evaluation of united learning I ... topic 3
UNIT I ...
THEME III
1 ... .. Alternative strategies and instruments
for evaluation, design and applications
The methods and procedures used in the
evaluation process must respond to a set of rules, principles, techniques and
instruments according to the different competences, blocks of contents and
objectives to be evaluated. These methods and procedures will be planned,
applied and verified in a coherent and rational way during the learning
process.
Obviously, the evaluation process responds to a
set of actions to be followed in order to assess and verify the learning
results in the student, based on rules established according to the competences
and objectives to be evaluated, which allow teachers, through planning ,
establish the techniques and instruments to be used according to the
alternative evaluation strategy, which in No one doubts that learning is the
core of educational action. As it is reflected in different writings, the
evaluation conditions in such a way the dynamics of the classroom that it could
well be said that the moment of truth is not that of learning but that of
evaluation. The summative and formative evaluation is present in all school
planning, in all programming, in the same classroom.
The evaluation has been an external element to
the activity of learning. It has been considered and considered, both from the
qualitative and quantitative perspectives, as a means by which we value a
learning and, from the data obtained, new learnings are initiated or, if
necessary, recovery activities are carried out .
It is necessary, that the student learns
to evaluate from an objective and valid perspective, it is necessary that he
knows techniques that can be transferred or adapted in different learning
situation -direct or indirect-, it is necessary that he learns them even
through his own experience and through it be consistent in their
learning.volves the student in their learning.
a) Promote evaluative actions that put into
play the significance (functionality) of new learning through its use in
solving problems, application to different contexts, in the construction of new
knowledge.
b) Avoid memory models in which only the
ability to recognize or evoke is revealed.
c) Promote activities and assessment
tasks that make sense for students.
d) Use a varied range of evaluation activities
that make the contents work in different particular contexts. The important
thing is to contextualize, that is, to vary as much as possible the frameworks
in which it is evaluated.
e) Evaluate the same content with different
techniques: an evaluation activity is partial in terms of the nature and
breadth of the meaning relationships it explores, it is foreseeable that the
student will have other significant relationships than the evaluation
instrument or procedure which is used fails to achieve.
There is variety in learning styles, attention
span, memory, pace of development and forms of intelligence.
2 ... Basic principles of A.A
In the Alcoholics Anonymous (AA) book of 1939,
the slogans and proposed guidelines for abandoning an addiction are explained.
The strength of religion is brutal and is also considered a progressive,
incurable and deadly disease that affects the person in three dimensions: (a)
Mental, (b) Physical and (c) Spiritually and whose treatment can be done
through of spiritual principles and values.
The program proposes a practical method, based
on complete physical abstinence (including the awareness that alcohol is a
drug) and a deep behavioral, mental, emotional and spiritual change, as hope of
recovery.
Recovery is a maturing process, of
constant mental, emotional, social and fundamentally spiritual growth, since
the change in the other dimensions is conditioned by the practice of values
or spiritual principles, such as: faith, hope, surrender, acceptance, honesty
, receptivity, goodwill, tolerance, humility, patience, unconditional love,
sharing and interest in others, among others.
The Twelve Steps of Alcoholics Anonymous
1. We admitted that we were powerless over
alcohol, that our lives had become unmanageable.
2. We came to believe that a Power greater than
ourselves could restore us to sanity.
3. We decided to put our wills and our lives
into the care of God, as we conceive it.
4. Without fear we made a thorough moral
inventory of ourselves.
5. We admit before God, before ourselves, and
before another human being, the exact nature of our defects.
6. We were entirely willing to let God free us
from our shortcomings.
7. We humbly ask you to free us from our
faults.
8. We made a list of all those people we had
offended and were willing to repair the damage we caused them.
9. We directly repaired as many as possible the
damage caused, except when doing so entailed harm to them or to others.
10. We continued making our personal inventory
and when we were wrong we admitted it immediately.
11. We seek through prayer and meditation to
improve our conscious contact with God, as we conceive him, asking him only to
let us know his will for us and give us the strength to fulfill it.
12. Having obtained a spiritual awakening as a
result of these steps, we try to carry the message to the alcoholics and to
practice these principles in all our affairs
The Twelve Traditions of Alcoholics Anonymous
1. Our common welfare must have the preference;
Personal recovery depends on the A.A.
2. For the purpose of our group there is only
one fundamental authority: a loving God as expressed in the conscience of our
group. Our leaders are no more than trusted servants. They do not govern.
3. The only requirement to be a member of A.A.
it is wanting to stop drinking.
4. Each group must be autonomous, except in
matters that affect other groups or Alcoholics Anonymous, considered as a
whole.
5. Each group has only one primary objective:
to carry the message to the alcoholic who is still suffering.
6. A group of A.A. You should never endorse,
finance or lend the name of A.A. to any related entity or outside company, to
avoid that the problems of money, property and prestige divert us from our
primary objective.
7. Every group of A.A. he must keep himself
completely, refusing to receive contributions from others.
8. A.A. It will never be professional, but our
service centers can employ special workers.
9. A.A. as such it should never be organized;
but we can create boards or service committees that are directly responsible to
those they serve.
10. A.A. has no opinion about matters unrelated
to its activities; consequently, his name should never be mixed up in public
controversies.
11. Our public relations policy is based on
attraction rather than promotion; we need to always maintain our personal
anonymity before the press, radio and cinema.
