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PORTFOLIO

PORTFOLIO. Introducción al Diseño Curricular de Inglés para 6to año de la Secundaria. Bárbara Olavarría. As I had previously attended other courses on the curriculum design for secondary school, I had an idea of what CLIL was all about and I more or less knew how to plan a unit of work.

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PORTFOLIO

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  1. PORTFOLIO Introducción al Diseño Curricular de Inglés para 6to año de la Secundaria Bárbara Olavarría

  2. As I had previously attended other courses on the curriculum design for secondary school, I had an idea of what CLIL was all about and I more or less knew how to plan a unit of work. However, throughout this course I began to realise that there is a lot more to it than I had thought, mainly in the assessment field.

  3. FOR / OF / AS Thedivision of assessmentintothesethree “groups” wascompletely new for me and it’shighlyimportantforteacherstohavethethree of them in mindallthetime becauseeach of themcomplementstheothertwo.

  4. LanguageTesting: why and how? Fulcher’schaptersmade me thinkaboutthe actual purpose of tests and criteria. Here are somequotationsthatcalled my attention: Carroll (1961: 314) states: “Thepurpose of languagetestingisalwaystorenderinformationtoaid in makingintelligentdesicionsaboutpossiblecourses of action.” “A test isselectedfor a particular situation and purpose” (Cronbach (1984: 122). “Theact of testingisdesignedtoplay a role in theteaching and learningprocesses, ratherthancertifyultimateachievement” (Fulcher)

  5. “Forsome, languagetests are gatekeepingtoolsthatfurtherthe agendas of thepowerful. Forothers, they are a vehiclebywhichsociety can implementequality of opportunityorlearnerempowerment” (Fulcher)

  6. Allthismakes me wonderwhethertestingon a meritocraticbasisis a goodthing…

  7. Constructdefinition Another concept thatwas new for me isthe concept of “construct”. Constructs are theabilities of thelearnerthatwebelieveunderlietheir test performance, butwhichwecannotdirectly observe. Thesebeing “concepts”, and we can identifythembecausethey are usuallyabstractnouns. Theoldestconstruct in educationispropbably “intelligence”. Whenweabstractfromwhatwe observe and createlabelswe are essentiallybuilding a basictheorytoexplain observable phenomena. Theimportantthingisdecidingwhatqualitiesyouwantstudentstohave and howyouwillassessthemagainstthosequalities.

  8. Washback Tests can have positive and negative effects, or washback. Positive washbackrefers to expected test effects.  For example, a test may encourage students to study more or may promote a connection between standards and instruction. Negative washback refers to the unexpected, harmful consequences of a test.  For example, instruction may focus too heavily on test preparation at the expense of other activities.  One way to ensure positive washback is through instructional planning that links teaching and testing.  By selecting a test that reflects your instructional and program goals, you can more closely align testing with instruction.

  9. All in all, thiscoursemade me seeassessmentfrom a differentperspective and I believethatwhatI’velearntwilldefinitelyhaveaneffecton my teaching. I hadneverthought of allthestepswetakeduring a unitjustbecause a iscomingsoon! And allthethingswedon’t do forthesamereason. Nonetheless, “test” and “assessment” shouldnotbecometaboowords. Themostimportantthingistohave a clear idea of why and howwe do it in ordertohave a positive effect. Itishighlyimportantforteststobe as fair and objective as possible. Afterall… “Iinstitutional assessment efforts should not be concerned about valuing what can be measured but, instead, about measuring that which is valued”. Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W., Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass.p. 5, 1996

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