evaluaciones Formativas y Sumativas

http://www.youtube.com/watch?v=hqQ6ut2KRV0

http://www.youtube.com/watch?v=hqQ6ut2KRV0


EDUC 409, 10-7-2013

Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el

taller.

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):

1. El facilitador comenzará la clase con una actividad rompe-hielos de su

preferencia.

2. El facilitador estará a cargo de la discusión de los objetivos y requisitos de lo

B. Andamiaje

___ Modelaje

___ Práctica Dirigida

X Práctica Independiente

X Instrucción Comprensible

C. Opciones para Agrupamiento

X Grupo Completo

X Grupos Pequeños

X Pares

X Trabajo Independiente

D. Integración del Proceso

X Escuchar

X Hablar

X Leer

X Escribir

E. Aplicación

X Actividades Dinámicas de Aplicación

X Significativas y Relevantes

X Rigurosas

X Alineadas a los Objetivos

X Promueven Participación

A. Preparación

___ Adaptación de Contenido

X Enlaces al Conocimiento Previo

X Enlaces al Aprendizaje Previo

X Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

X Cognoscitivo

X Meta-cognoscitivo

X Socio/Afectivo


EDUC 409, 10-7-2013

que se espera aprender, recursos, criterios de evaluación, experiencia de

observación escolar, portafolio digital, y calificación.

3. Los estudiantes con la ayuda del facilitador escogerán un representante

estudiantil.

4. El facilitador discutirá los criterios de evaluación de las presentaciones orales y

escritas del curso y asignara los temas que los estudiantes presentarán en el

segundo, tercero, cuarto y quinto taller utilizando la técnica de informe

individual o grupal. Los estudiantes al presentar el informe oral entregarán la

información por escrito; una copia para cada estudiante del curso y otra para

el(la) facilitador(a). Las copias a los estudiantes deben ser provistas utilizando

el correo electrónico de SUAGM. Las mismas deben ser incluidas en el

portafolio digital de acuerdo al taller de presentación. La copia a entregarse al

facilitador debe ser enviada por medio de “Safe Assign” en Blackboard.

5. Los estudiantes se reunirán en grupo y discutirán las definiciones asignadas.

6. Discusión dirigida por el(la) facilitador(a) sobre la importancia de la

evaluación del aprendizaje, los principios que rigen la evaluación, la función

de la evaluación y los tipos de evaluación que se realizan en la sala de clases.

7. El facilitador escogerá uno de los videos incluidos en el taller o uno de su

preferencia relacionado al proceso de evaluación, lo presentará y luego

discutirá el mismo con los estudiantes.

8. La clase se dividirá en grupos para discutir las composiciones preparadas sobre

las implicaciones éticas, sociales y legales del aprendizaje. Cada grupo

escribirá y presentará oralmente un resumen sobre las ideas más importantes


EDUC 409, 10-7-2013

discutidas.

9. Los estudiantes serán provistos de un periodo de 15 minutos en los cuales se

darán a la tarea de escribir un resumen sobre lo aprendido en el taller. Utilizar

los objetivos de contenido para guiarse en los tópicos a cubrir. Lenguaje y

contenido serán evaluados en esta actividad.

10. Los estudiantes deben entregar al facilitador la asignación de las definiciones, la

composición preparada y el resumen escrito antes de completar la última tarea

del taller.

11. El facilitador discutirá las tareas a completar para el taller dos y explicará el uso

de Wimba Voice Board. Luego el facilitador creará un foro de discusión oral

como asignación para la próxima clase.

Avalúo:

1. Individual: Los estudiantes completarán un foro de discusión en Blackboard.

2. Grupal: Los estudiantes, guiados por el facilitador participarán de una actividad

de discusión grupal para definir las palabras claves del taller.

3. Escrito: Los estudiantes escribirán una composición luego de investigar el tópico

de las implicaciones sociales, éticas y legales de la evaluación.

4. Oral/Auditivo: Presentación oral de las ideas más importantes discutidas en

grupo y relacionadas a las implicaciones sociales, éticas y legales del proceso de

evaluación.

Cierre del taller:

1. Individual: Los estudiantes escribirán un resumen del material cubierto en clase.

El resumen debe cubrir cada uno de los tópicos mencionados en los objetivos

incluidos en el taller. Contenido y lenguaje serán evaluados en esta actividad.

2. Grupal: Discusión en grupo del video asignado para el taller.


EDUC 409, 10-7-2013

WORKSHOP TWO

Specific Content Objectives:

Upon completion of this workshop, the student will be able to:

1. Analyze and explain the purpose of learning objectives and their importance in the

process of evaluating learning.

2. Redact learning objectives and generate evaluation activities that responds to the

objectives written.

3. Compare and contrast different types of testing or systems of evaluation.

Specific Language Objectives:


1. Listening: Listen to the presentation of learning objectives and provide feedback

about them.

2. Speaking: Discuss their findings about types of assessments while working in a

small group activity.

3. Reading: Research information related to the types of assessment used in

education using the virtual library and complete a graphic organizer about each of

them.

4. Writing: Write learning objectives using correct grammar, verb tense and

punctuation.

Electronic Links (URLs):

Biblioteca Virtual



http://www.corestandards.org/the-standards

Bloom’s Taxonomy

http://www.nwlink.com/~donclark/hrd/bloom.html

Learning objectives

http://www.cmu.edu/teaching/designteach/design/learningobjectives.html

http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html

Types of exams


http://www.corestandards.org/the-standards

http://www.nwlink.com/~donclark/hrd/bloom.html

http://www.cmu.edu/teaching/designteach/design/learningobjectives.html

http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html


EDUC 409, 10-7-2013

http://www.library.auckland.ac.nz/student-

learning/index.php?p=different_types_of_exams

Types of assessments

http://suite101.com/a/types-of-assessment-in-education-a340404

Learning objectives

http://www.nwlink.com/~donclark/hrd/objectives.htm

Assignments before the Workshop:

1. Complete the discussion board posted by the facilitator. Make sure that your post

consists of no less than 200 words and that you reply to a post completed by another student

with 100 words or more.