12. Anonymity is the spiritual basis of all our
Traditions, reminding us always to put principles before personality
The Twelve Concepts for World Service
1. The final responsibility and the fundamental
authority of the World Services of A.A. they must always reside in the
collective consciousness of our entire Community.
2. The General Services Conference of A.A. it
has become, for almost every practical purpose, the active voice and effective
conscience of our entire Community in its world affairs.
3. To ensure effective management, we must
equip each of the elements of A.A. (the Conference, the General Service Board,
service corporations, management personnel, committees and executives) of a
traditional "Right of Decision".
4. At all levels of responsibility, we must
maintain a traditional "Right of Participation", in such a way as to
allow the voter representation in reasonable proportion to the responsibility
that each level must assume.
5. A traditional "Right of Appeal"
must prevail throughout our structure, thus ensuring that the opinion of the
minority will be heard, and that requests for rectification of personal grievances
will be considered carefully.
6. The Conference recognizes that the main
initiative and active responsibility on most World Service matters must be
exercised by the Custodians who are members of the Conference when they act as
the General Service Board.
7. The Constitutive Charter and the General
Service Board Bylaws are legal instruments that empower Custodians to govern
and conduct World Service matters. The Act of the Conference is not a legal
instrument, but it is supported, to make its purpose effective, in the
tradition and heritage of A.A.
8. Custodians are the main planners of general
policy and finance. They have administrative supervision of the service
entities that are constantly active and incorporated separately, and exercise
this function through their power to elect all the directors of those entities.
9. For our future operation and security, a
good service direction is indispensable at all levels. The primary direction of
World Service, which was once exercised by the founders, must necessarily be
assumed by the Custodians.
10. Each service responsibility must correspond
to an equivalent service authority, the scope of said authority being always
well defined.
11. Custodians should always have the help of
committees, directors of service corporations, executives, office staff and
advisors that are the best possible. They should therefore pay special
consideration to the composition, personal merits, admission procedures, rights
and assigned duties.
12. The Conference will comply with the spirit
of the Traditions of A.A., taking special care that it never becomes the seat
of dangerous wealth or power; what funds
sufficient for its maintenance, plus an
adequate reserve, be its prudent financial principle; that no member of the
Conference be ever placed in a position of excessive authority over any of the
others; that all important decisions are reached by discussion, voting and
whenever possible, by substantial unanimity; that no action by the Conference
is ever punitive to persons, or an incitement to public controversy; that he
should never take any government action. And that, as well as the Society it
serves, it will always remain democratic in thought and in action.
3 ... The realization of the I PA
It was a continuation of three other
investigations and activities that had helped to determine the planning of the
I PA project. In the period of 1962-1968, According to the results of this
study, it was especially the children of the working class who were already
lagging behind in the first school year, it was also found that the teaching of
recovery ("remediation") did not suffice effect. On the other hand,
the number of students with problems was too high. The conclusion was drawn
that it was necessary to address a more ambitious plan to improve education. In
order to introduce this improvement, an external assistance system was created.
The second starting point of the IPA was
the so-called "Amsterdam Emergency Advisory Service" (1970-1971), an
initiative of parents, teachers, students, researchers and volunteer
assistants. This service pointed out the appalling conditions of life and
education in the old urban neighborhoods of Amsterdam. At the same time, the
research demonstrated the consequences of these circumstances: integration of
different types and forms of aid; strengthening of school, family, neighborhood
relationships; generalization of the theory that schools facing serious
problems have the right to obtain additional means or aid; initiation or
participation in various forms of collective action.
I PA, officially legalized project, had
its origin in the so-called "spring research" of 1971. The
municipality of Amsterdam opted for a politice of pedagogical support and lent
its support to a septenal project of renewal of teaching in the old urban
neighborhoods . All the first school years were examined through spelling and
reading comprehension tests, the results of which were used to determine the
schools that needed prior counseling. At the same time, several of these schools
were invited to participate in the I PA. In this way, situation data were
obtained that allowed comparing subsequent results.
The IPA, therefore, offers solutions
aimed at social and school changes. This does not intend that innovations serve
as compensation for alleged deficiencies among the children of workers, but are
part of a widespread aspiration to social change. In the pedagogical field, the
intention is to impart to the students a type of teaching whose influence
persists in the future
OBJECTIVE OF THE IPA: The general objective
that the I PA was proposed was to develop means, procedures and structures in
the fields of educational influence and the environment, using the rules of
active research, to achieve the constant reduction of the educational problems
of the children of workers. This objective has been formulated In relation to
the educational process: Evolution of the collective teaching towards the
individualized one, putting the emphasis on the group work, Integration of
teaching and expression activities. Evaluation of the students oriented to the
progress of each one in relation to the teaching subject, instead of judging
them by the comparison of each other. Increase in the relationship between
kindergarten and primary school in order to achieve long-term programmatic
integration.
The IPA also pursues: In the field of
school-family relations, a greater affinity between the experiences lived by
children at home and at school, as regards school-neighborhood relations,
starts from the principle that The desire to learn arises from the conviction,
through experience, that the acquisition of knowledge and skills is useful.
