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2. Introduction

English Assessment is a weakness

Assessment courses

The evaluation process

Exams

3. Assessment and Evaluation
What is Assessment?
It is a systematic and cyclical process that makes expectations and
standards explicit and public.
What Assessment is NOT:
1. Student grades.
2. Faculty/Course evaluations.
3. Part of an accreditation process.

4. The main problem in public institutions is
the lack of processes in English area, we
have noticed that there are not specific
or even an assessment regards to listening
and speaking, this situation produces a
confusion among instructors due to they
do not know whether an evaluation is the
same as assessment.

5. Liceo Académico in Puriscal

6. Objectives
General Objective
To assess students behavior and
progress in an effective way in order to
give them the tools to face their future
through English.

7. Specific Objectives

To establish specific moment to develop each
of the four language skills separately.

To give students the opportunity to choose
the topics in which they are interested and to
take advantage of the listening and speaking
skills in order to assess their progress.

To provide students with a variety of activities
that English will take the first place in what
they are going to be assessed.

8. Variables

Academic condition of the students

The use of listening exercises in class
to improve listening techniques.

Fear

The use of technology in class.

9. Investigation
Academic
Degree
Methodology
interests
fears
strengths
weaknesses
Surveys

10. Students’ Survey
CHART # 19 LISTENING INTERESTING
QUESTION
Is listening interesting?
1
2
3
4
5
3
1
29
12
5
Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012.
GRAPH # 19

11. CHART # 21 AFRAID OF SPEAKING ENGLISH
QUESTION
1
2
3
4
5
4
11
29
Are you afraid of speaking English?
2
4
Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012.
GRAPH # 21

12. CHART # 26 ENGLISH CONTACT
QUESTION
Do you have contact with English?
1
2
3
4
5
38
5
3
3
1
Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012.
GRAPH # 26

13. Teachers’ Survey
CHART # 5 FORMATIVE EVALUATION
MOST
QUESTION
ALWAYS
OF
THE TIME
SOMETIMES
NEVER
Do you apply formative evaluation?
1
3
5
Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012.
GRAPH # 5
1

14. CHART # 6 QUANTITATIVE EVALUATION
Most of
Question
Always
the time
Sometimes
3
4
Never
Do you apply quantitative
evaluation?
2
Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012.
GRAPH # 6
1

15. CHART # 7 TECNOLOGY IN THE CLASS
QUESTION
ALWAYS
MOST OF
SOMETIMES
NEVER
THE TIME
Do you use technology
in your classes?
0
3
5
2
Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012.
GRAPH # 7

16. CHART # 8 LISTENING EXERCISES
QUESTION
ALWAYS
MOST OF
SOMETIMES
NEVER
THE TIME
Do you use listening
exercises in class?
3
5
2
0
Source: Estefany Valverde and Manuel Jiménez, Assessment of Listening and Speaking,2012.
GRAPH # 8

17. CONCLUSIONS

Lack of knowledge

MEP’s requirements

Use of technology

Teachers’ experience

18. RECOMMENDATIONS

Be updated

Love what you do

Motivation

Four English skills

19. PROPOSAL
ASSESSMENT SHEET FOR FORMATIVE
PURPOSES

20. GENERAL OBJECTIVE
To understand and apply listening and speaking assessment in the
English classes in public high schools for a better acquisition of the
language.
SPECIFIC OBJECTIVES

To provide feedback to students´ growth .

To know the needs on English classes in order to fulfill those
needs.

To apply self and peer assessment to know different points of
view .

21. ACHIEVEMENT OF THE PROPOSAL

Dates
 4 English Skills
 Formative Evaluation
 Objectives
 Students’ interests
 Activities
 Self and Peer Evalutation

22. APPROACH

23. ASSESSMENT FOR FORMATIVE PURPOSES
This chart has been designed for FORMATIVE Purposes.
Assessment Sheet
Student’s name: ____________________________________________
Date: ___________________________ Grade:___________________
USE OF
STRATEGIES
1 Fair use
FLUENCY
1 Fragmentary
1 Lacks basic
1 Incorrect
structures
1 Almost
incomprehensible
2Hesitant use
2 Hesitant
2 Inaccurate
2 Some correct
structures
2 Half
understandable
3 Good use
3 Almost
natural
3 Accurate
3 Most
comprehensible
3 Most
comprehensible
4 Accurate use
4 Natural
4 Extensive for
this grade
4 Almost
always correct
structures
4 Totally
comprehensible
Strengths
__________________
__________________
VOCABULARY
GRAMMAR
PRONUNCIATION
Areas to improve
_________________
__________________