evaluation of united learning I ... topic 1

UNIT I ...... .. TOPIC I.

1 Teaching and evaluation of foreign languages:

      It was obtained through observations, and it was concluded that the most recurrent strategies that are carried out within the classroom to assess the performance of students in learning the English language, and these are the use of exams, quizzes, review of tasks, exercises and participations. Apparently, exams and quizzes use them as summative strategies because they get immediate results on student learning; On the contrary, the revision of tasks, exercises and participations use them as formative strategies. Descriptors: Evaluation, Foreign Language.

The evaluation is a broad and complex activity, because it has various applications: to assess educational centers, programs, teachers, the teaching-learning process, among others. The methodological design because it proposes "understanding human behavior from to" observe ". This way of proceeding allowed to visualize and describe the teacher's recurrent strategies in the context of the ENA, observe the strategies in a natural way, look at the actions of the teacher as a subjective framework, understand the behavior of the teacher from their experiences and background, and consider their work environment as a changing reality.

We have to define what a strategy is, what we call teaching strategies and what we call learning strategies, and what their differences are. When we talk about teaching strategies, they are used by the teacher from the very act of planning. The teaching strategies trace routes, organize and contribute to the good development of the contents, in order to promote the learning of their students where they understand why and what for.

 Talking about teaching strategies implies a look towards the future of teaching and learning. Today with technological advances, teaching strategies go beyond a plan in which guidelines are drawn. Today students handle a variety of resources to obtain information: websites, hard drives, cell phones, virtual communities, etc. .; use and decode different types of language,

 The strategies of teaching the essential teaching strategies are: 1.- such as level of cognitive development, emotional factors, previous knowledge. 2. -Type of general knowledge domain. 3.- goal to be achieved and the cognitive and pedagogical activities that the student must do to achieve it.4.- Constant monitoring of the teaching process, as well as the progress and learning of the students.5.- Constant vigilance of the process of teaching, as well as the progress and learning of the students.

Talking about learning strategies one of the goals of the educational process both nationally and internationally, over many years, is to encourage the student / a autonomous learning, in which the apprentice does not need a constant instructor. All this leads us to immediately identify the tools, strategies and methods to be used to train independent and self-motivated individuals to control their own learning process, grasp the demands of the tasks and respond accordingly, draw study strategies for each situation and this way they value the achievements made by correcting them

their mistakes. How do we achieve all this in an apprentice? Using and motivating these to the use of learning strategies that adjusts to the different situations and knowledge.

The learning strategies that a learner uses in a conscious, controlled and intentional way as a flexible instrument to learn and solve problems. Strategies are necessary tools for the development of communication skills and are integrated sequences of procedures or activities that are chosen with the purpose of facilitating the acquisition, storage in the use of information. Learning strategies are mental operations that are used to facilitate knowledge. They add two characteristics that are directly or indirectly manipulable and that have an intentional character or purpose.

Difference between teaching strategy and learning strategy The teaching strategy is used as a resource that offers pedagogical help applied by an educator, in the learning process; while the learning strategy internalizes a process in the student because, rather, they are behaviors that facilitate learning, and for that they use a large amount of resources, activities and means.

Strategies for learning a foreign language and a foreign language have their antecedents since the sixties of the last century as a result of the advances reached by cognitive psychology, in 1966 the method of Aaron Carter's The Method of Inference in Foreign Language is published, It is good It should be noted that these researchers define the learning strategies of a foreign language as "an attempt to develop linguistic and sociolinguistic competence in the target language to incorporate these into their interlingual competence." These strategies can facilitate internalization, storage, recovery or the use of the new language.

2 Purpose of evaluation and testing:

 The fundamental purpose of the evaluation is to guide the learning process of the students, gather useful information, transmit them to know if they learned or not, know their strengths and weaknesses, in order to plan strategies that will overcome the non-achievements.

An evaluation can serve many purposes; Know what methodology will be adopted in the learning process, Know what materials will be used, Check the effectiveness of the program that was implemented, Identify learning problems of students and the possible causes that originated it, to reorient learning, by referring For purposes, we are focusing on that something??, urgency, need that drives us to perform an action.

Evaluation, like all aspects of the teaching - learning process, must start from general principles that are guiding ideas and concepts such as the following. Principle of integrity, continuity, individuality, scientificity, differentiality and purpose. In this article we analyze two of them.

Principle of integrity: ??? The evaluation must be considered as an integral and unavoidable part of the educational process?. The educational task cannot be conceived without the evaluation of its circumstances: capacities, contents, methodology, evaluative procedures, instruments, indicators, materials, activities, tasks or experiences and their results, to establish the level of effectiveness with which it is carried out.

Principle of continuity: ??? The evaluation must be a continuous process of the educational activity? It is evaluated constantly to track and improve the work of the teacher and the student: before planning; apply the diagnostic evaluation to determine the student's previous experience, what skills he has, his values ​​and attitudes in a work situation. During the process of the activity, to investigate the effectiveness of the process, in order to adapt the teaching to the learning ability of the group course (formative evaluation). At the end, to determine the results of the process, summative evaluation. The continuous nature of the evaluation also translates into the possibility of the application of various evaluation procedures.

 The written test is a measuring instrument whose purpose is for the student to demonstrate the acquisition of a cognitive learning, or the progressive development of a skill or ability. Due to its characteristics, it requires a written response from the student. An examination or evaluation test is a test in which the level of knowledge of physical abilities is measured.

3 Definition and process involved in tests, measurements, evaluation, objective and subjective tests:

They are classified in:

Diagnostic Evaluation: that is done before the new learning to know about the competences and knowledge of the students and where the new ones will start.

Formative evaluation: it occurs within the process to obtain partial data on the knowledge and skills that are being acquired which allows the decision making.

Moments of the evaluation: it is the set of tripartite actions distributed during the teaching-learning process and thus be able to identify an evaluation that occurs before the beginning of the process, another, during the course of the process and another at the end of the evaluation.

Summative evaluation: it is carried out at the end of a cycle, covering long periods of time, to check if they have acquired the competences that can promote the course to the student.

Subjective tests: those whose exercises or questions may vary in their answers and are subject to both the opinion of the teacher and the students, here are exercises of open questions, essays, problem solutions, situation analysis and interpretation of cases.

Objective tests: those whose exercises have a single precise answer, a score that is established in advance that facilitates correction and where the judgment or opinion of the teacher is not affected at all.