With regard to democratization, the I PA is the institutional continuation of
the Emergency Advisory Service, an organ integrated into the broad emancipation
movement of the 1960s. The conditions for the renewal and democratization of
education to be likely to succeed are : Acceptance, cooperation and improvement
on a large scale. The motto of the I PA was: "do not democratize
alone" - As for the study of action, it is reflected in the background of
the I PA, the research has objectively demonstrated the school delay of the
children of workers.
The IPA arose because the delay of the children
of workers was considered undesirable. The investigation of the results of
activities, programmed with the purpose of putting an end to an undesirable
situation, can avoid taking the wrong path, since the new results are valued
according to the objectives that are pursued. The IPA proposes as a first step
a selection of minimum objectives among existing ones. In this way the teaching
is oriented consciously towards certain objectives and energy can be released
for other purposes. The teaching staff is considered as the central figure in
the innovation process. The teacher retains his right 144 to use his own method
of work. He has been as a co-trainer and co-evaluator of the modification
process. This will lead, among other things, to the emergence of a new
evaluation concept
IPA DESIGN: began its activities in the school
year 1971-1972, with the advice and support of a fairly small number of
kindergartens, primary schools (14 of each level) and three experimental
schools. The innovation plan was made, in accordance with the scientific techniques
in force at that time, implementing the innovations systematically and
gradually. Therefore, the innovations introduced in the experimental schools
would have to be checked before they were taken to other schools. The extension
to other schools was not carried out until a few years later, that is, after
having developed the experiences acquired. Since 1973, the IPA was expanded
with a large number of kindergarten and primary schools, scattered throughout
the city, applying the global evolution model.
INITIATIVES IN THE FIRST CYCLE: The activation
programs are constituted by books in which the group of subjects is grouped
around a central theme or concept. They aim to serve as concrete examples of
how to combine the achievement of the usual objectives in teaching, with a new
form of education, which is characterized by expressing the children's
experiences in the themes and also by maintaining a close collaboration between
schools, family and neighborhood. The first book of the nursery school is entitled
"At home" (hol. "Thuis"). The subject books help the
student to expand their sphere of activity, through small excursions that are
interrupted to give way to other functions that are repeated habitually as
"eating", "sleeping", etc. The last books of the primary
school take students to the "port", "out of town" and,
finally, "back to the city". Each book contains a scheme in which the
possibilities of the program are indicated, distributed in four main sections:
description of the topic, suggestions for a creative elaboration, practical
suggestions and didactic means in the form of games. It cannot be said that
although this has not been the intention of the IPA, the programs introduce a
change on their own, since the need that is constantly experienced that
teaching links with the students' daily experiences, makes this result
impossible.
RESULTS IN THE FIRST CYCLE: The IPA wishes to
increase the possibilities of teaching the children of workers. To achieve
this, it is necessary, in the first place, to stop the oxidation of their
talents, already proven at the beginning of their school career. Their
objectives would be reduced the percentage of laggards, -had increased the
average level, -the more advanced were not restrained by innovations.
EXPERIMENTS OF INTEGRATION: Although after some
years the situation improved, still speaks students with low performance in
reading and writing at the end of the first grade. Two were, apparently, the
factors responsible for these results. In the first place, the primary school
did not have sufficient means to adapt to the skills and individual development
of the students, nor did the subject books satisfy this need.
to. Secondly, the lack of continuity between
nursery and primary education was another factor that affected this negative
result, given that at that time there was still a marked separation in the
Netherlands between the teaching of nursery the one that the teacher taught the
classes adapting to the desires that the children manifested for learning and
the primary school, in which learning was an obligation and the student had to
follow the rhythm imposed by the teacher.
TEACHING OF ARITHMETICS: Through the
division into phases, introducing first the linguistic concepts and only after
the practice of technical skills of calculation, the content of the teaching of
mathematics was modified in the first cycle of primary school. In the second
cycle the content was not modified, but the didactic method, since the
experiences of Enschede had shown, as already indicated in section three when
talking about the minimum objectives, that introducing two radical
modifications at the same time (more content, more method) was too much for the
The schools that have a large number of children of workers.
4 ... .AUTOMOVIL BRITISH CLUB. (Strategies)
Twelve key points in the British strategy for
the "brexit"
London, Jan 17 (EFE) .- The British Prime
Minister, Theresa May, today established in a speech in London a strategy with
twelve key points for the negotiations on the departure of the United Kingdom
from the European Union (EU):
1.- Certainty and clarity. May vowed to present
"clearly" his intentions in the negotiations with Brussels
"whenever possible", in order to avoid economic uncertainties. He
also advanced that the British Parliament will have the last word on the final
agreement of exit from the EU.
2.- Control of the laws. The prime minister
advocates to "regain control" of legislation and abandon the
jurisdiction of the Court of Justice of the European Union (CJEU).
"Leaving the European Union means that our laws will be drawn up in
Westminster, Edinburgh, Cardiff and Belfast," he said.
3.- Strengthen the United Kingdom. The British
government will take into account the views of the autonomous executives of
Scotland, Wales and Northern Ireland in the negotiations on the
"Brexit", at a time when Edinburgh is threatening to push a new
referendum on its independence.
4.- Maintain communication with Ireland. The
exit of the EU will raise a new barrier between the Republic of Ireland and the
British region of Northern Ireland. For May, it will be an "important priority"
to find a "practical solution" in this field to "not return to
the borders of the past."
5.- Control of immigration. The British
Government wants to limit the number of EU citizens arriving in the UK, while
aiming to attract "the best and brightest" Europeans to "work or
study" in the country.