2. Using the virtual library, find information related to the importance of learning

objectives. Write a two-page essay in which you will include the types of objectives, the

purpose of the objectives and why they need to be measurable (see Appendix E). Be clear

about how to write measurable objectives and how this can be related to the activities and

evaluations you plan for your lessons. Come prepared to discuss this topic in a small group.

Use APA style.

3. Using the Virtual Library find information related to Bloom’s taxonomy. Find how the

learning domains are divided. Analyze the purpose of the domains and verbs used in each

of them. Prepare a PowerPoint presentation of 6 slides to discuss 5 things you learned

while doing your research (see Appendix F). The first slide will be the title slide.

4. Access the site related to the Common Core State Standards provided in the

supplementary materials section and scroll down to the standards related to range of

reading and level of text complexity. Read the standard and write four objectives that

respond to it. Bring the objectives to class written on flash cards to share them with other

students.

5. Using the PowerPoint included in the supplementary material section and other internet

sites included in the module, prepare a graphic organizer in which you illustrate the types

of assessments used in education. Include an explanation of each of them when completing

the graphic organizer. Compare and contrast two or three of the assessments.

http://www.library.auckland.ac.nz/student-learning/index.php?p=different_types_of_exams



http://www.nwlink.com/~donclark/hrd/objectives.htm


EDUC 409, 10-7-2013

6. Continue working on your digital portfolio. Include all the links you used while

completing your research using the virtual library.

7. Continue practicing your language skills with Tell Me More.

8. Reply orally to the Wimba Voice Board created by the facilitator.

Key Core Vocabulary:

1. Learning objectives

2. Learning domains

3. Norm reference exam

4. Criterion reference exams

5. Standardized tests

List of Supplementary Materials for the Workshop:

1. Measurement and Evaluation in Education (Power Point)

repasopcmasumet.files.wordpress.com/.../repaso-pcma.

2. Common Core Standards-Third grade

http://www.corestandards.org/ELA-Literacy/RI/3

http://www.corestandards.org/ELA-Literacy/RI/3


EDUC 409, 10-7-2013

SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be

used in the workshop.

B. Scaffolding

___Modeling

___ Guided Practice

X Independent Practice

X Comprehensible Input

C. Grouping Options

X Whole Class

X Small Groups

___ Partners

X Independent Work

D. Integration of Processes

X Listening

X Speaking

X Reading

X Writing

E. Application

X Hands-on

X Meaningful/Relevant

X Rigorous

X Link to Objectives

X Promote Engagement

A. Preparation

___ Adaptation of Content

X Links to Background Knowledge

X Links to Past Learning

X Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

X Cognitive

X Meta-cognitive

X Social/Affective


EDUC 409, 10-7-2013

Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. The facilitator will guide an activity to review the topics covered on last

workshop and read the objectives and topics to be covered in this workshop.

2. The facilitator will ask the students to discuss their flash cards with the objectives

they wrote using the common core link included in the supplementary materials in

this module.

3. The facilitator will guide an activity of his preference to discuss the types of

objectives and the purpose of writing them. Included in the activity will be the

importance of writing activities and evaluation that directly relate to the

objectives.

4. The facilitator will present a video related to the process of writing objectives

using Bloom’s taxonomy and will discuss it in a whole group conversation with

the students.

Suggested Video: http://www.youtube.com/watch?v=RdqD7KMY3p0

5. The facilitator will guide an activity to discuss the components of an objective

(audience, behavior, conditions and degree) and how to write them properly. The

following video may be used as part of this activity.

http://www.youtube.com/watch?v=7lGX8mndu5w

6. The students will read and analyze the objectives posted on flash cards in order to

determine if they have all the components discussed (audience, behavior,

conditions and degree). The students will write the objectives properly with the

help of the facilitator and will discuss possible learning activities and evaluations

to teach and evaluate them during a lesson.

7. The class will be divided into small groups so the students can discuss the types

of evaluation they found on their research. The facilitator will provide each group

with chart paper and markers so they can create a graphic organizer about the

information they are discussing. Each group will present their graphic organizers

in class.

http://www.youtube.com/watch?v=RdqD7KMY3p0

http://www.youtube.com/watch?v=7lGX8mndu5w


EDUC 409, 10-7-2013

8. The students to post their graphic organizers in class in order to review and clarify

the information discussed. The process of comparing and contrasting the types of

evaluation will be guided by the facilitator.

9. The students will complete independently a descriptive table about the types of

evaluation and after given a specific common core standard related to math they

will work two learning objectives as studied before. This facilitator will collect

this activity as part of the evaluation criteria of this workshop.

10. The facilitator will end the workshop by reviewing the topics covered in class and

will collect the student’s assignments for this workshop.

11. The facilitator will discuss the assignments to be completed for workshop 3 and

will indicate the assignments and class work that will be included in the portfolio.

Assessment:

1. Individual: The student will complete a post of 200 words responding to a thread

completed by the facilitator. Each student will need to provide feedback to

another student with a 100 words reply

2. Group: The students will work in small group reading and analyzing the learning

objectives posted in class. They will work together in the process of re-writing

the objectives in order to cover all the necessary components to make the strong

learning objectives. Activities and evaluation that respond to the objectives will

also be created as part of this activity.

3. Written: The student will complete a graphic organizer in which they will

indicate the types of assessments used in education and a description of each one.

4. Oral: The students will participate of class discussions in most of the activities as

well as to present the graphic organizer related to types of evaluation discussed

during the small group activity.


EDUC 409, 10-7-2013

Lesson Wrap-Up:

1. Individual: The student will write measurable content objectives that respond to a

common core standard selected by the facilitator.

2. Group: The students will work in small groups to discuss the types of evaluations they

research and will prepare a graphic organizer that will need to be presented orally in

class.


EDUC 409, 10-7-2013

TALLER TRES



1. Señalará la forma adecuada de planificar y diseñar una prueba.

2. Analizará la importancia de la planilla de especificaciones al construir una

prueba.

