Reflection of Unit 4

During this last unit we learned what was self-assessment and its advantages and disadvantages, applying this to the classroom is to make the students evaluate themselves using this type of instrument so they can have a general idea of their knowledge inside and/or outside the classroom. We think that this unit is one of the most simplest of the course and we learned everything from it and it would be very good to apply one self-assessment to our students during the last day of class.

4.3 To self-assess your performance in the course

Self-assessment Instrument.

Name:

Subject:

Answer YES or NO to the next statements

Aspect to Assess	YES	NO
Did you send your assignments on time?
Did you attend all the classes?
The members of your team helped you in each assignment?
Did you help your teammates in each assignment?
Your sent assignments met all the requirements.
Did you like the subject?
Do you think you learned something useful in this subject?

Write the answer to the next questions under the “comments” section.

Aspect to Assess	Comments
What is the thing that you remember the most about this subject?
How can you describe assessment?
Explain in a few words what testing is.
What was your favorite topic in this subject?

Give yourself a grade (from 1 to 10) in each one of the following areas

Area	Grade
I can create my own assessment instruments and tests.
I know how to create self-assessment formats
I can give feedback using assessment

My final grade is: 

4.2 Self-assessment

SELF-ASSESSMENT

Purpose: To help the students see in which areas they need to improve in order to know more about the language and in which areas they are very good.

Instructions: Read each question carefully and mark with (X) the option that describes you better.

Question	Always	Sometimes	Hardly never	Never
1. You search about the topics you don’t understand.
2. You participate when you know the answer.
3. You help others classmates with their doubts
4. When you don’t know the meaning of a word you search for it.
5. You talk in English outside of the classroom
6. You talk in English during the class
7. You try to write in English in your free time.
8. You listen to music in English.
9. You try to write correctly (ex. using punctuation marks)
10. You do your homework on time

4.1 Advantages and Disadvantages

Advantages

-         - Students get to know their process of learning the language over a certain period of time.

-         - Students see for themselves their weak and good skills.

-          -Students can have an overall view of their peers and who to look for help if the teacher is not near.

-          -You can link your own assessment with this one to know in which skills your learners are lacking.

-        -  If you talk with the student after they finish their self-assessment, they will feel that doing this is a serious matter and will be more mature when doing it in the future.

-           

Disadvantages

-         - Students can have problems when doing this because they are not experts on evaluating.

-          -Students may feel that they have extra homework/exercises.

-        - Depending on the student they will give themselves a better grade that the one they really deserve.

-          -It can take a very large amount of time talking with each student about their self-assessment.

Reflection of Unit 3

In this unit we learned how to create tests, the different types of testing and tests items and at the end of this unit we created a test of our own. It is for us one of the most useful and important unit of this subject because we feel all of it revolves around doing this type of instruments.

3.5 To design a language test

a) LEARNING OBJECTIVES AND CONTENTS

This test was designed to assess the two main skills of the English language which are widely used for academic purpose: reading and writing. After taking this test, students are going to be able to know their doing in both skills, each one with two different sub-skills.  For reading, comprehension of a text and scanning for specific information will be assessed. In the other hand, the writing section will assess the spelling related to the vocabulary of the previous classes and the use of linking devices within paragraphs.

The test will use a short text about Animals in the City as the main topic. The content will be adapted for each skill and for the student's level (intermediate).

The test itself will be short, with four items; two for writing and two for reading, making it one item for each sub-skill.

b) SPECIFICATIONS:

FIRST ITEM

Reading (10 minutes)

Task: Students read a text and answer the following questions.

Format: Text about “Animals in the city” and multiple choice questions about the main ideas of the text.

SECOND ITEM

Reading (10 minutes)

Task: Students read a text and answer the following questions.

Format: Text about “Animals in the city” and multiple choice questions about specific information which can be found in the text.

THIRD ITEM

Writing (8-10 minutes)

Task: Student completes a paragraph by using words from the vocabulary.

Format: Paragraph with fill-in-the-gaps exercise, where students write the correct word, taking care of the spelling.

FOURTH ITEM

Writing (8-10 minutes)

Task: Student completes a paragraph by using linking devices.

Format: Paragraph with fill-in-the-gaps exercise, where students write the correct linking device, selecting it from words in a box.

c) TEST:

Instructions for the test: Read carefully each item on this test and follow the instructions mentioned there.