6.- Rights of the community members. May hopes
to reach an agreement as soon as possible with Brussels to guarantee the rights
of the community members who are already living in the United Kingdom and the
British who live in other EU countries.
7.- Rights of workers. London plans to move
current European laws to British national legislation to ensure that workers'
rights "are maintained and are perfectly protected."
8. Free trade with Europe. May plans for the UK
to leave the European single market and instead forge an "ambitious free
trade agreement" with the bloc. That trade pact "should give British
companies maximum freedom to trade and operate within the European markets and
allow European companies to do the same in the United Kingdom, "he
described.
9.- International agreements. The prime
minister is committed to creating a "global United Kingdom" with the
capacity to forge new trade agreements with third countries. The full stay in
the community customs union would prevent London from initiating these
negotiations separately, and it hopes that this will be one of the key points
in the future dialogue with Brussels.
10.- Science and Innovation. The United Kingdom
aims to continue working together with the EU on science and research projects.
11.- Cooperation in security and terrorism. May
stressed that he hopes to continue working with the European Union on
strategies against terrorism and international crime, as well as on defense
policies.
12.- An ordered "brexit". The prime
minister hopes to have sealed an agreement with Brussels when the legal
deadline of two years for negotiations ends, which will begin when London
activates Article 50 of the Treaty of Lisbon.
5 ... .. EVALUATION OF ORAL LANGUAGE:
Oral language is one of the essential learnings
for being the main instrument through which we can represent, interpret and
understand reality; build and communicate knowledge; regular and
self-regulating behavior, emotions and thoughts; understand others and communicate
with them. Likewise, the written language is the representation of the oral
code and, therefore, difficulties in its development, limits the access and
mastery of the written code being both basic instruments and very present in
the teaching-learning and communication dynamics that are established in the
classrooms. Currently, schools welcome a great diversity of students and
language, for personal, cultural or social reasons, is one of the
differentiating elements between them.
The educational intervention contemplates
as a principle of quality, the attention to a diverse student body, which is so
much for its personal characteristics, as for the ways of learning and
establishing relationships.
There are many tests for the evaluation of
language although they are mostly intended for the general population. There
are a significant number that are considered the most used. Next I will present
the 12 that I consider most used for the evaluation of the language:
1) Revised oral language test of Navarra
Excellent screening test to assess the development of language in children
between 3 and 6 years. Quickly and easily assess the essential elements of
language: phonology, semantics, morphosyntax and use. If we detect delays or
alterations with this test, we must make a deeper evaluation.
2) Peabody-III image vocabulary test
Evaluates the comprehensive vocabulary of
children from 2 years and up to 18 years old. The test consists of 192 sheets
in which 4 drawings are shown. The child must indicate which one the evaluator
has named.
3) Reynell language development scale
Evaluates language development from 15 months
to 7 years and 6 months. Values comprehension (single words, names of
objects, agents and actions, attributes, verbs, vocabulary, complex grammar,
inferences, etc.) and expression (simple words, verbs and sentences,
inflections, verb tenses, complex structures, etc.). ). The expression is
organized into three areas, morphosyntax, content and vocabulary, which are
added to give a global score.
4) Illinois Test of psycholinguistic skills
Values the verbal competence of children
between 3 and 10 years old. Evaluate phonology, morphosyntax and content. The
model of language on which the test is supported is the model of Osgood and
Sebeok, model of behaviorist orientation that organizes psycholinguistic
processes in three areas: receptive, expressive and associative, which in turn
are subdivided on the basis of the route involved in processing, visual or
auditory-verbal, as well as the depth of information processing, which can be
automatic or representational.
5) MacArthur communicative development
inventory
Comprehensive questionnaire for parents that
consists of two versions, 8 to 15 months and 16 to 30 months, and evaluates the
communication and language acquisition processes. The first version analyzes
vocalizations, first words and gestures. The second one studies vocalizations,
words and grammar. For each of the areas, the questionnaire offers a large
number of examples. The task of the families is to identify those achievements
that your child has acquired.
6) T. S. A. development of morphonsyntaxis in
the child
Test aimed at assessing the comprehension and
production of grammatical structures in children between 3 and 7 years old.
7) Comprehension test of grammatical structures
Evaluates the grammatical comprehension of
children from 4 to 11 years of age.
8) Objective and criterial language bank
Very comprehensive tool that consists of 4
subtests, each evaluating the following aspects: morphology, syntax, semantics
and pragmatics. It is aimed at people between 5 and 14 years old. It was
designed specifically to evaluate the Castilian. Applying it completely
requires a lot of time, so there is an abbreviated version of screening 9)
Pre-school language assessment scale PLS-4
Values the development of comprehensive and
expressive language from birth to 6 years and 11 months.
10) Test of basic concepts
Test that evaluates the knowledge that children
between 4 and 7 years have about essential concepts (time, space ...). In 2012,
the publication of the first Spanish adaptation of the test is planned.
11) Induced phonological record
Assess phonological development in induction
and repetition tasks. It has been measured with children between 3 and 7 years
old.
12) Checklist of communication in children,
second version
Questionnaire aimed at assessing limitations
and strengths in different aspects of language (speech, syntax, semantics,
coherence), its use (initiating conversations, stereotyped language, adaptation
to context, non-verbal communication), as well as in areas characteristically
altered in ASD (social interaction and interests). It is aimed at children and
adolescents between 6 years and 16 years and 11 months who use phrases. It is
baremado (although not in Castilian), offering scores by areas and general.