3. Preparará diferentes tipos de planillas de especificaciones.

4. Redactará diversos tipos de ítems para pruebas objetivas y de ensayo.



1. Escuchar: Participar activamente de la discusión socializada acerca de la

preparación de pruebas y planilla de especificaciones.

2. Hablar: Utiliza estrategias cooperativas de aprendizaje durante las actividades en

grupos.

3. Leer: Resumir las ideas centrales utilizando correctamente la gramática en

Español después de leer un documento relacionado a la preparación de pruebas.

4. Escribir: Escribir un foro de discusión utilizando el vocabulario académico del

taller.


Biblioteca Virtual


Planilla de especificaciones

http://www.slideshare.net/efigueroa47/la-planilla-de-especificaciones-educ-409-

presentation

https://sites.google.com/site/lynnetteabreu/ejemplo-de-planilla-de-especificaciones

http://www.suagm.edu/umet/biblioteca/Reserva_Profesores/janette_orengo_educ_409/Pla

nilla_%20de_%20Especificaciones.pdf

Ensamblaje de una prueba

http://www.suagm.edu/umet/biblioteca/Reserva_Profesores/janette_orengo_educ_409/En

samblaje_%20de_%20una_%20Prueba.pdf


http://www.slideshare.net/efigueroa47/la-planilla-de-especificaciones-educ-409-presentation

http://www.slideshare.net/efigueroa47/la-planilla-de-especificaciones-educ-409-presentation

https://sites.google.com/site/lynnetteabreu/ejemplo-de-planilla-de-especificaciones

http://www.suagm.edu/umet/biblioteca/Reserva_Profesores/janette_orengo_educ_409/Planilla_%20de_%20Especificaciones.pdf

http://www.suagm.edu/umet/biblioteca/Reserva_Profesores/janette_orengo_educ_409/Planilla_%20de_%20Especificaciones.pdf

http://www.suagm.edu/umet/biblioteca/Reserva_Profesores/janette_orengo_educ_409/Ensamblaje_%20de_%20una_%20Prueba.pdf

http://www.suagm.edu/umet/biblioteca/Reserva_Profesores/janette_orengo_educ_409/Ensamblaje_%20de_%20una_%20Prueba.pdf


EDUC 409, 10-7-2013


1. Buscar mediante el uso de los recursos de la biblioteca virtual información

relacionada a los temas de diseño y construcción de pruebas, planilla de

especificaciones, tipos de pruebas y administración de las mismas.

2. Preparación del informe oral y escrito de los estudiantes que le corresponde

informar en el tercer taller. (Tópicos-Planilla de especificaciones y Ensamblaje de una

prueba).

3. Completar el foro de discusión del taller en Blackboard.

4. Estudiar el documento incluido en la lista de materiales suplementarios y venir

preparado para discutir los diferentes ítems discutidos en relación a la preparación de

pruebas.

5. Complete el foro de discusión en Blackboard y responda a uno de sus compañeros.

El foro de discusión debe ser completado el domingo antes del primer taller para

obtener crédito completo.

6. Continúe trabajando en el portafolio digital utilizando el formato provisto en

Blackboard. Incluya las páginas de búsqueda de la biblioteca virtual y las de las

referencias utilizadas en las tareas.

7. Practicar sus destrezas de lenguaje con Tell Me More.

Vocabulario clave de la lección: (Debe reflejar los objetivos y conceptos claves del

taller.)

1. Planilla de especificaciones

Lista de materiales suplementarios para el taller:

1. Técnicas de Avalúo con Énfasis en Construcción de Pruebas (Método Directo y Plan

de Avalúo del Salón de Clases)

http://www.suagm.edu/umet/biblioteca/Reserva_Profesores/janette_orengo_educ_409/

Pruebas_%20Objetivas.pdf

http://www.suagm.edu/umet/biblioteca/Reserva_Profesores/janette_orengo_educ_409/Pruebas_%20Objetivas.pdf

http://www.suagm.edu/umet/biblioteca/Reserva_Profesores/janette_orengo_educ_409/Pruebas_%20Objetivas.pdf


EDUC 409, 10-7-2013

Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el

taller.

B. Andamiaje

___ Modelaje

___ Práctica Dirigida

X Práctica Independiente

X Instrucción Comprensible

C. Opciones para Agrupamiento

X Grupo Completo

X Grupos Pequeños

X Pares

X Trabajo Independiente

D. Integración del Proceso

X Escuchar

X Hablar

X Leer

X Escribir

E. Aplicación

X Actividades Dinámicas de Aplicación

X Significativas y Relevantes

X Rigurosas

X Alineadas a los Objetivos

X Promueven Participación

A. Preparación

X Adaptación de Contenido

X Enlaces al Conocimiento Previo

X Enlaces al Aprendizaje Previo

X Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

X Cognoscitivo

X Meta-cognoscitivo

X Socio/Afectivo


EDUC 409, 10-7-2013

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):

1. El facilitador repasará los conceptos estudiados en el taller dos.

2. Durante el transcurso de la clase los estudiantes correspondientes ofrecerán el

informe del tema que se les asignó.

3. El facilitador dirigirá una discusión socializada en torno a la importancia de

planificar y construir una prueba. Repasar el documento incluido en la lista de

materiales suplementarios. Hacer énfasis en la planilla de especificaciones y la

construcción de ítems.

4. Demostración por el (la) facilitador (a) sobre la construcción de la planilla de

especificaciones.

5. La clase se dividirá en sub-grupos para hacer un ejercicio de práctica para

construir una planilla de especificaciones para una prueba de aprovechamiento

y una prueba de criterio. Además redactarán 2 ítems para una prueba de

acuerdo con los objetivos que redactaron en el taller anterior.

6. Cada grupo leerá uno de los ítems preparados para análisis por el

resto del grupo. Entrega de los ejercicios realizados al (la) facilitador(a).