READING SECTION

(I) Instructions: Read the text and answer by choosing the correct answer.

Animals in the City

One night in December 2011, a bear came into the city of Vancouver in Canada. It walked through the city streets past houses, shops and offices. Then it found some food in bins outside a restaurant and started eating. In the morning, someone saw the bear and called the police. The police came with a vet from the city zoo. They put the bear in a lorry and took it to the mountains outside the city. Luckily, the bear was safe. But what happens in other countries when big animals come into cities? In Vancouver it is unusual to see a bear, but in some cities you can see big animals on the city streets every day.

Big animals usually come into cities to find food. In Cape Town in South Africa baboons come into the city when they are hungry. They go into gardens and eat fruit from trees. They even go into houses and take food from cupboards and fridges! Baboons are strong animals and they can scare people. But the city can be dangerous for baboons too. Sometimes, cars and buses kill baboons in accidents. Human food is very bad for the baboons’ teeth because it has a lot of sugar. Now, there are Baboon Monitors working in Cape Town. Their job is to find baboons in the city and return them to the countryside.

In Berlin in Germany, pigs sometimes come into the city to look for food. They eat flowers and plants in parks and gardens. Sometimes they eat vegetables from gardens and they walk in the street and cause accidents. Some people like the pigs and they give them food and water to drink. Other people do not like the pigs and they want the government and the police to stop them entering the city.

(Robin Newton, britishcouncil.org)

1-What is the text's main idea?

a) Differences between wildlife in cities around the world.

b) People is angry about animals wandering in the streets and causing accidents.

c) The way some cities around the world react to uncommon animals in the urban environment.

2- How is it different the way the government is solving the issue about these animals in Vancouver and in Cape Town?

a) Cape Town is having trouble with more intrusive dangerous animals.

b) Cape Town created a special group of people who patrols the city looking for the animals while Vancouver uses the police.

c) People in Vancouver take the animals back to the forest and Cape Town uses the Baboon Monitors.

3-Choose the option which describes the best the situation in Berlin:

a) Some people like the pigs and feed them, while some of them think pigs can cause accidents in the streets. The government is not working properly on the issue and people get angry about it.

b) Some people like the pigs and feed them, while some of them think pigs can cause accidents in the streets. The government is not taking any action about it because some want the pigs to stay.

c) Some people like the pigs and feed them, while some of them think pigs can cause accidents in the streets. The government wants to solve the issue, but the police is inefficient.

4-Why the Vancouver Police Department called a vet from the zoo?

a) To calm the bear and take the animal to the lorry.

b) To do an examination of the animal and make sure he was safe.

c) To take the bear to the zoo before returning it to the forest.

(II) Instructions:  Answer true or false to the next statements according to what you read in the text "Animals in the City" by underlining the correct option.

1- The bear that was captured in Vancouver was injured.

TRUE FALSE

2-Babbon monitors return the baboons to the countryside

TRUE FALSE

3-Sometimes, baboons take food from the fridges.

TRUE FALSE

4-Some people in Berlin give water to the pigs.

TRUE FALSE

WRITING SECTION

(III) Instructions: Complete the next sentences by writing the correct word in the blank. A hint is being given at the end of the sentence.

1- I was feeding the ________ when I heard my Mom yelling at me. (Hint: plural of goose)

2-  The ______ was migrating to the South in Winter. (Hint: a large number of birds which fly together.)

3-I bought two _______ to feed my snake. (Hint: plural of mouse)

4-The __________ animals will face extinction if we do not protect them. (Hint: Adjective ending as a verb in past simple, used for species which are near to extinction)

5-You cannot walk a dog without a ________. It is a law. (Hint: Wit this device you can make sure that the dog is not going to escape from you when walking it)

6-Kangaroos are _______ to Australia. (Hint: Adjective used for animals and plants peculiar to certain area or region in the world)

(IV) Instructions:  Complete the paragraph by using the linking devices in the box below.  You can use them as many times as needed. However, some of the linking devices in the box are not going to be used in this exercise.

However/In the other hand/First/Despite/but/Furthermore/ While/Although/Also

 

 Dinosaurs were amazing creatures. (1)_________ not being able to study them alive nowadays, we can tell that they by just looking at their fossils.(2) _________ many people are happy with only analyzing their bones, there are some scientists who actually want to bring dinosaurs to life. That would be awesome!