Despite this, we can use a translation of the questionnaire and analyze it
qualitatively.
6 ... ... EVALUATION OF READING
Current theories on reading comprehension
consider that the reader does not limit himself to passively receiving
information, but rather constructs a meaning based on the interaction of
textual information with the previous knowledge he already possesses.
Therefore, the knowledge that the subject brings interacts with the visual
information (the written word) from the text, which gives rise to meanings,
meanings or non-identical content, which will also depend on the context in
which it occurs. This construction of the meaning of the text involves
strategies of prediction, formulation of hypothesis, verification and
integration of syntactic, semantic and graphic information. In addition, each
reader has a different approach to the texts he reads, depending on the purpose
of his reading and his vision of the world.
The evaluation of reading comprehension in the
classroom poses a different view regarding the learning of students, relieving
cognitive skills that cross the curriculum and that develop and take shape in
the contents proposed in the Curriculum Framework, posing different evaluation
situations , including diversity of types of texts and presenting clear
criteria for review of open questions.
From a current conception, learning and
evaluation are imbricated processes. The evaluation gives (or should give) the
opportunity to continually feedback the student on how and what he / she is
learning. In the classroom when the student listens to the teacher and asks a
question, the teacher "evaluates" (or should evaluate) the ability of
the teacher to student to integrate the information, to associate it with other
knowledge, to analyze the raised, etc .; When the student answers a question
that requires an inference from the text read, and that a month ago could not
answer, the teacher is following (or should do so) on his reading
comprehension, on the conditions that favored that achievement, on how to
project your learning. These behaviors (among others) of the students are
observed by the teacher and integrated into their baggage of information about
each student to the extent that they consider that said behaviors are relevant
and that they effectively give information about their students' learning. .
That is to say, what the teacher considers relevant to evaluate is what he
considers important that they learn.
For this reason, recognizing the importance of
each one of the skills that allow to understand in depth the curricular
contents related to reading comprehension, is essential in the teaching work.
But, in addition, you must have the tools to plan appropriate situations and
assessment instruments. Together with this, these plans must be coherent
between what is intended to be evaluated and the evaluation instrument or
situation that is designed for it. The difficulties that teachers face are not,
most of the time, due to a lack of willingness or resistance to change, but due
to a lack of information or knowledge about how it is possible to transform
significant learning situations or activities into pertinent and relevant
evaluation situations. . In addition, the inferences can be referred to the
form or content, since all this contributes to the construction of the meaning
of the text. Every text has explicit and implicit information.
The final product that is obtained from the
reading performance in terms of speed is expressed by the number of words that
the person has been able to read in a certain unit of time. The reading product
will be specified in the number of words per minute read: the greater number of
words, the greater speed and, therefore, the better product obtained. As for
accuracy, the reading product will be given by the number of errors committed
or not during the reading process, so that the fewer errors, the better reading
result.
Finally, the reading product and, therefore,
the evaluation of the reading made by a person, will depend on the degree of
comprehension of the text, that is, on how it has been assimilated, appreciated
and interpreted; whether the main or secondary ideas have been captured; if it
is capable of producing summaries or summaries; if you know how to structure
and indicate the parts that make up the text; if it is possible to
differentiate the literal sense of the figurative sense, etc. In short, if you
know how to apply the critical sense to the read to stay with the truly
important, eliminating all superfluous or superficial.
If we are introducing these descriptive and
qualitative aspects we will go deeper into the formative evaluation of reading.
The process of reading evaluation is usually conditioned by:
• The degree of difficulty of the text read:
the texts are usually classified according to their difficulty in the following
grades: a) little difficulty: comics, magazines, comics ...; b) medium
difficulty: textbooks; and c) great difficulty: scientific and technical texts.
• The degree of reading accuracy: a speedy
reading full of errors of accuracy: omissions, substitutions, fragmentations,
etc., will be a deteriorating reading product with a significant loss of
comprehension.
• The degree of reading comprehension: it is
totally dispedagógico to promote a fast reading training without being linked
to the exercise in accuracy and reading comprehension.
The process of reading evaluation is
increasingly necessary in our days, since for a long time it has been thought
that a person, when he learns to decode some letters, already masters reading
and can read. And it is not like that. Many people read slowly, with errors and
little fluency, and hardly understand what they have read.
Currently, learning and teaching of reading
must necessarily include the reading assessment to know the profitability that
the subject is able to obtain from reading. In a society like ours where we are
inserted, whether we like it or not, in the literate culture, where the media
and the Internet seem to invade everything, it is essential to take into
account the reading assessment to deepen the learning and correct the deficits
that a person can present.
7 ...... WRITING EVALUATION:
Writing is a practice that involves a lot of
skills and the development of knowledge at different levels. Through it we
communicate with people and institutions, so it is a form of social interaction
and collective creation. The essential difference between writing and oral communication
is that the latter is immediate, but does not naturally remain through time,
while writing can endure. It is also a competence that develops throughout life
and that we never stop learning. The quality of writing in our students can be
greatly improved and this ability must be worked on systematically from primary
school. However, many times we face dilemmas about how to do it: what aspects
to address in basic education? How to intervene in the writing process and
model its development? and how to give relevant information to students about
what they need to improve?
