1 / 26

LA EVALUACIÓN AUTÉNTICA BASADA EN EL DESEMPEÑO Consejo Técnico Escolar

LA EVALUACIÓN AUTÉNTICA BASADA EN EL DESEMPEÑO Consejo Técnico Escolar. May 30th 2014. THE FACILITATORS. Evelyn Garzón Dugas (Colegio María del Rosario) Patricia Valencia Denicia (Colegio Jalil Gibrán ) Víctor Guzmán (Colegio Loyola) Melanie Olvera Ventura

kanan
Download Presentation

LA EVALUACIÓN AUTÉNTICA BASADA EN EL DESEMPEÑO Consejo Técnico Escolar

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. LA EVALUACIÓN AUTÉNTICA BASADA EN EL DESEMPEÑOConsejo Técnico Escolar May 30th 2014

  2. THE FACILITATORS • Evelyn Garzón Dugas (Colegio María del Rosario) • Patricia Valencia Denicia (Colegio Jalil Gibrán) • Víctor Guzmán (Colegio Loyola) • Melanie Olvera Ventura (Liceo Británico de México A.C.)

  3. THE WORK PLAN 8:30 – 9:00 9:00 – 9:10 9:10 – 9:40 9:40 – 10:10 10:10 – 11:00 11:00 – 11:30 • Check in. • Introduction. • Howdoesthe PADLET work? • Let’sremembertheECA’s • What’stheautenticevaluationbasedonthe performance? COFFEE BREAK

  4. THE WORK PLAN • Presentation of a strategybasedonthedevelopment of projects. • How to makea rubric? • Presentation of products and plenaryabouttherubrics. • Elaborate a rubricbasedonthestrategyexplainedearlier. • Presentation of rubrics and conclusions. 11:30 – 11:50 11:50 – 12:10 12:10 – 12:30 12:30 – 13:40 13:40 – 14:00

  5. HOW DOES THE PADLET WORK? • http://es.padlet.com/wall/se014ingles

  6. WHAT ARE THE ECA’S? • Learningbasedoncase’sstudy. • Learningbasedonproblems. • Learningbasedonprojects

  7. WHAT’S AUTHENTIC PERFORMANCE- BASED ASSESSMENT?

  8. 11:00 – 11:30

  9. STRATEGY BASED ON THE DEVELOPMENT OF PROJECTS • CAMPAIGN “RISK BEHAVIORS PREVENTION ”. • SUBJECTS:ENGLISH, SCHOLAR ORIENTATION, ETHICS AND VALUES II. • OBJETIVES: • To encourage the students to consult, to contrast and to discern true and reliable information from different sources. • To guide the students in the planning of a campaign that will allow them to effectively inform and educate the student population about the risk behaviors. • To supervise the students during the development of communication tools while using a second language to inform the student community about the risk behaviors. • To encourage the students to develop the ethical and committed reflection on risk behaviors, defined as current moral issues.

  10. GOALS. • To launch a campaign developed by and for the students of “LiceoBritánicode México A.C.” • To reduce the institutional lack of knowledge about the risk behaviors that could affect the mental, physical and social health of teenagers. • To raise community awareness about the causes and consequences of risk behaviors that exist and that can affect teenagers. • PROJECT’S PRODUCTS. • Class presentations with the information about the causes, some strategies to prevent the risk behaviors, and physical, emotional and social consequences of these behaviors. • Videos with interviews or dramatizations to sensitize and educate the public about the causes and the consequences of risk behaviors. • Posters with slogans and information about the institutions to which the people could turn for expert guidance.

  11. HOW TO MAKE A RUBRIC? • GET TOGETHER IN GROUPS OF 5. • ELABORATE A FLOW CHART WHERE YOU CAN SEE THE PROCESS OF DEVELOPING A RUBRIC.

  12. How to make a rubric 1. Determine thecapacitiesorcompetences to be developed. Providehomeworks and educationalpractices Precise contents and specificlearnings

  13. 2. Examine models Collect and analyzeexamples of works Identifycharacteristics Clarifyteachingsupports

  14. 3. Selectthecriterias of evaluation Related to: Content objectivesorProcessobjectives. Takeintoaccounttheanalysis of thepreviousmodels Identifytheevidencebasedonprocess and products

  15. 4. Writethedifferentlevels of quality Develop a rubric Connectthecriterias and thelevels to theprogressivedevelopment

  16. 5. Share and checktherubricwiththestudents Discussthecontent Practicetheevaluationwith a work Modifytherubric

  17. 6. Use therubric as a resource of selfassessment and evaluation in pairs Teachthestudentshow to use a rubric in teaching-learningsituations Givethestudentsthe chance of checkingtheirworks Reflexontheusefulness of therubric

  18. 7. Evaluatethe final product Compare workswiththerubric in order to determine achievements

  19. 8. Lead theteacher’sevaluation to communicatetheresultsfromtherubric Preventchanges and supports to students as a result of theevaluation

  20. MAKE A RUBRIC FOR THE PROJECT • GET TOGETHER IN GROUPS OF 5. • EVALUATION’S CRITERIA: • WRITTEN PRODUCTION. • ORAL PRODUCTION. • READING COMPREHENSION. • LISTENING COMPREHENSION.

  21. Doing a rubric…

  22. THE RUBRIC MADE FOR THIS PROJECT

More Related