(3)__________, it would be a very difficult task to perform. (4)__________, we need to find a piece of a complete genetic code. Then, find a way to bring a baby dinosaur to an egg. I think I am going to be waiting to see one of those animals for a long, long time.(5) ___________ waiting for it, I am going to continue reading about them.(6) __________, I want to go to a museum and see more fossils.

d) ANSWER KEY

(I)

1) c

2) b

3) a

4) a

(II)

1) FALSE

2) TRUE

3) TRUE

4) TRUE

(III)

1) Geese

2) Flock

3) Mice

4) Endangered

5) Leash

6) Endemic

(IV)

1) Despite

2) While

3) However

4) First

5) While

6) Also

e) SCORING/RATING GUIDE

This test has two sections, one for reading and one for writing. Each section includes two assessment items. Also, each item has a number of questions (four or six) and it has its own scoring.  Each section is an individual assessment tool for reading or writing, and the test's final score includes two individual results; the one for reading and the one for writing. To complete the assessment, you must follow the next scoring guide:

READING SECTION (50% of the test's final percentage)

(I) (50% of the section's percentage)

1) 25% of the item.

2) 25% of the item.

3) 25% of the item.

4) 25% of the item.

(II) (50% of the section's percentage)

1) 25% of the item.

2) 25% of the item.

3) 25% of the item.

4) 25% of the item

WRITING SECTION (50% of the test's final percentage)

(III) (50% of the section's percentage)

1) 16% of the item

2) 16% of the item

3) 16% of the item

4) 16% of the item

5) 16% of the item

6) 16% of the item

(If all the answers are correctly spelled, add 4%)

(IV) (50% of the section's percentage)

1) 16% of the item

2) 16% of the item

3) 16% of the item

4) 16% of the item

5) 16% of the item

6) 16% of the item

(If all the answers are correct, add 4%)

 Rating Guide: In order to give students a complete assessment, use the next rating guide to describe the student's skills:

READING SECTION:

25%: Insufficient. Student needs to focus on the development of reading skills. Provide more reading material for the learner.

50%: Not enough. The student can grasp the main idea of the text, but it is probable that they find unknown and unfamiliar words. Improving the student's lexicon would help to solve the issue.

75%: Basic. The student with this score is able to find the main idea and supporting ideas from a text. A large lexicon is expected from this student. However, the learner has problems identifying the message in between words.

100%:  Good and ready to write. This student has developed good reading skills. The learner can identify main and supporting ideas, the true intentions from the author in between words, grasp the context of the text and infer from titles.

WRITING SECTION:

25%: Insufficient. The student cannot take part of a proper writing process. Spelling and cohesion need to be developed. Reading can be a tool for improving writing.

50%: Not enough. Student is able to communicate basic ideas through written methods. However, spelling and use of linking devices in between paragraphs need to be taken care of.

75%: Basic. The learner can elaborate a regular text, using linking devices and a wider lexicon. Despite this, the spelling needs to be improved.

100%: Good. This student can produce good quality texts, with coherence, good spelling and use of the linking devices to join ideas.

f) COMMENTS BY MODERATOR

Full Checklist for Moderators

	Yes	No
Is the English grammatically correct?	X
Is the English appropriate for the level of students?	X
Is the English in accordance with the specs?	X
Does the item (exercise) test what it is supposed to test?	X
The correct response cannot be obtained without the appropriate grammar knowledge?		X
Is the item economical?	X
Multiple choice-Is there only one correct answer? Gap filling-Are there just one or two correct responses?	X
Multiple choice-Are the distracters really going to distract?	X
Is the key complete and correct?	X
Are the instructions clear? Not too long?	X
Is there an example?		X

g) NARRATIVE OF THE PROCESS AND SELF-EVALUATION

This test was made thinking about the specific needs of the intermediate level of English. The assessment that can take place after taking this test will help only to identify the student's level on certain skills. It was not intended to be a final test with a lot of weight into the final grade. Very specific sub-skills were used here (Reading comprehension, scanning for specific information, spelling and use of linking devices) just to help teachers to focus on some aspects of the learning process for a certain sub-skill. In this way, after completing a unit, the teacher can use this test to know if the learning objectives were accomplished.

The multiple choice items and close answers are being used for practicality of the evaluation. The direct way in which the answers have only one correct answer make easier the teachers' work. The grading system is based on percentages that can be adapted to the teacher's needs.