EVALUATION AND EXAMS

 

 

EVALUATION AND ORDINARY EXAMS

 

1) The students’ regular attendance, attitudinal competence, interest, class participation in discussions and task completion in SEMINARS will be assessed by means of classroom observation and continuous evaluation techniques. This component will make 30% of the final grade.

 

2)  The students will prepare a UNIT OF WORK for primary education according to the sample UNIT given in this web site. This assignment will be delivered during the last week of the semester. This component will constitute 20% of the final grade.

 

3)    The students’ cognitive competence, their declarative knowledge, the concepts and principles they have learnt will also be evaluated with two multiple choice tests: one in November  and one in January. These exams will also evaluate the students’ procedural and practical knowledge, the integration of theory and practice and the development of their didactic abilities and skills. This component will constitute 50 % of the final grade and will be graded from 0 to 5 points. Those students who do not obtain 2,5 points in each partial exam will have to take the final exam.

 

4)    NOTE: The students who cannot attend classes, follow the weekly course planning and receive continuous evaluation may be allowed to take the final exam following the criteria applied for extraordinary exams (see description below).

 

Grading criteria for TESTS:

 

Grading criteria for ordinary exams will be the following: the 5 points of this part will be divided by the number of test items and the result will be multiplied by the student’s scores (correct answers). For example, if the test contains 50 items, we divide 5 by 50 and give each correct answer 0.1 points. Consequently, if a student obtains  35 correct answers, his/her grade in the test will be 3,5 points. Notice that the test results make up 50 % of the final grade.

 

 

Primer parcial/ partial exam 1

(Topics 1, 2, 3, 4, 5, 6)

Nov. 10th

8.30-9.30

Seminar 1

9.30-10.30

Seminar 2

Segundo parcial/partial exam 2

(Topics 7, 8, 9, 10, 11, 12)

Jan. 26th

8.30-9.30

Seminar 1

9.30-10.30

Seminar 2

Examen final/final exam*

Convocatoria de septiembre**

 Jan. 31st

8.30-10.30

 

 

 

Those students who do not obtain 2,5 points in each partial exam will have to take the final exam in January. So, the final exam may  include a) partial exam 1 or b) partial exam 2 or both of them for the students who failed or did not take them.

 

EXTRAORDINARY EXAMS (SEPTEMBER, DECEMBER, ...) AND EVALUACIÓN ÚNICA

 

These exams will measure the students’ cognitive competence, their declarative and procedural knowledge as well as the development of their didactic abilities and skills. They will be graded from 0 to 10. The grade will be obtained by dividing 10 points by the total number of items and then, the correct answers will be multiplied by the value assigned to each item.

 

 

 

SAMPLE  ITEMS FOR ORDINARY AND EXTRAORDINARY EXAMS

 

Example 1: multiple choice items

 

The procedures, techniques, stages and actions which inform the learning process constitutes what we call the ....

a)   strategic competence

b)   sociolinguistic competence

c)    cultural competence

d)   discourse competence

       

 Answer: a)

 

Total physical response techniques (TPR) have been proposed by …

 

a) Caleb Gattegno     

b) James Asher        

c) George Lozanov                

d) Charles Curran

 

Answer: b)

 

 

 

Example 2 : items based on textbook activities and curricular materials

 

What is the technique/procedure used in this activity?
                    

 

a)  Filling in a form
b)  Total physical response

c)  Describing people

d)  An information gap activity
     ANSWER: b)

 

 

 

Example 3: open items

 

 

Write the three stages of classical conditioning: …………………………………………………………………………………………

 

ANSWER: stimulus, response and reward

 

 

 

Is this dialogue adequate for 7-8 year old children? Why?

(Yes: children like animals and cartoons. They enjoy this type of situations. The language presented is simple and the idioms are useful to encourage communication)

 

What principles of children’s developmental psychology are applied in this activity?

(It is assumed that children like engaging in fantasy role play, reading and taking part in imaginary situations. As they still confuse reality and fantasy, they love tales and factitious episodes).

 

What procedures (skills) are implied in activity 3 (Listen) and 4 (Act out)?   

(Act. 3: Listening and reading comprehension)

(Act. 4: Acting out brief episodes (speaking)

 

What functional and pragmatic aspects can you teach?

(Greeting people: Hi! How are you?)

(Locating and expressing position: That dog over there! Up the tree!)