Capacitador: Oscar Marino
Alumna: Micaela Antico

 We started our first meeting sharing our previous knowledge about assessment
What I know
Evaluation:product
Assessment:process
Formal/informal
Formative/sumative
What I want to know
Assessment according to the curricular design for
6th year
What I learnt

We started to analize the curriculum design…
According to what we read we shot down the following objectives:
-Comprender textos orales y escritos con los contenidos propuestos para el año utilizando estrategias específicas en función de las necesidades de información y comunicación.
-Producir textos escritos y orales con propósitos comunicativos aplicados a una situación relacionada con el contenido propio de materias relacionadas con su especialidad y propuestos para el año.
-Reconocer y producir el vocabulario propio de las materias específicas e los distintos tipos de escuela y modalidad.
-Desarrollar estrategias de la lengua extranjera que faciliten el acceso al conocimiento, desarrollo personal y de comunicación en el mundo actual.
-Ganar autoestima y confianza en sí mismos y aprendan a trabajar con independencia debido a la naturaleza interactiva y cooperativa del trabajo que AICLE supone.

 Assessment FOR learning: formative
 Assessment AS learning: metacognition
 Assessment OF learning: summative

 Curriculum design: “ASSESSMENT”
Assessment principles in CLIL:
Clear learning objectives
-Mixture of formal and informal assessment
-Learners should know assessment measures and success criteria
-Language assessed for a real purpose
-Sts have to take responsibility for their own assessment

 This was the starting point for planning a unit…
CONTENT
COMMUNICATION
COGNITION
CULTURE

 It refers to the extent to which the introduction and use of a test influences language teachers and learners to do things that they would not otherwise do that promote or inhibit language learning.

 We planned the assessment section of the CLIL unit.
-what tchs teach
-how tchs teach
-what learners learn
-how learners learn
-the rate and sequence of teaching
-the rate and sequence of learning
-attitudes to the content, methods, etc of teaching and learning

 CONSTRUCTS: definition and what they imply
They are the abilities of the learners that we believe underlie their test performance, but which we cannot directly observe.
We had to analyse a text chosen for our project and write the constructs

 We shared and talked about our plannings…

From Wikipedia
 An electronic portfolio, also known as an e-portfolio or
digital portfolio, is a collection of electronic evidence assembled and managed by a user, usually on the Web . Such electronic evidence may include inputted text, electronic files, images, multimedia , blog entries, and hyperlinks . E-portfolios are both demonstrations of the user's abilities and platforms for self-expression, and, if they are online, they can be maintained dynamically over time. Some e-portfolio applications permit varying degrees of audience access, so the same portfolio might be used for multiple purposes.

2000, Helen C. Barrett, Ph.D.
 Stage 1: Defining the Portfolio Goals and Context
 Stage 2: The Working Portfolio-examples of your work or experiences.
 Stage 3: The Reflective Portfolio-Write general reflective statements.
 Stage 4: The Connected Portfolio- Organize the digital artifacts.
 Stage 5: The Presentation Portfolio- record and share

What I learnt
New concepts referring to assessment
-The curriculum design for 6th year deeply analised.
-How to plan a unit according to the CLIL approach.
-Digital portfolios in education