PIA (25 pts)
Name: Sofia Daniela Plata Martinez
I. Evaluation criteria for my first level course (12 units)
Criteria %
Test 1 10%
Test 2 10%
Test 3 10%
Oral test 1 5%
Oral test 2 5%
Alternative activites (6) 20%
PIA 40%
II. Describe the content for each criteria
Crit Describe the content
eria (units grammar and
vocabulary to be
evaluated)
Test This unit will be using
1 gramma
r for
adverbs
of place,
the
prepositi
ons of
place
and
prepositi
ons of
time.
The
vocabul
ary that
will be
evaluate
d will
have to
do with
direction
s, and
descripti
on of
places.
Also, the
vocabul
ary for
dates
and time
periods.
Test This unit will be using
2 adjectives, Demonstrative
adjectives, and comparative
adjectives. The vocabulary
in the test will have relation
with describing people,
personalities, objects and
scoring.
Test On this test the grammar
3 will be related to quantity
adjectives. And vocabulary
about parts of the house,
and vocabulary for a
restaurant.
Oral test 1 On this test the
conversational skill will be
tested. The student will have
to talk about a place they
had been to and the things
they saw.
Oral On this test the student will
st 2 talk about their family, their
house and their favorite
things that they have in their
room.
PIA On this test the students
will work in teams of four.
They'll make a pamphlet
about a place they have
visited before and the things
they saw there.
Draft 2
I. Develop an Assessment Plan
Type of alternative assessment Unit(unitS from Instructions Include a rubric for
American English each
file book)
Alternative assessment 1 Unit 4 The students will
A advertisement poster have to make an
advertisement
poster for a place
they like. The poster
will have to include
directions and a
description of this
place using adverbs
of place, the
prepositions of
place and
prepositions of
time.
Alternative assessment 2 5 Students will
Pamphlet make a
pamphlet about
another place
they like or
would like to
visit. It will have
to include verb
phrases, present
continuous, and
talk about the
weather and the
seasons there.
Alternative assessment 3 6 The students will
Small story write a small story
where there has to
be a phone call.
Here they'll use
phone vocabulary,
be or do grammar,
and object
pronouns.
Alternative assessment 4 7 Students will
Presentation make a
presentation
about a person,
it can be a
fictional
character or
someone
famous. They'll
have to use
word formation,
simple past, past
time expressions
and go,have, get
vocabulary.
Alternative assessment 5 8 The students will
Scary story write a scary
story and read it
in front of the
class.
Use simple past,
irregular verbs,
preposition of
place and
movement.
Alternative assessment 6 9 Students will
Cooking show make a small
cooking show of
five to ten
minutes.
Grammar:
countable or
uncountable.
II. Develop a plan to give feedback
Feedback 1 Grupal
Feedback 2 Grupal
Feedback 3 Individual
Feedback 4 Grupal
Feedback 5 Individual
Feedback 6 Grupal
III. Reflection: Describe in no more than 300 words the most relevant aspects you learned
during this course.
I learned how to make a test, and how to actually make it right. I learned how to teach a student and the different
ways to assess them, how to make different activities and the traditional way to assess a student. I learned about
giving feedback, the ways to do it, the type of feedback I should give to certain students and understand their
point of view. I learned how to evaluate a student's work, their knowledge and the way the use that knowledge.
Traditional assessments, like tests and quizzes, provide a valuable snapshot of factual knowledge acquisition. They
efficiently gauge comprehension and can be standardized for easy comparison. However, they may not fully
capture a student's ability to apply knowledge creatively or solve problems in real-world contexts.
I liked alternative assessments, such as projects, presentations, and portfolios, more. These assessments allow
students to demonstrate their understanding in diverse ways, fostering critical thinking, communication, and
collaboration skills. I discovered the importance of clear grading criteria for alternative assessments, ensuring
fairness and providing students with a roadmap for success.
The power of feedback became another key takeaway. I learned to tailor my feedback to individual students,
considering their learning styles and needs. This involved providing specific, actionable pointers alongside
encouragement and recognition of their strengths. Witnessing the impact of constructive feedback on student
motivation and progress was truly rewarding.
Effective assessment goes beyond simply assigning grades. It's about understanding how students learn and using
that knowledge to guide instruction. Now, I view traditional and alternative assessments as complementary tools.
They work together to provide a more comprehensive picture of student achievement, empowering me to
individualize instruction and support each student on their unique learning journey.
As I move forward, I aspire to continuously refine my assessment practices. I'm particularly interested in exploring
technology-based assessments that can offer real-time feedback and cater to diverse learning styles. Ultimately,
my goal is to create a dynamic assessment environment that fosters a love for learning and empowers students to
become self-assured and resourceful learners.
