The Basic Aspects of Socio-cognitive Resource English II

Basic Aspects of Socio-cognitive ResourceENGLISH II

FORMATIVE EVALUATION red line

Bond #1

BOND #2

Bond #3

Nucleotide #1

NUCLEOTIDE #3

nucleotide #2

NUCLEOTIDE #4

FORMATIVE ASSESSM ENT blue line

Categories and subcategories

The knowledges, skills and experiences that enable students to receive and process input from written texts. (Reading) Scanning: Reading for accurate information Skimming: Students understand the main idea by reading key words in a text.

Category and subcategory

The knowledge, skills and experiences that allow students to process an input, delivered in a spoken way by one or more speakers. (LISTENING)Listening for gist: It will allow the student to understand the general meaning in a conversation and knowing how the speaker feel about the topic based on the tone of voice. Listening for details: The student identifies what speaker is asking or instructing.

Bond #2

Learning goals: are the intended purposes and desired achievements of a particular course, which generally identify the knowledge, skills and capacities a student in the class should achieve.

Categories and subcategories

The knowledge, skills and experiences that enable students to produce adequate oral text in English, which will be received by different listeners. (Speaking). Fluency: The using of vocabulary and verb tenses corresponding to the narrative intent. Using functions: The using of vocabulary in context. Pronunciation: The using of sounds appropriately and stressed.

Bond #3

Cross-curricular contents with other areas of knowledge: It offers a creative way of developing knowledge, understanding and practical skills through a study of interconnected topics.

Categories and subcategories

The knowledge, skills and experiences that enable students to produce written texts that can be read. (Writing) Spelling: The ability to write correctly. Punctuation: Correct use of punctuation marks. Layout: Knowing the whole parts of a written text. Coherence and cohesion: The ability to link words to express everything.

What does that mean?

Formative evaluations are designed to provide information to help instructors improve their instruction. Formative evaluations may be conducted at any time throughout the instructional process to monitor the value and impact of instructional practices or to provide feedback on teaching strengths and challenges. ...

What is it for?

This is why the spiral

Every learning progression is formed by one red band and a blue band, and in every loop there are learning trajectories, goals and cross-curricular contents with other areas of knowledge. This are the bonds of the spiral.And the elements that make each bond are the categories, subcategories and the active methodologies.

Every step in this lader is either a learning trajectory, a learning goal or a cross-curricular contents with other areas of knowledge. Bond #1 Learning trajectory:(also referred to as learning profiles show how much children learn over time in a particular context.)

Bibliography

Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook on formative and summative evaluation of student learning. New York: McGaw-Hill.Burns, M. K., Dean, V. J., & Klar, S. (2004). Using curriculum-based assessment in the responsiveness to intervention diagnostic model for learning disabilities. Assessment for Effective Intervention, 29 (3), 47-56. William, D. (2006). Formative assessment: Getting the focus right. Educational Assessment, 11, 283-289.