la evaluaci n aut ntica basada en el desempe o consejo t cnico escolar n.
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LA EVALUACIÓN AUTÉNTICA BASADA EN EL DESEMPEÑO Consejo Técnico Escolar. May 30th 2014. THE FACILITATORS. Evelyn Garzón Dugas (Colegio María del Rosario) Patricia Valencia Denicia (Colegio Jalil Gibrán ) Víctor Guzmán (Colegio Loyola) Melanie Olvera Ventura

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Presentation Transcript
the facilitators
THE FACILITATORS
  • Evelyn Garzón Dugas

(Colegio María del Rosario)

  • Patricia Valencia Denicia

(Colegio Jalil Gibrán)

  • Víctor Guzmán

(Colegio Loyola)

  • Melanie Olvera Ventura

(Liceo Británico de México A.C.)

the work plan
THE WORK PLAN

8:30 – 9:00

9:00 – 9:10

9:10 – 9:40

9:40 – 10:10

10:10 – 11:00

11:00 – 11:30

  • Check in.
  • Introduction.
  • Howdoesthe PADLET work?
  • Let’sremembertheECA’s
  • What’stheautenticevaluationbasedonthe performance?

COFFEE BREAK

the work plan1
THE WORK PLAN
  • Presentation of a strategybasedonthedevelopment of projects.
  • How to makea rubric?
  • Presentation of products and plenaryabouttherubrics.
  • Elaborate a rubricbasedonthestrategyexplainedearlier.
  • Presentation of rubrics and conclusions.

11:30 – 11:50

11:50 – 12:10

12:10 – 12:30

12:30 – 13:40

13:40 – 14:00

how does the padlet work
HOW DOES THE PADLET WORK?
  • http://es.padlet.com/wall/se014ingles
what are the eca s
WHAT ARE THE ECA’S?
  • Learningbasedoncase’sstudy.
  • Learningbasedonproblems.
  • Learningbasedonprojects
strategy based on the development of projects
STRATEGY BASED ON THE DEVELOPMENT OF PROJECTS
  • CAMPAIGN “RISK BEHAVIORS PREVENTION ”.
  • SUBJECTS:ENGLISH, SCHOLAR ORIENTATION, ETHICS AND VALUES II.
  • OBJETIVES:
  • To encourage the students to consult, to contrast and to discern true and reliable information from different sources.
  • To guide the students in the planning of a campaign that will allow them to effectively inform and educate the student population about the risk behaviors.
  • To supervise the students during the development of communication tools while using a second language to inform the student community about the risk behaviors.
  • To encourage the students to develop the ethical and committed reflection on risk behaviors, defined as current moral issues.
slide11

GOALS.

  • To launch a campaign developed by and for the students of “LiceoBritánicode México A.C.”
  • To reduce the institutional lack of knowledge about the risk behaviors that could affect the mental, physical and social health of teenagers.
  • To raise community awareness about the causes and consequences of risk behaviors that exist and that can affect teenagers.
  • PROJECT’S PRODUCTS.
  • Class presentations with the information about the causes, some strategies to prevent the risk behaviors, and physical, emotional and social consequences of these behaviors.
  • Videos with interviews or dramatizations to sensitize and educate the public about the causes and the consequences of risk behaviors.
  • Posters with slogans and information about the institutions to which the people could turn for expert guidance.
how to make a rubric
HOW TO MAKE A RUBRIC?
  • GET TOGETHER IN GROUPS OF 5.
  • ELABORATE A FLOW CHART WHERE YOU CAN SEE THE PROCESS OF DEVELOPING A RUBRIC.
slide13

How to make a rubric

1. Determine thecapacitiesorcompetences to be developed.

Providehomeworks and educationalpractices

Precise contents and specificlearnings

slide14

2. Examine models

Collect and analyzeexamples of works

Identifycharacteristics

Clarifyteachingsupports

slide15

3. Selectthecriterias of evaluation

Related to:

Content objectivesorProcessobjectives.

Takeintoaccounttheanalysis of thepreviousmodels

Identifytheevidencebasedonprocess and products

slide16

4. Writethedifferentlevels of quality

Develop a rubric

Connectthecriterias and thelevels to theprogressivedevelopment

slide17

5. Share and checktherubricwiththestudents

Discussthecontent

Practicetheevaluationwith a work

Modifytherubric

slide18

6. Use therubric as a resource of selfassessment and evaluation in pairs

Teachthestudentshow to use a rubric in teaching-learningsituations

Givethestudentsthe chance of checkingtheirworks

Reflexontheusefulness of therubric

slide19

7. Evaluatethe final product

Compare workswiththerubric in order to determine achievements

slide20

8. Lead theteacher’sevaluation to communicatetheresultsfromtherubric

Preventchanges and supports to students as a result of theevaluation

make a rubric for the project
MAKE A RUBRIC FOR THE PROJECT
  • GET TOGETHER IN GROUPS OF 5.
  • EVALUATION’S CRITERIA:
  • WRITTEN PRODUCTION.
  • ORAL PRODUCTION.
  • READING COMPREHENSION.
  • LISTENING COMPREHENSION.