Universidad Nacional

Centro de Investigacin y Docencia en Educacin

Divisin de Educologa- Sistema de Estudios de Posgrado
Maestra en Educacin con nfasis en el Aprendizaje del Ingls
Evaluacin en el Aprendizaje del Ingls
Facilitadora: Cindy Rodrguez Soto
Estudiante: Jose Pablo Amador Barrantes

Activity 1 Describing Pictures

1 Work in pairs with a partner to describe the pictures by using the simple past.
2 Take turns providing your personal opinion, sentences, and questions.
3 Share your ideas with your teacher.
Note: Your work will be assessed with the following Analytic rubric
Universidad Nacional
Sede Chorotega
Campus Liberia
Carrera: Diploma en Ingls como lengua extranjera
Curso: Grammatica Intermedia
Professor: Jose Pablo Amador Barrantes
Name ____________________ 16 pts/_____ 5%____

Needs
improvement
(1)

Developing
(2)

Reaching the
purposes (3)

Average
(4)

Clarity of
ideas

Students
ideas,
thoughts, and
arguments
are not wellstated.

Students ideas,
thoughts, and
arguments are
stated in their
work

Students
ideas,
thoughts, and
arguments
are wellstated.

students
ideas,
thoughts, and
arguments
are stated to
support their
work in an
advance way.

Organization

Information
provided by
students are
not wellsequenced
and
organized

Information
provided by the
student is
organized and
sequenced.

Information
provided by
the student is
wellorganized and
follows a
logical
sequence.

Information
provided by
the student is
organized and
sequenced in
an very clear
way.

Pronunciation The
pronunciation
used by the
student is not
always
correct

Student
mispronounces
some words

Student
pronounces
words in a
clear way, still
some words
need
improvement.

Student's
pronunciation
is very clear
and let the
student enrich
their
argument.

Grammar
structures

The use of
grammar
structures is
present but
there are some
mistakes to
improve.

The use of
grammar
structures let
the student
enrich their
their
arguments

The use of
grammar
structures is
always
present and
let the student
enrich their
argument in a
positive way.

The use of
grammar
structures are
not wellstructured by
the student.

Activity 2 Reading http://www.govisitcostarica.com/region/city.asp?cID=402

1 Do the following reading.
2 extract all of the possible words you might not know
3 Discuss the vocabulary words with a partner to help each other.
4 Do the reading again.
5 Now place a situation in which you both visited that place and start talking about
this experience, make sure you use the simple past tense.
Note: Your work will be assessed with the following hybrid rubric.

Universidad Nacional
Sede Chorotega
Campus Liberia
Carrera: Diploma en Ingls como lengua extranjera
Curso: Grammatica Intermedia
Facilitador: Jose Pablo Amador Barrantes
Name ____________________ 20 pts/_____ 5%____

Aspects to assess

Comments

Scale (1- 5)

Organization of ideas
Use of vocabulary words related to the reading
Use of grammar structures.
Pronunciation and intonation

Rationale
The previous rubrics are some examples of instruments teachers can use to
assess their students work. Its design is not easy since there is certain analysis
behind it. It is important to mention that there must be certain agreement between
the instruments and the the target task to assess, otherwise it wouldn't be reliable
and even applicable.
The first rubric is an analytic rubric, it was designed with the purpose of
assessing the students oral production in a task that integrates different elements
such as interaction, culture, and constant feedback from the teacher and

classmates. In this task students are expected to describe some pictures given by
the facilitator which implies a lot of aspects to be assessed.
Some aspects to assess are clarity of ideas, organization, pronunciation,
and the proper use of grammar structures. A characteristic really important to
mention is that students have been taught to use those aspects in their speech so
they are assessed with aspects they are familiar with.
When applying instruments to assess our students, it is important to keep in
mind that whatever we design have to be done to support the students knowledge
and let them get feedback from us. For this reason, the use of this type of rubric
provide students certain knowledge about their progress and if they are interested
on improving they will pay attention to the information provided by the rubric.
This rubric is going to be use in an individual way, there are 20 students and
the teacher is going to use to assess the students work and to know in a more
detailed way the students progress and needs for further improvements in the
teaching practices.
The second rubric is a combination of qualitative and quantitative ways to
assess. Its aspects to assess are somehow similar to the previous rubric.
This rubric is going to be use individually as well as the previous one and
with the same group. The task itself intends students to end up interacting among
them which turn the activity very communicative and supported by aspects such as
students previous knowledge, exchange of knowledge, and exposure to the real
language.

Something really important to mention is that activities like this ones are the
ones students are familiar with, so it will benefit their work since they know step by
step how to perform the task and how to develop the aspects to assess correctly.
In terms of the way students get feedback from the teacher, this rubric
provides a qualitative space for the teacher to be specific with what the student
need to work on or support to enrich their knowledge. This type of rubric let the
teacher provide feedback in a more specific, detailed, and analysed way, which are
things that some other rubrics lack.
In case of the scale, it is going to be graded from 1 to 5, 1 meaning the minimum
and 5 meaning the maximum. The number is going to be given by the teacher
according to what he considers propers and he will also explain to the student the
reasons why each number is given.
More than a number this rubric let the teacher be opened and analyse
students according to their needs and previous knowledge, it is important to
understand that this instrument is elaborated with the purpose of helping students
rather than providing a score. This is an aspect the many teachers are forgetting
nowadays, they elaborate instruments that are not students- friendly because the
only concern is to have students gain their grade.