As well as it is a Process directed to provide
information to the writer that allows him to improve the textual construction.
This evaluation requires both an assessment of the writing process within a
context or environment [1] and the written text itself, from a product
perspective. In addition, the evaluation involves providing feedback to the
writer about the process and the product of his writing.
An evaluation process for the learning of
writing incorporates the following elements: an object, a task, some criteria,
a means, a technique and an evaluation instrument. In order for this process to
be formative for the writer, it is also necessary to delimit a feedback
strategy.
1.-The purpose of the evaluation of writing
addresses the dimensions of the process and the product writer. In relation to
the process, we can consider all or some of the writing phases of the cognitive
models: planning, textualization and revision. The evaluation of these phases
has a recursive nature, given that the writer (with or without the intervention
of a third party) in the execution and revision rectifies his own planning or
rewrites the text on a recurring basis (Hayes & Flower, 1980). In relation
to the product, the evaluation attends to the different structures that make up
the text: superstructure, macrostructure and microstructure (Van Dijk, 1983,
Fuentes, 2000)
2.-Whether it is the decision of the writer or
another person (for example, from a teacher to a student), the evaluation is
framed in a communicative purpose that is specified in a writing task. In this
sense, the evaluation is associated with the type of task proposed. In a
learning process, the writing evaluation should focus on the analysis of
relevant tasks (the preparation of a shopping list or an essay) and should
assess the way in which the writer applies what he has learned in different
contexts. . The realization of these tasks requires the decision maker to make
decisions about the nature and meaning of written communication (for what
purpose, for whom, how, etc.) (Grabe & Kaplan, 1996). Finally, the
evaluation is also of the way in which the writer solves said conflicts (how to
order the elements of the shopping list, coherence and textual cohesion in an
essay, etc.).
3.-The evaluation of the writing is guided by
some criteria. An evaluation criterion is a quality objective that determines
which writing process or product we consider appropriate. The correction of the
writing of the word, the variety and complexity of the syntactic constructions
or the thematic progression are examples of criteria that are used to evaluate
writing. In an authentic evaluation, the value of writing is contextualized;
that is, the writing acquires a functional character in the medium in which the
evaluation is carried out (school, editorial or family).
4.-The evaluation is done on
evidences (the medium) that are related to the process or the product of the
writing. An essay, the video recording of a child writing on a blackboard, an
email or a shopping list written on a piece of paper or a mobile phone
represent the evidence that allows writing to be assessed. These means are the
places where the writing is specified and determine some of its fundamental
characteristics. The means of evaluation is the evidence and the task, the path
that leads to it.
5.-The technique represents the systematic
strategy through which the writer or the reviewer is faced with the assessment
of writing from the evaluation criteria. The writer process is analyzed
comparing the thoughts and actions that the student develops while writing with
a reference, which is usually articulated around the phases of planning,
textualization and revision of the writing. The product of writing (a shopping
list, a story or an essay) is approached from the discourse analysis (Fuentes,
2000).
6.-This analysis of writing is more systematic
when it is based on an evaluation instrument; that is, in a tool that
facilitates the evaluative work. The checklist, the scale of estimation, the
rubric are examples of instruments that can be used in the evaluation of a
cooking recipe or the description in an instruction book or a novel.
7.-A truly formative evaluation incorporates
feedback or feedback to the writer. We define feedback as that information that
is provided to the writer about the result of the evaluation and that serves to
improve both the process and the product of the written text. The information,
which is returned after the evaluation of a text written by the teacher to his
students, an editor to an author, or a writer likewise, would be an example of
feedback.
Some writing evaluations conclude with an
evaluative judgment in the form of a score or rating that synthesizes the
evaluation process described above. These situations are more typical of school
or academic contexts.
8 .........
OF CONTENT OR AREA
Evaluating in a specific area involves
recognizing a differential fact in the didactic framework, derived from the
peculiarities of the subject matter of learning, because it requires the
adaptation of the theoretical assumptions of what, in general terms, is
evaluation. With this adaptation / adaptation the intervention character of the
specific didactics in the educational process is checked and, at the same time,
the need to have instruments and resources particularly designed for each area
becomes evident. In short, the assessment of learning of a subject of
interactive nature, such as language, which is continually increasing in the reality
of the classroom and with the contributions of various sources and models, must
contemplate the methodology applied by the teacher, the adequacy of the
sequencing of objectives and contents, as well as the learning activities and
their correspondence with the type of evaluation.
On the other hand, the ineffectiveness of the
approach centered on the attribution of qualifications is the cause of certain
demotivation of the teaching staff before the evaluation activity. And,
certainly, demotivation increases when one reflects on the meaning of a
numerical rating - what does a 5 indicate, as a qualification of "the
subject of Language", or of an exercise, if it does not indicate the type
of limitations or the domains? learned? - or about the difficulty of
establishing / assigning numerical equivalences to the diversity of
appreciations, evaluations, intuitions, productions, etc.
The defining plurality of attributions and
functions of the evaluation is due less to its polysemic character than to its
semantic amplitude. «Evaluation is one of those words that can have many
meanings; It seems to mean something different for each person.
