INSTRUMENTOS EVALUATIVOS

Aquí encontraran algunos instrumentos de evaluación creativos enfocados en el aprendizaje del ingles como segunda lengua. Estos instrumentos pueden ser adaptados a las necesidades y  objetivos de evaluación que tengan. En estos ejemplos se demuestra como la evaluación se puede desarrollar de diferentes maneras teniendo en cuenta los factores que promuevan la intención de la evaluación para poder elegir como evaluar. 

Técnica #1: Solicitud de productos/rúbricas

Instrumento: Rúbrica

El estudiante deberá presentar una exposición oral sobre los miembros de su familia. Esta evaluación es de carácter sumativo y preferiblemente para una evaluación final.  Hasta el momento el estudiante debe de tener claro los nombres de los miembros de la familia y como se relacionan. En la presentación oral, el estudiante debe hablar sobre su familia, dar descripciones físicas y personales. El objetivo general de la presentación es que el estudiante utilice los nombres apropiados de los miembros de la familia de manera correcta y que explique cómo se relacionan.  Para esta actividad se utilizará una rúbrica como instrumento de evaluación.

Ejemplo: Good morning, my name is Luisa. Today I am going to talk about my family. I have a big family, my mom, dad, two sisters and two uncles.  My uncle is the brother of my mom, he is a very funny guy. He works in an ice cream shop; I always get free ice cream when I go there! My younger sister is 11 years old, she has blond hair and green eyes, she is also very tall. My older sister is 23 years old, she has brown hair and brown eyes, she loves to wear boots. My mom and dad are 42 years old, my mom’s dad, my grandfather, lives far away, but I talk to him on the phone sometimes. I love my family!

	4	3	2	1
Body Language	The student frequently uses  fluid movements and hand gestures.	The student sometimes uses  fluid movements and hand gestures.	The student shows very little movement or descriptive gestures.	The student does not show any movement or descriptive gestures.	____
Eye Contact	The student consistently holds  direct eye contact with the entire audience.	The student frequently holds  direct eye contact with some members of the audience.	The student occasionally holds  direct eye contact with some members of the audience.	The student rarely holds direct eye contact with the audience.	____
Introduction and Closure	The student delivers open and closing remarks that capture the attention of the audience and set the mood.	The student displays clear introductory or closing remarks.	The student clearly uses either an introductory or closing remark, but not both.	The student does not display clear introductory or closing remarks.	____
Pacing	The student uses all the time available to finish in 2 minutes.	The student uses the time available well to finish within 1-2 minutes.	The student runs over the time given.	The student finishes under the time given.	____
Poise	The student is consistently relaxed and shows confidence.	The student is relaxed and confident but shows some nerves.	The student shows some signs of nerves and occasionally giggles or laughs when presenting.	The student frequently laughs and/or shows tension and nervousness.	____
Voice	The student consistently uses fluid speech and a volume appropriate for the audience and setting.	The student speaks fluently but occasionally makes unnatural pauses. Most of the time the student uses volume appropriate for the audience and setting.	The student often pauses unnaturally and is too quiet for the entire audience to hear.	The student struggles to speak clearly, makes too many unnatural pauses and is too quiet.	____
Use  of English	The student’s grammar is consistently correct and he/she is able to switch between tenses.	The student’s grammar is mostly correct but he/she makes occasional mistakes switching between tenses.	The student makes frequent mistakes with has sentence structure and frequently makes mistakes switching between tenses. Some Spanish vocabulary.	The student’s grammar is rarely correct and has incorrect sentence structure. Spanish vocabulary is consistently present	____
				Total---->	____

Técnica #2: Solicitud de productos

Instrumento: Prueba

Para esta prueba, el estudiante recibirá un worksheet (hoja de ejercicios), el cual será de carácter formativo, preferiblemente para una evaluación procesual. Con esta prueba el estudiante podrá identificar si el tema de los miembros de la familia y cómo se relacionan está claro o necesita más refuerzo. La retroalimentación es fundamental para este tipo de prueba.

Técnica #3: Solicitud de productos

Instrumento: Proyecto

Cada estudiante debe elaborar un proyecto de un tema basado en los temas y elementos vistos a lo largo del curso, este proyecto lo irá realizando durante el curso para al final de este presentar el producto final. Este proyecto será valorado de dos maneras, como producto final el estudiante deberá presentar un escrito del tema, y en la última sesión de clase realizar una presentación oral del mismo.

Ejemplo: los estudiantes deben realizar un proyecto con el tema: personaje famoso del pasado. Al final del curso los estudiantes presentarán un escrito y una presentación oral acerca de un personaje famoso en la historia siguiendo estas directrices (guidelines):

Writing:

WRITING ABOUT A FAMOUS PERSON OR CULTURE FROM THE PAST	POINTS	Comments
1.       Write about a famous person or culture from   the past using past tense with to be (was/were), regular and irregular past tense verbs (learned, saw). Also, include the new elements you learn during the course	2	Write your text with your own words, don’t copy it from the internet
2.       Make sure your ideas are clear and easy to understand	1
3.       Use visual aids	1
4.       Use appropriate punctuation, capitalization, and spelling (orthography)	1

Speaking:

TALKING ABOUT A FAMOUS PERSON OR CULTURE FROM THE PAST	POINTS	Comments
1.       Talk about a famous person or culture from the past using past tense with to be (was/were), regular and irregular past tense verbs (learned, saw). Also, include the new elements you learn during the course	2	Do not read your presentation because this is a speaking activity
2.       Make sure your ideas are well explained, so it can be understood	1
3.       Use correct grammar (s + v + c)	1
4.       Use a good pronunciation	1