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E-portfolio Introducción al diseño curricular 6to año Escuela Secundaria Inglés. Capacitador: Oscar Marino Alumna: Micaela Antico. 1st meeting. We started our first meeting sharing our previous knowledge about assessment. Learning objectives 6th year.

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e portfolio introducci n al dise o curricular 6to a o escuela secundaria ingl s

E-portfolioIntroducción al diseño curricular6to año Escuela SecundariaInglés

Capacitador: Oscar Marino

Alumna: Micaela Antico

1st meeting
1st meeting
  • Westartedourfirstmeetingsharingourpreviousknowledgeaboutassessment
learning objectives 6th year
Learningobjectives 6th year



-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.

purposes of assessment
Purposes of assessment
  • AssessmentFOR learning: formative
  • AssessmentAS learning: metacognition
  • Assessment OF learning: summative
2nd meeting
2nd meeting
  • Curriculumdesign: “ASSESSMENT”

Assessmentprinciples in CLIL:

-Clear learningobjectives

-Mixture of formal and informal assessment

-Learnersshouldknowassessmentmeasures and successcriteria

-Languageassessedfor a real purpose


the clil toolkit
The CLIL toolkit
  • Thiswasthestartingpointforplanning a unit…





a new concept washback
A new concept: “Washback”
  • Itreferstotheextenttowhichtheintroduction and use of a test influenceslanguageteachers and learnersto do thingsthattheywouldnototherwise do thatpromoteorinhibitlanguagelearning.
alderson and wall 1993 washback hipothesis
Alderson and Wall(1993) washbackhipothesis
  • Weplannedtheassessmentsection of the CLIL unit.





-therate and sequence of teaching

-therate and sequence of learning

-attitudestothecontent, methods, etc of teaching and learning

3rd meeting
3rd meeting
  • CONSTRUCTS: definition and whattheyimply

They are theabilities of thelearnersthatwebelieveunderlietheir test performance, butwhichwecannotdirectly observe.

Wehadtoanalyse a textchosenforourproject and writetheconstructs

4th meeting
4th meeting
  • Weshared and talkedaboutourplannings…
digital portfolio
Digital portfolio

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.
how to create your own electronic portfolio 2000 helen c barrett ph d
HOW TOCreate Your Own Electronic Portfolio2000, 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


It´senoughto open minds

Do notoverloadthem,

Puttherejust a spark”