7. Trabajo en grupos de no más de cuatro personas para construir

una prueba de aprovechamiento que incluya la lista de los objetivos, el nivel de

pensamiento, la planilla de especificaciones, la prueba de acuerdo al nivel y la

materia correspondiente y la clave de corrección de la misma. Esta actividad

8. Los estudiantes entregarán las tareas y trabajos completados al facilitador.

9. El facilitador escogerá una actividad de repaso de su preferencia para cubrir el

material discutido en clase. Los estudiantes prepararán un bosquejo de repaso

para el examen final.

10. El facilitador discutirá las tareas a completar para el próximo taller, entregará

el portafolio corregido e indicará los trabajos a incluir en el portafolio para el

taller cinco. El facilitador creará un foro de discusión oral en Wimba Voice

Board para asignación del próximo taller.


EDUC 409, 10-7-2013

Avalúo:

1. Individual: El estudiante estará a cargo de buscar información mediante el uso de

la biblioteca virtual y materiales suplementarios acerca de la preparación de

pruebas y vendrá preparado para discutir el proceso y algunos de los ítems

relacionados al proceso.

2. Grupal: Los estudiantes trabajarán en grupos para preparar una planilla una

planilla de especificaciones para una prueba de aprovechamiento y una prueba

de criterio.

3. Escrito: Los estudiantes completarán un foro de discusión relacionado a un tópico

escogido por el facilitador y relacionado al tema cubierto en este taller.

4. Oral/Auditivo: Discusión socializada sobre el proceso de construir una prueba y

planilla de especificaciones.

Cierre del taller: (Actividades para determinar si todos los estudiantes lograron los

objetivos del taller.)

1. Individual: Los estudiantes prepararán un bosquejo de repaso acerca del proceso

de preparación de pruebas.

2. Grupal: Los estudiantes trabajarán en grupos preparando una prueba y

planificador de especificaciones.


EDUC 409, 10-7-2013

WORKSHOP FOUR

Specific Content Objectives:


1. Define the processes of validity and reliability and will explain its importance in

the process of evaluation.

2. Analyze the test items by calculating indices of discriminations and difficulty.

3. Calculate statistic measurements of central tendency and variability.

4. Apply different types of curves to achievement and criteria exams.

Specific Language Objectives:


1. Listening: Show comprehension of the new material discussed by the facilitator

by applying the methods of evaluation in a hands on activity.

2. Speaking: Use effective communication skills in group activities.

3. Reading: Complete a circle map using correct grammar and spelling after

reading a variety of written resources.

4. Writing: Write a study guide related to the importance of assessment, test

preparation and tabulation.

Electronic Links (URLs):

Biblioteca Virtual


Curving an exam

http://academics.hamilton.edu/biology/smiller/curve.html

Reliability and validity

http://writing.colostate.edu/guides/guide.cfm?guideid=66

http://psychology.about.com/od/researchmethods/f/validity.htm

Relationship between item difficulty and discrimination


http://academics.hamilton.edu/biology/smiller/curve.html

http://writing.colostate.edu/guides/guide.cfm?guideid=66

http://psychology.about.com/od/researchmethods/f/validity.htm


EDUC 409, 10-7-2013

http://annals.edu.sg/pdf/35VolNo2200603/V35N2p67.pdf

http://www.physics.fau.edu/research/education/A.Hotiu_thesis.pdf

Measures of central tendency

https://statistics.laerd.com/statistical-guides/measures-central-tendency-mean-mode-

median.php

Assignments before the Workshop:

1. Research the following information using the URL’s included in this workshop and the

virtual library. Complete a circle map for each of the concepts and come prepare to share

in class. Bring examples of each of the concepts.

Test Curve

Central tendency

Validity and Reliability

Discrimination and difficulty indices

2. Work on oral presentation and written report if you were assigned one for this workshop.

Test Curve

Central tendency

Validity and Reliability


3. Complete the discussion board in Blackboard.

4. Continue working on your digital portfolio. Include all the links you used while

completing your research using the virtual library.

5. Continue practicing your language skills with Tell Me More.

6. Complete the Wimba Voice Board created by the facilitator.

Key Core Vocabulary:

http://annals.edu.sg/pdf/35VolNo2200603/V35N2p67.pdf

http://www.physics.fau.edu/research/education/A.Hotiu_thesis.pdf

https://statistics.laerd.com/statistical-guides/measures-central-tendency-mean-mode-median.php

https://statistics.laerd.com/statistical-guides/measures-central-tendency-mean-mode-median.php


EDUC 409, 10-7-2013

1. Central tendency.

2. Curve

3. Validity and reliability

4. Discrimination and difficulty indices


1. Validity and Reliability

http://www.slideshare.net/pattyanto/validez-y-confiabilidad-14217248



B. Scaffolding

___ Modeling

_X Guided Practice

_X Independent Practice

_X Comprehensible Input

C. Grouping Options

__X Whole Class

__X Small Groups

__X Partners

__X Independent Work


_X Listening

_X Speaking

_X Reading

_X Writing

E. Application

_X Hands-on

_X Meaningful/Relevant

_X Rigorous

_X Link to Objectives

_X Promote Engagement

A. Preparation

_X Adaptation of Content

_X Links to Background Knowledge

_X Links to Past Learning

_X Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_X Cognitive

_X Meta-cognitive

_X Social/Affective

http://www.slideshare.net/pattyanto/validez-y-confiabilidad-14217248


EDUC 409, 10-7-2013

Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. The facilitator will review the topics studied in workshop three.

2. The students will discuss the methods of assessment, purpose, use and importance

in a socialized discussion guided by the facilitator.

3. The students will present their oral reports in class. The facilitator will clarify the

information after each of the presentations.

4. The students, guided by the facilitator will discuss each of the topics related to the

tabulation of tests and share their circle maps.

Item analysis

Reliability


Validity

Descriptive Statistics

Measures of central tendency

Variability

5. The facilitator will explain each of the concepts related to the topic of tabulating

exams by using a PowerPoint presentation.

6. The facilitator will provide the students with ample examples and hands on

activities for each of the methods to be worked in small groups.

