Cómo diseñar objetivos
de aprendizaje en unidades temáticas
y cómo verificar su logro
Dr. Blair Bateman
Brigham Young University
Objetivos:
Ejemplos buenos y no tan buenos
Objectives
• Bell work: Fill-in-the-blank handout on reflexive
verbs
• Correct bell work
• Explain reciprocal reflexive p. 119
• Activities A & B p. 120 in pairs
• Game: Piccionario w/vocab from chapter
Objetivos:
Ejemplos buenos y no tan buenos
Objectives
• Familiarize students with food products in Argentina,
the way their supermarkets are set up, and the way
prices are written.
Objectives: Students will be able to . . .
∙Understand and interpret two authentic Argentine websites
∙List typical products in an Argentine supermarket
∙Compare Argentine products with those sold in U.S. supermarkets
∙Write prices correctly in Spanish
∙Demonstrate understanding of advertising used by Argentine
supermarkets by producing their own supermarket advertisement
Objetivos buenos…
• Especifican lo que los estudiantes deben saber y ser
capaces de hacer al final de la lección.
• Son lo suficientemente específicos para poder evaluar
fácilmente lo bien que se han logrado.
Mejor
No tan bueno
• Learn the present • Students will be able to use the yo form of
regular present tense –ar verbs to tell what
tense of regular –
they do in their free time.
ar verbs.
• Practice listening • Students will be able to correctly write down
the phone numbers that callers left on a
comprension.
Spanish answering machine.
• Watch a video
• Students will be able to describe the tradition
about las
of las posadas using key vocabulary such as
posadas in
peregrinos, posada, villancicos, piñata.
Mexico.
• De Las aventuras de Alice en el país de las
maravillas
Alice:
Cheshire Puss, would you tell me, please, which
way I ought to go from here?
Cheshire Cat: That depends a good deal on where you want to
get to.
Alice:
I don’t much care where—
Cheshire Cat: Then it doesn’t matter which way you go.
Alice:
—so long as I get somewhere.
Cheshire Cat: Oh, you’re sure to do that, if you only walk long
enough.
Tipos de objetivos
• Objetivos comunicativos
• Objetivos lingüísticos
• Objetivos de contenido
• Objetivos culturales
Objetivos Comunicativos
• Las tareas o funciones linguísticas que los
estudiantes van a aprender.
• “Students will be able to order a meal in a
restaurant.”
• “Students will be able to describe their
morning routine as they prepare for school.”
Objetivos Lingüísticos
• Los conceptos gramaticales y el vocabulario que
los estudiantes van a aprender.
• “Students will be able to give affirmative and
negative commands in the tú form.”
• “Students will be able to use the preterite and
imperfect to relate a humorous experience.”
Objetivos de Contenido
• El material académico o temático que los
estudiantes van a aprender.
• “Students will be able to locate the
countries of Central America on a map.”
• “Students will be able to identify animals
that live in the rain forest.”
Objetivos Culturales
• Los productos, las prácticas y las perspectivas
culturales que los estudiantes van a aprender.
• “Students will be able to compare and contrast
eating habits in Spain and the U.S.”
• “Students will be able to discuss the cultural
perspectives associated with the Día de los
muertos in Mexico.”
La evaluación del aprendizaje
La evaluación eficaz . . .
• Concuerda con los objetivos de la lección
o unidad, permitiendo verificar si se han
cumplido los objetivos propuestos (es
decir, si los estudiantes han aprendido lo
que se pretendía)
Image: José A. Warletta
Tipos de evaluación
Ejemplos de evaluación
Objetivo
• Students will be able to use
the yo form of regular present
tense –ar verbs to tell what
they do in their free time.
• Students will be able to
correctly write down the
phone numbers that callers
left on a Spanish answering
machine.
• Students will be able to
describe the tradition of las
posadas using key vocabulary
such as peregrinos, posada,
villancicos, piñata.
Evaluación
• Observe students as they
describe their free-time
activities to their partner.
• Verify that students wrote
down the phone numbers
correctly.
• Have students write a
paragraph about las posadas
using the vocabulary words
listed; give points for content
and correct use of vocabulary.
Listas (checklists)
• Comprueban si los estudiantes pueden hacer o han hecho
algo (“sí / no”)
Exemplo: Entrevista con una persona hispánica en Utah
Yes
Tells interviewee’s gender, age, birthplace, and occupation
Explains how and when interviewee immigrated to Utah
Describes at least one challenge the interviewee face
Describes how interviewee maintains a connection to his/her
culture
Speaks for a minimum of 3 minutes.
Turns in written version of interview summary.
No
Matrices de valoración (rúbricas)
• Especifican los criterios a evaluar al llevar a cabo una tarea
• Utilizan una gama para medir el rendimiento de los alumnos
en cada criterio
• Especifican lo que constituye un desempeño excelente en
cada criterio (y en algunos casos, un nivel medio e inferior de
rendimiento)
Rúbrica para examen oral
Poor
Excellent
Pronunciation: Correct sounds; stress on
correct syllables; acceptable accent
1
2
3
4
5
Vocabulary: Correct use of words and
expressions for task
1
2
3
4
5
Grammar: Correct use of language rules
studied so far
1
2
3
4
5
Task Performance: Overall ability to accomplish
task
1
2
3
4
5