1. Assessment N° 3
MDD 4
Gabriela Quezada C
Professional practicum

2. Standard 4:
Evaluation plan
Estándar: El profesor o profesora en formación propone un plan de evaluación para monitorear el
aprendizaje de los estudiantes antes, durante y al finalizar el desarrollo de la unidad, que
incorpora modalidades e instrumentos diversos y congruentes con las metas y con las actividades
de aprendizaje.
Tarea 1:
Diseñe un plan de evaluación que le permita recoger evidencias para monitorear el progreso de los
estudiantes y determinar el nivel de logro alcanzado en cada una de las metas de aprendizaje.
Unidad: Teenagers helping around the house
General objective SWBAT talk about mysteries, report statements and questions and
speculate about events.
Learning goal Purpose
Method, activities and instruments
To comprehend an
interview with an
inspector.
Diagnostic test Heteroevaluation: it is informal, and it has as a
purpose that the students predict the topic of the
activity and activate their previous knowledge.
Formative Students answer a worksheet related to the
listening. The teacher checks the activities in
order to prove listening understanding.
Summative No summative evaluation will be conducted
To retell what other
people have said about
hoax.
Diagnostic Ss are asked to predict the topic based on some
words written on the board. Then Ss have to
arrange the words into two groups:
truth/honesty and untruth/dishonesty.
Formative Heteroevaluation. Ss read a short text in order to
compare sentences and write the main

3. differences among them. Ss change the pronouns
from direct to indirect speech and finally they
rewrite sentences from direct to indirect.
Summative No summative evaluation will be conducted
To report questions
that other people have
asked about aliens or
mystery encounters
Diagnóstic Heteroevaluation. Students are asked to
brainstorm some words related to extraterrestrial
Formative Students are asked to match the indirect
questions from the transcript with the direct
questions given.
Summative No summative evaluation will be conducted
To understand an
article about a famous
nineteenth-century
mystery.
Diagnostic Heteroevaluation: it is informal, and it has as a
purpose that the students predict the topic of the
activity and activate their previous knowledge.
Formmative Students are asked to match the heading with the
corresponding paragraph from the reading and
they also are asked to answer some questions
with specific info.
Summative No summative evaluation will be conducted
to speculate and
respond to
speculations about a
new mystery.
Diagnostic Students are asked to answer what they think
happened in a picture (crime scene).
Formmative Students are asked to read a short text and
speculate about what might have happened.
They also are asked to work in a worksheet from
their workbook.
Summative Students are asked to work in pairs and create a
dialogue including three possible explanations
and agree on the most likely.

4. Tarea 2:
Fundamente por qué el plan propuesto permite recoger evidencias tanto para monitorear el
progreso y determinar el logro del aprendizaje de los estudiantes, como para ofrecer a los
estudiantes información que les permita autorregular su proceso de aprendizaje.
The proposal already exposed as an evaluation plan, has as an objective to evidence the
students’ progress regarding to the learning objectives established on the unit. The evaluation
process will helped to determine how the learning process is going and what contents need to be
reinforced.
The evaluation plan is based on three types of evaluations: diagnostic, formative and summative.
These types of evaluations are carried out with the intention to not only see the students’
quantitative progress regarding to grades, but also to establi sh the students’ previous knowledge
and the comprehension of the topics. At the end of the process of the evaluation, the teacher
obtain a sequence of the data and info that allow him/her to improve the teaching process, in
order to get better results in the students’ learning process. It is important to highlight that the
evaluation process has to be reliable and created on the basis of the contents previously taught
and using the same strategies.
An important factor to take into consideration is the use of the rubric. This artifact will allow an
objective and equal evaluation for all the students. It will also provide feedback about the
students’ performance and it will allow them to improve their deficient aspects. Another
important factor to consider is the diagnostic evaluation, it will allow to the teacher to be
conscious about the knowledge and previous experiences of the students before to start the class.
Regarding the formative evaluation, it can be highlighted that this type of evaluation helps the
teacher to monitor the students’ work during the learning process through different kind of
activities, and also the teacher can notice if the learning objectives of the class have been achieves
by the students or if He/she needs to change the teaching strategy. Finally, there is the summative
evaluation. This evaluation will be qualified by a grade and it will be coherent with the contents
previously taught and the learning goals. It will help to evidence if the goals were achieved.

5. Tarea 3:
Reflexione en torno a las características de los estudiantes que pueden impactar la efectividad del
plan de evaluación.
A relevant characteristic that can affect the evaluation process is that most teachers are worried
about grades through summative tests in order to achieve the total number of grades that they
are expected to have in one semester and most of the teachers believe that students are not
motivated to learn or study if they do not give them a grade for their performance.