7. The students will prepare a study guide for the final exam for next week with the

help of the facilitator.

8. The facilitator will collect the assignments for this workshop and will discuss

those for workshop five.

Assessment:

1. Individual: The students will research topics related to the tabulation of

assessments and will create circle maps for each.

2. Group: The students will discuss the topics of assessment and the different

methods of evaluating exams in a socialized discussion.


EDUC 409, 10-7-2013

3. Written: The student will complete a thread in the discussion board in

Blackboard and will reply to one of the classmates.

4. Oral: The students will present their oral reports related to the topics assigned for

this workshops.

Lesson Wrap-Up:

3. Individual: The students will complete a study guide for their final exam. The

study guide must be sent to the facilitator as part of the evaluation criteria of the

final exam.

4. Group: The student will work in small groups in a hands-on activity related to

the tabulation of exams.


EDUC 409, 10-7-2013

Taller Cinco/Workshop Five

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea y

actividad. No mezcle los dos idiomas!

UTILICEN SOLAMENTE UN

LENGUAJE A LA VEZ! Las primeras dos

horas serán en español. Las últimas dos

horas serán en inglés.

NOTE: This is a bilingual workshop. Both

the facilitator and the student must use the

language assigned for each homework and

activity. Do not mix both languages! USE

ONE LANGUAGE AT A TIME- KEEP

BOTH LANGUAGES SEPARATE! The

first two hours must be in Spanish. The last

two hours must be in English.



1. Identificar diferentes técnicas de avalúo y su aplicabilidad en el salón de

clases.

2. Analizar la importancia de la investigación cuantitativa y cualitativa para los

educadores.

3. Reconocer la importancia de la investigación en la sala de clases como una

herramienta para mejorar el proceso de aprendizaje de los estudiantes.



1. Escuchar: El estudiante utilizará estrategias efectivas para llevar a cabo

discusiones informales relacionadas a las técnicas de avalúo discutidas.

2. Hablar: Presentar de manera oral información relacionada a la observación

clínica.

3. Leer: Buscar, leer y resumir correctamente información relacionada a la

investigación cuantitativa y cualitativa y su importancia para los educadores.

4. Escribir: Escribir un reporte relacionado a los datos encontrados durante la


EDUC 409, 10-7-2013

observación clínica.


Biblioteca Virtual


Quantitative and Qualitative Data

http://web.cortland.edu/andersmd/stats/qual.html

Types of exams

http://www.library.auckland.ac.nz/student-

learning/index.php?p=different_types_of_exams

Types of assessments




Asignaciones a discutirse las primeras dos horas de instrucción (2).

1. Observar el video incluido en los materiales suplementarios y escribir un resumen

y reacción acerca del mismo. Use estilo APA e incluya referencias.

2. Buscar información por medio de los enlaces electrónicos provistos o mediante la

biblioteca virtual acerca de las técnicas de avalúo y su aplicación en el salón de

clases. Venir preparado a discutir los hallazgos en clase.

3. Completar el reporte de la observación clínica, incluyendo la presentación oral.

Assignments to be discussed the last two hours of instruction (2).

3. Study all the material studied in this course to complete a final exam.

4. Complete the digital portfolio.

5. Finish the E-Lab document included in the module (Appendix H) and finish your

practice with Tell Me More.


http://web.cortland.edu/andersmd/stats/qual.html






EDUC 409, 10-7-2013

Vocabulario académico clave (Debe

reflejar los objetivos y conceptos claves

del taller.) Verifique que el estudiante

domine el vocabulario clave en los dos

idiomas.

Ejemplo:

1. Investigación Cualitativa

2. Investigación Cuantitativa

Academic Core Vocabulary (Must

reflect objectives and important concepts

of the workshop.) Verify that the student

masters the core vocabulary in both

languages.

Sample:

1. Qualitative Research

2. Quantitative Research


1. Video:

http://www.youtube.com/watch?v=DxFuw22bPnE

http://www.youtube.com/watch?v=DxFuw22bPnE


Updated 10/01/2013



1.

2.

3.

4.

5.

6.

7.

8.

B. Scaffolding

___ Modeling

___ Guided Practice

_X_ Independent Practice

_X_ Comprehensible Input

C. Grouping Options

__X_ Whole Class

___ Small Groups

___ Partners

___ Independent Work


_X_ Listening

_X_ Speaking

_X_ Reading

_X_ Writing

E. Application

___ Hands-on

__X Meaningful/Relevant

_X Rigorous

_X Link to Objectives

_X Promote Engagement

A. Preparation

X Adaptation of Content

___ Links to Background Knowledge

X Links to Past Learning

XStrategies Incorporated

CALLA Strategies

(Cognitive Academic Language Learning Approach)

X Cognitive

X Meta-cognitive

X Social/Affective


Updated 10/01/2013

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:

Actividades en español para las primeras dos horas del taller:

1. El facilitador repasará el material cubierto en el taller número cuatro.

2. Los estudiantes discutirán técnicas de avalúo y como aplicarlas en el salón de

clases mediante una discusión socializada

3. El facilitador utilizará una actividad de su predilección para discutir la importancia

de la investigación cualitativa y cuantitativa en el proceso de evaluación.

4. Los estudiantes presentarán las observaciones clínicas. Cada estudiante tendrá un

límite de 5 minutos para presentar sus observaciones. El uso de tecnología es un

requisito de esta actividad.

Integrated content and language activities aligned to achieve workshop objectives:

Activities in English for the last two hours of the workshop:

1. The students will complete the final exam for this course.

2. The facilitator will collect all assignments, the digital portfolio, and the final exam

and will review and clarify any concepts or questions related to this course.

3. The students will complete the final course evaluation.

Assessment: Individual:

1. Individual: The students will watch a video related to qualitative and

quantitative research and will complete a review about it.

2. Group: Oral discussion about the different techniques of assessment and its

applicability in the classroom.

3. Written: The students will complete a report related to their clinical observation

4. Oral: The students will present their clinical experience in class.

Lesson Wrap-Up:

1. Individual: The students will complete their final exam.

2. Group: The students will participate of an activity selected by the facilitator to

discuss the importance of qualitative and quantitative research.