"Certainly, it is a term that says different things, either by the same
data that is obtained, or because of the different conception of it. Obviously,
the ability to suggest the term evaluation is the cause of the disparity (and,
in part, dispersion) of options, criteria and evaluative proposals that we
face. Sometimes, this disparity of conceptions produces the effect of
disorientation, not only among students, but also among teachers. Judging,
observing, comparing, assessing, qualifying, correcting ... are abstract terms
-none of them equivalent to evaluating- that accommodate the diversity of
evaluation conceptions that the teacher assumes and that, let's not forget, is
also formed by The students, as some of these concepts predominate, manifest in
the activities of qualification, correction ..., or observation and evaluation.
Specific aspects
The evaluation in the language area consists in
the follow-up of linguistic-communicative learning processes and in the
observation of the constructivist integration process of the pertinent
knowledge to reach an optimal use, manifest in the production, in the reception
and in the linguistic interaction. Evaluate in the language classroom
the classroom is a space for communicative
interaction - it involves superimposing aspects of linguistic and pedagogical
interaction. That is to say, the generic feature of evaluation in our subject
lies in the observation of two interactive and communicative processes
superimposed (linguistic and pedagogical), which are precisely manifested in
the linguistic actions that are stimulated and developed in the production
Linguistics is, by its very nature, an integrated phenomenon, and any attempt
to isolate and evaluate discrete elements of it destroys its essential holism.
If the purpose is to measure to what extent a candidate is able to use the
language for communicative purposes in a general sense, then it seems
unquestionable that a performance test that measures the linguistic behavior of
the whole student as a communicative activity is necessary, "since It
seems impossible to derive rigorous data about communicative linguistic
performance, using tests where the components of discourse are evaluated in
terms of structures, lexicon or functions.
Evaluating in the language classroom is
not only assessing various types of linguistic productions, but also
appreciating the potential domain of knowledge, skills and strategies shown in
the global communicative interaction (Mendoza et al., 1996: 398-405). For this
it is necessary to clarify with what criteria (referring to adequacy,
coherence, registration, etc.) interactive productions have to be valued,
because there are many cases in which the authenticity of the communicative
processes developed in the classroom, with reference to some learning contents,
they leave ambiguous points about their suitability and validity to be
evaluated as an authentic communicative interaction. Added to this is the
delicate issue of addressing the difficulty of valuing the modes of use arising
from unpredictable actions, motivated by the spontaneity of living situations
and contextualized (a fact that did not escape the critical review of JB
Carroll, 1980 and 1985) and that end up being valued from a certain
unsystematic subjectivity of the evaluator's personal criteria.
Evaluate manifestations of
linguistic-communicative use
The evaluation in the area of language and
its pedagogical treatment can be organized around a double complexity: the
derivative of the normative and creative aspects and the effective interaction
and mastery that the linguistic abilities imply. The communicative evaluation4
-as a modality arising from the critical review of the valuation limitation
characteristic of structuralist approaches and the fragmentary data obtained
from tests and valuations of products (Carroll, 1980) -, attends to the global
assessment of linguistic domains that intervene in all speech activity and its
pragmatic aspects (adequacy and authenticity). From this perspective, according
to B. J. Carroll, stands out the unitary / solidary nature of the linguistic
knowledge that is integrated into the linguistic performance, from where the
aspects related to the use regarding normative and prescriptive issues acquire
relevance. The evaluation, from the communicative approach, focuses, then, on
the performance and on the linguistic abilities that generate and maintain the
communicative interaction.
Evaluate: measurement, comparison, observation?
Evaluation is not measurement; accepting it as
such limits us to the traditional function of indicating the degree of success
reached on a numerical scale, valuing knowledge according to the absence /
presence of errors. It is still frequent that the evaluation is solved through
an act (implicit and / or tacit) of comparing achievements with foreseen and /
or achieved objectives; In short, knowledge compared to pre-established
contents (absolute?) in the sequencing and programming, instead of attending to
the qualitative assessment of the degrees of mastery, achievements and
difficulties involved in learning different types of knowledge.
In the usual practice, the qualitative
observation of the acquisition / learning process of the different linguistic
abilities (applications and use of competencies and domains) is usually
replaced by acts of corrective revision and attribution of qualifications to
the degree of knowledge according to criteria of correction / incorrectness
Evaluation is a process, not a discontinuous
act; we speak, then, of the didactic follow-up (of observation (and not of
control) for the improvement and the facilitation of the progress in the
communicative domains-, by which pertinent data are obtained to value the advances,
domains, deficiencies or difficulties ... of an individual in a specific field
of knowledge and also to judge the effectiveness of a methodology.
Peculiarities of formative evaluation in the
area of language
Enbrinck points out that evaluation is the
process of obtaining information and using it to make judgments, which in turn
will be used in decision making. In the definition, already classical, proposed
by D. Stufflebeam (1987), educational evaluation is the process of delineating,
obtaining and supplying valid information to enable decision making. The
delimitation characterizing the formative evaluation established by Scriven
(1967), 11 in a subsequent critical review of the evaluation methodology (1973)
differentiated between summative evaluation and formative evaluation, and
opposed the functions of judging and controlling, typical of the first front.
to improve, for the second. This conception has been the determining point to
establish a new conception of evaluation and its functionality in the context
and educational process. The need for a formative evaluation arises when the
teacher is12 consciously and consciously involved in the analysis of their
activity and the factors that improve the quality of their teaching13; that is,
when the effectiveness of its task is questioned and it looks for alternatives
of approach, methodology and activities as much of teaching / learning as of
evaluation. In such cases, its analytical-qualitative assessment already
implies the exercise of a careful evaluation of the entire teaching / learning
process. The ideas of reflection, help and process alluded to in this defining
approach are essential in the conception of the formative evaluation model
suggested in this work. Although any evaluation is oriented towards the
formulation of an evaluative judgment14, it should be noted that neither the
judgment of the expert teacher, who knows his students, nor the application of
complex series of standardized or standardized tests, show the real degree of
linguistic competence. -communicative that each individual owns, because of the
evaluative complexity that involves the analysis of the linguistic components
that make up linguistic competence and that are manifested in communicative
action.
