BY: VALERIA CAIZALUISA GABRIELA SÁNCHEZ

1. “THE USE OF THE ASSESSMENT PORTFOLIO TO PROMOTE THE 21ST CENTURY SKILLS (COLLABORATION, COMMUNICATION AND CRITICAL THINKING) FOCUSED ON WRITING, IN THE STUDENTS OF SECOND BACHILLERATO DEGREE AT “ECOLÓGICO TRILINGÜE GONZALO RUALES BENALCAZAR” HIGH SCHOOL DURING THE SCHOOL YEAR 2013 - 2014.” BY: VALERIA CAIZALUISA GABRIELA SÁNCHEZ DIRECTOR: Mg. MARÍA TERESA LLUMIQUINGA CODIRECTOR: Mg. ROCÍO ORTEGA

2. Structure of the presentation Research Problem Theoretical Frame Methodological Design Testing the hypothesis The Proposal

3. PROBLEM SETTING MAIN PROBLEM Low collaboration, communication and critical thinking skills development

4. SECONDARY PROBLEMS • Low students ´cooperation and • assertiveness. • Ineffective verbal, nonverbal, • components. • Low agreement level.

5. Variables working out The use of the assessment portfolio Independent variable The development of the 21st century skills (collaboration, communication and critical thinking) Dependent variable

6. General Objective • To use the assessment portfolio in order to students can examine their own progress by promoting the 21st century skills (collaboration, communication and critical thinking)

7. Specific Objectives • To develop the writing skill in a conscious way. • To create a plan on how to design an assessment • portfolio. • To provide evidence and demonstrate what a • student knows and how s/he uses his/her • knowledge.

8. THEORETICAL FRAME CHAPTER I THE USE OF THE ASSESSMENT PORTFOLIO

9. Planning, executing, evaluating Collection of works Knowledge, skills, and attitudes Type of evaluation Innovative and authentic way Basic abilities Rationale of writing assessment Features of the assessment portfolio Storage and preservation Knowledge Measurement Student´s growth and development evaluation Performance- based ASSESSMENT PORTFOLIO Work samples Collecting written material Assessing individually Defining writing portfolio organizing Not a folder Self- evaluation Set of class works

10. ASSESSMENT PORTFOLIO AS A WRITING INSTRUMENT Define the behavior Self –esteem Being control Motivation in assessment portfolio Activities based -on instructions Select categories or samples Restrictions and explanations Questions Content Compilation of evidence Organized presentation Oral assessment Assigned pieces Physical structure

11. CHAPTER II 21ST CENTURY SKILLS (COLLABORATION, COMMUNICATION AND CRITICAL THINKING)

12. Learning theories Working together Indispensable skill Solutions Collaboration Common goal Create new ideas Cooperation and commitment Human resources Interact with others Benefits Speech, visuals, signals or writing Exchange of thoughts 21ST CENTURY SKILLS: Communication Sender, message, receiver Social interaction activities Begins with reception Listening Pay attention Understand Analysis, synthesis, and evaluation Think analytically and critically Critical thinking Solve problems Autonomous thinkers Asking questions, defining a problem, Examine evidence

13. CHAPTER III THE USE OF THE ASSESSMENT PORTFOLIO TO PROMOTE THE 21ST CENTURY SKILLS (COLLABORATION, COMMUNICATION AND CRITICAL THINKING)

14. WRITING COMPONENTS Content Form Grammar Style Mechanics • main idea • "showing" • or • "descriptive" • details • sense and an • organizational • structure • Organize the • ideas • Catch the • audience's • attention • Logical • progression • Choice the best • words • Colorful, precise • language • To use everyday • words well • Conventions • Spelling, grammar • and usage, • paragraphing, use of • capitals, and • punctuation • Art of rightly • expressing • thoughts by • words • System of a • language • Central role • Position, • approaches, • methods, • techniques

15. METHODOLOGICAL DESIGN Research type and design

16. RESEARCH METHOD

17. POPULATION AND SAMPLE

18. RESEARCH PROCEDURE Three stages:

19. INSTRUMENTS FOR DATA COLLECTION TECHNIQUE Survey Observation Assessment Pre-Test Post-Test INSTRUMENTS Questionnaire for the students Rubric Tests

20. TESTING HYPOTHESIS Control Group (CG) Experimental Group (EG) Both groups were diagnosed . A pre and post- tests were applied.