Updated 10/01/2013

Appendices/Anejos


Updated 10/01/2013

APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/


Updated 10/01/2013

“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said


Updated 10/01/2013

“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of the

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation


Updated 10/01/2013

“Can Do” Reading Rubric


Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional

texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)


Updated 10/01/2013

“Can Do” Writing Rubric


Levels Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand

the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to

allow the proper flow of ideas.

Selects and uses vocabulary words that are much livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect

ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.


Updated 10/01/2013

APPENDIX B

CLINICAL SCHOOL EXPERIENCE OBSERVATION TOOL


Updated 10/01/2013


Florida Campuses


Part I: Matrix: Florida Educator Accomplished Practices (FEAPs) Student Intern:

School:

Date:

Classroom Teacher:

Grade:

Instructions: The student must place a checkmark (√) under the heading for Observed or Not-Observed for each Educator Accomplished Practice Competency (10 pages).

Professional FEAP

Competencies

Classroom

Observation

of Competencies

(Total of 4 Hours)

Observed Not Observed

( √ ) ( √ )

Observation Notes: Describe the relevance of the competency evidenced

(observed) to the main core educational topics

discussed in your current education course.

#1 Quality of Instruction The effective educator consistently:

a) models and promotes the importance of education and academic achievement to all students;

b) plans and designs lessons to achieve student mastery;

c) selects appropriate strategies to be used as formative assessments to monitor learning;

d) uses diagnostic student data to design instruction

e) develops learning experiences that require students to demonstrate a variety of relevant skills and competencies;


Updated 10/01/2013


Florida Campuses

Student Intern Name: Date:

Professional FEAP

Competencies

Classroom

Observation

of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:

Describe the relevance of the competency

evidenced (observed) to the main core

educational topics discussed in your current

education course.

f) appropriately sequences

lessons and concepts to ensure

coherence and required prior

knowledge;

g) uses higher-order questioning techniques;

h) uses varied instructional strategies and resources, including appropriate technology, to teach for student understanding;

i) delivers engaging, challenging, and relevant lessons;

j) differentiates instruction based on an assessment of student learning needs and a recognition of individual differences in students;

k) respects and embraces students’ cultural and family background;

l) demonstrates behaviors that are consistent with fairness and equity;


Updated 10/01/2013


Florida Campuses


Professional FEAP

Competencies

Classroom Observation

of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:

Describe the relevance of the competency evidenced



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;


Updated 10/01/2013


Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:




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;


Updated 10/01/2013


Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:


evidenced (observed) to the main core educational

topics discussed in your current education

course..

b) uses a variety of data,

independently and in

collaboration with

colleagues, to evaluate

learning outcomes and to

adjust planning and

practice;

c) designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;

d) examines and uses data-informed research to improve instruction and student achievement;

e) implements knowledge and skills learned in professional development in the teaching and learning process.


Updated 10/01/2013


Florida Campuses


Professional FEAP

Competencies

Classroom

Observation

of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:

Describe the relevance of the competency evidenced



#4 Learning Environment The effective educator consistently:

a) integrates learning activities that incorporate current information and communication technologies;

b) adapts learning environment to accommodate the differing needs and diversity of students;

c) utilizes current and emerging assistive technologies that enable students to achieve their educational goals;

d) creates and maintains an atmosphere of respect for all areas of diversity.


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Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:



topics discussed in your current education course.

#5 Assessment


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;


Updated 10/01/2013


Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:



topics discussed in your current education course.

e) shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s);

f) employs technology to organize and integrate assessment information.

#6 Communication


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;


Updated 10/01/2013


Florida Campuses


Professional FEAP

Competencies


of Competencies

(Total of 4 Hours)


( √ ) ( √ )

Observation Notes:




education course.

d) fosters two-way

communication with

students and

parent/caregiver(s); and

e) collaborates with the home, school, and larger communities to support student learning and continuous improvement.

Professional Responsibility and Ethical Conduct The effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C, by fulfilling the expected obligations to students, the public and the education profession.


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Florida Campuses

School Site Supervising Teacher: __________________________________________

Signature: _________________________________________ Date: ______________

Comments:

________________________________________________________________________

________________________________________________________________________

Internship Course Facilitator: _____________________________________________

Signature: _________________________________________ Date: _______________

Comments:

________________________________________________________________________

________________________________________________________________________

Student Intern: _________________________________________________________

Signature: _______________________________________ Date: _________________

Comments_______________________________________________________________


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Florida Campuses


Part II: School: General Operation Activities (1 page)

Student Intern: School:

Date:

Place a checkmark (√) under the appropriate activity or type of meeting you participated in during

your School Clinical Experience at the assigned school. You must comply with a minimum of four

hours for this requirement. IEP

Meeting

LEP

Committee

Meeting

RTI

Meeting

Faculty

Meeting

Parent/Teache

r Conference

Grade

Level

Meeting

Department

Meeting

Other: Total

Hours

COMMENTS: Specify the activity for which you are entering comments. You will refer to this document to complete the final report for the

Education course.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

_______________________

Internship Course Facilitator’s Signature: _____________________ Date: ________________

Student Intern’s Signature: ________________________________ Date: _______________

CODES: IEP=Individual Education Program, LEP=Limited English Proficient Program,

RTI=Response to Intervention


Updated 10/01/2013

APPENDIX C

CLINICAL SCHOOL EXPERIENCE OBSERVATION FEEDBACK FORM


Updated 10/01/2013


Florida Campuses

CLASSROOM OBSERVATION FEEDBACK FORM

Student Intern:

Signature: Date:

School Site Supervising Teacher:

Signature: Date:

Internship Course Facilitator:

Signature: Date:

Observation Notes (narrative description of lesson)

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

ESOL COMPETENCIES (Check ALL that are observed)