Specific aspects
The evaluation in the area of Language
requires a global assessment of very different aspects, ranging from the
evaluation of the components of coherence -suitable structure and hierarchy of
ideas- and the pertinent use of the grammatical components to the pragmatic
factors, which reflect the correspondence between sender / receiver uses;
creative or personal uses in individual production; also the valuation of the
suitable election of register intervenes, etc
Competence and performance have imprecise
limits regarding "objective evidence" about domains and linguistic
abilities (Bordón, 1993).
The development of linguistic and
pragmatic-communicative knowledge not only depends on classroom activity
Linguistic acquisition / learning has a progressive development, through stages
of linguistic domain.
The evaluation proposals jointly attend to the
intercomplementation of production and reception (expression / comprehension).
Evaluation as an intrinsic element of pragmatic
didactics, with mediation function for teachers and that aims to mark a path to
the variables inherent to the concrete interactions of each class, as noted by
G. G. Widdowson (1990: 121-122).
A proposal for a formative evaluation model for
the language area
The teacher who must evaluate specific knowledge,
skills or domains, with its peculiar difficulties of apprenticeship assessment,
does not suffice theoretical works that deal with evaluation from generic
perspectives; Teachers find it necessary to have comprehensive and qualitative
evaluation models that allow them to know the effective communicative capacity
(knowledge and know-how) of students and indicate the limitations (strategic or
production) manifest in the performance of the student. the need to have broad
and formative qualitative models that integrate various instruments into their
structure (questionnaires, observation guidelines, observation lists, criteria
relation for specific skills, descriptive scales, rating scales,
self-assessment scales ... Teachers must have at their disposal procedures in
which observation, the application of description and assessment instruments
provide specific and nuanced evaluations of the data obtained.
The evaluation of the teaching / learning
process is the systematic gathering of evidence, in order to determine if in
reality certain changes (learning) occur in the students, and also control the
stage of learning in each student. To improve the teaching activity and to
optimize and facilitate the learning of the students, during the same teaching
/ learning process. From this conception we derive the objectives and
functions:
Generic objectives: To guide the student in the
learning construction activity.
o Functions: The teaching / learning process
and the effectiveness of the programming design.
or - The specificity of the difficulties, the
development of language skills and the relationship and integration of
knowledge.
o Monitoring of students' attitudes
(sociability, participation, teacher-student relationship, student-group
relationship, autonomy, responsibility ...) and learning outcomes regarding the
progress and achievements of the objectives.
o Monitoring of students' attitudes
(sociability, participation, teacher-student relationship, student-group
relationship, autonomy, responsibility ...) and learning outcomes regarding the
progress and achievements of the objectives.
9 ... EVALUATION OF THE PORTFOLIO
Real wind performance vs. the expected
The wind speeds experienced by a project can
vary unpredictably (although, generally, within well-defined limits). Other
sources of deflection include:
• Fluctuations in plant performance factors,
such as equipment availability
• Errors in the pre-preparation of energy
production estimates related to the losses of the plant
• Team
performance
• Spatial distribution of the wind resource
(wind flow model), wind shear and wind measurements
Do they have correlation?
By adding the net production values of
P75-P99 for a portfolio of renewable projects directly, it is assumed that the
uncertainties are perfectly correlated, which is usually not the case. Analysts
would estimate the probability distribution of the deflections for each project
and add the probability distributions of the individual projects to obtain the
probability distribution of the entire portfolio. In fact, unless the projects
are side by side, the fluctuations of the resource have no correlation, in the
same way that other sources of uncertainty, so that the deflections of a
project are compensated by other projects.
The benefit of the portfolio
When evaluating a portfolio as a whole, the
result is that the error distribution for the combined production of the
projects is often narrower than the error distributions summed from the
individual projects. This is known as the portfolio benefit, which can
translate into lower risk for the net income of the owner of the portfolio. To
determine the benefit of the portfolio, it is necessary to estimate the
correlations of the various sources of uncertainty and then combine the results
to arrive at an estimate of the probable deflections of aggregate production.
The perfectly correlated project uncertainties give no benefits, while the
perfectly uncorrelated project uncertainties give maximum benefits.
Our focus
ASWT has developed a work scheme to carry out
this analysis. The benefit of the portfolio is defined as the amount of error
reduction by evaluating a portfolio as a whole instead of evaluating each
project individually. This benefit, if realized, should result in a lower risk
with respect to net income for the project owner. This requires subjective
judgments in many cases, with the important exception of the variability of
resources, which can be determined from historical data.
Among the sources of wind uncertainty typically
evaluated are:
• Uncertainty in the measurement of the
resource
• Historical climate adjustment
• Losses of the plant
• Variability of the future resource
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