21. CONTENT OF THE ASSESSMENT PORTFOLIO(structure)

24. 1. ¿Realiza writing (párrafos, composiciones, ensayos) dentro de la materia de inglés? Pre - test Post - test 2. Indique de qué manera se realiza la evaluación del writing en su clase. Pre - test Post - test

25. Realiza su profesor algún tipo de retroalimentación una vez realizada su actividad de • writing? Pre - test Post - test • ¿Durante el desarrollo de las actividades relacionadas con writing, usted comparte • sus ideas con su maestro y compañeros? Pre - test Post - test

26. ¿Mientras escribe un párrafo, una composición o un ensayo, se practica la colaboración • mutua entre compañeros durante el desarrollo del ejercicio? Pre - test Post - test 6. ¿Autoevalúa o critica el avance de su capacidad de escribir correctamente composiciones o ensayos en inglés utilizando como base una rúbrica? Pre - test Post - test

27. 7. ¿Ha utilizado usted el portafolio como una herramienta de evaluación? Pre - test Post - test 8. ¿Cuánto usted sabe sobre el portafolio como una evaluación de aprendizaje? Pre - test Post - test

28. 9. ¿Le gustaría conocer sobre el uso del portafolio como una forma de evaluar el writing? Pre - test Post - test 10. ¿Le gustaría que se implemente el portafolio como una forma de evaluación de las actividades del writing? Pre - test Post - test

29. VARIANCE

30. STANDARD DEVIATION

31. H1: There is a positive influence in the use of the assessment portfolio to promote the 21st century skills (collaboration, communication and critical thinking) focused on the students of second bachillerato degree at “Ecológico Trilingüe Gonzalo Rúales Benalcazar” high school during the school year 2013 - 2014.” Working Hypothesis (accepted) • H0: There is not any correlation between the use of the assessment portfolio with the promotion of the 21st century skills (collaboration, communication and critical thinking) Null Hypothesis (rejected)

32. CONCLUSIONS

34. “TRAINING TEACHERS TO USE ASSESSMENT PORTFOLIO AT ECOLÓGICO TRILINGÜE GONZALO RUALES BENALCAZAR HIGH SCHOOL” PROPOSAL

35. PARTICIPANTS STUDENTS TEACHERS AUTHORITIES

36. New opportunities to evaluate writing Receive information about an innovative tool to evaluate writing Students Teachers INTERESTS Authorities Have well trained teachers - develop 21st century skills

37. PROBLEMS • STUDENTS • TEACHERS • AUTHORITIES Low collaboration, communication and critical thinking They have had not an adequate training about new strategies and tools to improve writing Poor knowledge about 21st century skills and how to develop them

38. GOAL To achieve student´s satisfaction in writing activities. INDICATOR MEAN OF VERIFICATION ASSUMPTION The students increase writing activities after the proposal was executed. The Post- test results. The students are motivated to use the portfolio assessment as a tool in writing activities.

39. PURPOSE To encourage teachers to use the Assessment Portfolio as an evaluation tool. INDICATOR ASSUMPTION MEAN OF VERIFICATION The Post- test results The student´s knowledge improve in writing activities The students’ capability to apply their critical thinking and in the ways of their interaction with peers and teacher such as communication and collaboration.

40. COMPONENTS The use of assessment portfolio is a good method to improve writing activities. Writing activities are better according to the exercises in class and statistics. The 21st century skills are frequently used in writing activities The students have the knowledge about assessment portfolio.

41. GENERAL OBJECTIVE To promote the use of assessment portfolio to develop 21st century skills SPECIFIC OBJECTIVES To encourage teachers to use the assessment portfolio developing 21st century skills to improve student´s writing. To develop a training course for teachers.

42. DEVELOPMENT TRAINING TEACHERS The teachers will learn all about assessment portfolio, its content, theory, and how to evaluate it. The teachers will know how to develop the 21st century skills (communication, collaboration and critical thinking) using writing • Tutors • An audio-visual classroom. • Computer • Projector • Training course development FIRST PART SECOND PART

43. THANK YOU