___ Planning Practices

___ Instructional Methods/Strategies

___ Instructional Materials

___ Assessment by L2 Level

___ Accommodations by L2 Level

___ Learning Styles/Differentiation

___ Cultural Sensitivity

___ Addresses L2 proficiency Levels

ACCOMPLISHED PRACTICES

(Check ALL that are observed)

___ Instructional Design, Lessons, and planning

___ Learning Environment

___ Instructional Delivery and Facilitation

___ Assessment

___ Continuous Professional Improvement

___ Professional Responsibility and Ethical Conduct

Exemplary Practices

Observer’s Name: ________________________

Observer’s Signature: _____________________

Date: __________________________________

Comments:

Reflective Comments


Updated 10/01/2013

APPENDIX D

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


Updated 10/01/2013

Appendix D

Six-Traits of Writing Rubric

Student’s Name:______________________________________

Date:___________________

Facilitator:______________________Course:

____________Assignment:_________________

Instructions: This rubric will be used to evaluate all written work done by the

student in both English and Spanish. Please refer to the trait that you are evaluating

(i.e., Ideas and Content) and write the score in the appropriate box. Select the

criteria per level (6= highest, 1=lowest) that best reflects the student’s writing

ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that

you are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


Updated 10/01/2013

Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from

https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 10/01/2013

Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.



Updated 10/01/2013

Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.



Updated 10/01/2013

Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.



Updated 10/01/2013

Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 10/01/2013

Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.


Updated 10/01/2013

ANEJO E/APPENDIX E

RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and

interesting. Identifies purpose,

objectives and principal ideas

included in the paper

10

Presentation of ideas is organized,

coherent and can be easily followed

10

The paper properly explains content. 10

The presentation of ideas and

arguments are based in sources

presented, consulted or discussed in

class.

10

The paper demonstrates substance,

logic and originality.

10

The author presents his point of view

in a clear, convincing and well based

manner.

10

Contains well-constructed sentences

and paragraphs that facilitate lecture

and comprehension.

10

Language

Demonstrate a command of standard

English (vocabulary used, syntax and

flow of ideas).

10

Uses grammar appropriately and

correctly.

10

Manages and uses verbs appropriately

and correctly.

10

Total Points 100 (70% content and

30% language)

Student’s total Score:

_______

Student’s Signature: ____________________Facilitator’s

Signature:___________________


Updated 10/01/2013

MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Contenido

Este trabajo esta claro, enfocado e

interesante. Identifica el propósito,

objetivos e ideas principales del

documento o actividad.

10

La presentación de ideas es coherente

y puede ser seguida fácilmente.

10

El documento explica propiamente el

contenido.

10

La presentación de ideas y

argumentos está basada en recursos

presentados, consultados o discutidos

en clase.

10

El documento demuestra substancia,

lógica y originalidad.

10

El autor presenta su punto de vista en

una manera clara, convincente y bien

estructurada.

10

Contiene oraciones bien estructuradas

y párrafos que facilitan la lectura y

comprensión del documento.

10

Lenguaje

Demuestra un conocimiento del

español (vocabulario, sintaxis y flujo

de ideas).

10

Usa gramática apropiada y

correctamente.

10

Maneja verbos y acentuación

apropiada y correctamente.

10

Total Puntos 100 (70% contenido y

30% lenguaje)

Puntuación Total:

_______

Student’s Signature: _________________Facilitator’s Signature:___________________


Updated 10/01/2013

ANEJO F/APPENDIX F

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVIDUAL/GRUPAL ORAL

Nombre del estudiante: _______________________Fecha:_________________

Criterio Puntos Puntuación del

estudiante

Contenido

Realiza una introducción efectiva del

tema identificando el propósito,

objetivo e ideas principales que se

incluyen en la presentación.

10

La presentación es organizada y

coherente y puede seguirse con

facilidad.

10

El presentador demuestra dominio del

tema o materia de la presentación al

explicar con propiedad el contenido y

no incurrir en errores.

10

Las ideas y argumentos de la

presentación están bien fundamentados

en los recursos presentados,

consultados o discutidos en clase.

10

Capta la atención e interés de la

audiencia y/o promueve su

participación, según aplique.

10

Proyección efectiva, postura corporal

adecuada, manejo de la audiencia,

manejo del tiempo asignado.

10

Usa varias estrategias para hablar o

definir conceptos, interpretaciones,

aplicaciones y evaluación de procesos o

experiencias en el contenido del curso.

10

Lenguaje

Pronunciación de las palabras es clara y

de manera correcta para que se

entienda el lenguaje utilizado.

10

Uso correcto de la gramática y

conjugación de verbos en el idioma

asignado.

10

Uso correcto del vocabulario para

expresar el mensaje adecuadamente.

10

Total de Puntos 100 (70% de

contenido y 30%

Lenguaje)

Puntuación del

Estudiante: ________


Updated 10/01/2013

RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

Content

Performs an effective introduction to

the theme identifying the objectives,

ideas and principles that are included

in the presentation.

10

The presentation is organized and

coherent, and could be easily followed

10

The presenter demonstrates domain of

the theme or subject by means of

properly explaining content without

incurring in errors

10

The ideas and arguments of the

presentation are well founded by the

resources presented, consulted or

discussed in class

10

Capture of the attention and interest of

the audience and/or promote their

participation, as applicable

10

Effective personal projection, corporal

posture and manage of the audience;

10

Uses a variety of speaking strategies to

define concepts, interpretation,

application and evaluation of processes

using experience on concepts or

content of class.

10

Language

Student pronounces words in a clear

and correct manner so as to make the

correct language used understood to

others.

10

Correct use of grammar and verb

conjugation.

10

Use of correct use of vocabulary words

to express message.

10

Total Points 100 (70% of content

and 30% of

language)

Student’s Total

Score:

________

Student’s signature: __________________Facilitator’s Signature: __________________


Updated 10/01/2013

ANEJO G/APPENDIX G

Información acerca del Laboratorio de Idiomas/E-Lab

Language Lab/E-Lab Information


Updated 10/01/2013

Información acerca del Laboratorio de Idiomas/E-Lab

El laboratorio de idiomas y el E-Lab están diseñados para ayudar a los estudiantes a

desarrollar sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de

aprendizaje a lo largo de su carrera. Ambos cuentan con una amplia variedad de

ejercicios visuales y auditivos en línea, recursos de investigación y actividades de

escritura guiada, que les permiten a los estudiantes mejorar sus habilidades de

comprensión auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática y

escritura.

El laboratorio de idiomas también ofrece un paquete de 140 páginas web de English for

Speakers of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de

otros idiomas) seleccionadas cuidadosamente, así como otras páginas web en español con

el fin de satisfacer las necesidades de los estudiantes. En adición, el laboratorio de

idiomas y el E-Lab cuentan con otros programas informáticos para el aprendizaje del

idioma y del contenido académico, tales como Tell Me More, NetTutor y Wimba Voice.

Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les

permite a los estudiantes reforzar sus destrezas y además cumplir con las horas de

laboratorio requeridas en sus clases. Para poder usar este programa, los estudiantes

necesitan tener Internet, el navegador Internet Explorer y acceso a la plataforma

Blackboard.

El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un

programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que

permitirá medir el progreso individual. Los estudiantes podrán mejorar su pronunciación,

gramática y destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con

dos perfiles diferentes: lenguaje de comunicación y lenguaje de negocios.

NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en vivo para materias

cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se ofrece

tutoría en vivo, los estudiantes pueden publicar sus dudas, que les serán contestadas en un

lapso de 72 horas. El sistema también cuenta con un banco de preguntas y respuestas

frecuentes disponible las 24 horas del día, los 7 días de la semana. NetTutor se puede

acceder remotamente siempre que exista conexión a Internet. Este servicio ofrece tutorías

en las siguientes materias:

Inglés (disponible para todos los cursos)

Español (disponible para todos los cursos)

Estadística (el estudiante debe estar matriculado en el curso)

Matemáticas (el estudiante debe estar matriculado en el curso)

Contabilidad (el estudiante debe estar matriculado en el curso)


Updated 10/01/2013

Sistemas de información computarizada (el estudiante debe estar matriculado en

el curso).

Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea

durante el desarrollo del material académico y permite a su vez la interacción entre los

estudiantes y el facilitador. Los estudiantes usarán Wimba Voice para participar en los

foros de discusión oral en línea, preparar presentaciones orales, enviar mensajes de voz y

cumplir con otras asignaciones. El programa cuenta con 5 funciones:

Voice Authoring: permite grabar y escuchar contenido oral en páginas web.

Voice Discussion Board: permite publicar y escuchar mensajes orales en un foro

de discusión en línea.

Voice Presentation: permite presentar contenido de páginas web con mensajes de

voz.

Voice E-mail: permite enviar correos electrónicos con mensajes de voz.

Voice Podcaster: permite crear y distribuir mensajes orales a los participantes.


Updated 10/01/2013

Language Lab and E-Lab Information

The Language Lab and E-Lab are designed to help students strengthen their linguistic

skills in English and Spanish and to fulfill the content objectives of the course. Both labs

count with a wide variety of visual and auditory on-line exercises, Internet-based

research, and guided writing activities, that allow students to improve their skills in

listening and reading comprehension, pronunciation, vocabulary building, grammar, and

writing.

The Language Lab also includes a package of 140 carefully selected English for Speakers

of Other Languages (ESOL) Web sites, as well as other Spanish Web pages to meet the

students’ needs. Additionally, the Language Lab and E-Lab have other software to boost

language and academic content learning such as Tell Me More, NetTutor, and Wimba

Voice.

Tell Me More is an effective system for English and Spanish learning that allows

students to strengthen their skills and fulfill the language lab hours required in each class.

Students must have Internet connection, Internet Explorer browser, and access to

Blackboard to be able to use this program.

The system will initially assess students’ knowledge and create a learning path

specifically tailored to each student’s needs, thus allowing facilitators to measure every

student’s progress. Students will be able to improve pronunciation, grammar and

listening skills from beginner to advanced levels with two different profiles: everyday

language and business oriented language.

NetTutor is an online tutoring service, which provides live tutoring for numerical and

computer classes (scheduled hours apply). For those classes which do not have live

tutoring, students can post questions and they will be answered within 72 hours. The

system also has a “Frequently Asked Questions” section available 24/7. NetTutor can be

accessed remotely with an Internet connection. This service offers tutoring for the

following subjects:

English (available for all courses)

Spanish (available for all courses)

Statistics (student must be enrolled in the course)

Mathematics (student must be enrolled in the course)

Accounting (student must be enrolled in the course)

Computer Information Systems (student must be enrolled in the course)


Updated 10/01/2013

Wimba Voice is an electronic tool that promotes the use of voice online during the

development of the academic content, and allows students/facilitator interaction. Students

will use Wimba Voice to create voice posts for discussion boards, prepare voice

presentations, send voice e-mails, and for other assignments. The Wimba Voice program

has 5 functions:

Voice Authoring: allows recording and listening to voice content on a webpage.

Voice Discussion Board: allows posting and listening to voice messages within

discussion boards.

Voice Presentation: allows presenting web content alongside voice messages.

Voice E-mail: allows sending voice messages via e-mail.

Voice Podcaster: allows creating and distributing voice messages to participants.


Updated 10/01/2013

Appendix H

Language Lab/E-Lab Documentation

Each student should complete this form and submit it weekly to the facilitator as part of

the class evaluation.

Points: _____

AREAS OF

IMPROVEMENT

AND/OR

SUGGESTED BY

FACILITATOR

DATE ELECTRONIC

RESOURCES

USED AND

TASKS

COMPLETED

AGM

CLASSROOM

LAB. (L)

OFF-CAMPUS

PRACTICE

(O)

STAFF/FACULTY

SIGNATURE

Tell Me More

NetTutor


Updated 10/01/2013

Wimba Voice

Internet-Based

Research

(Virtual

Library)

English

and/or

Spanish

Websites

Activities

Total number of hours: _______

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