Task 3 assess english learners group 14

Task 3
Assess English Learners
TESTING AND EVALUATION IN ELT
Brayan Arley Ortiz
Juana Helena Mendoza
Vivian Daniela Tapiero
Group N°: 551020_14
Tutor:
Vanessa Villarraga
Universidad Nacional Abierta y a Distancia
Licenciatura en Inglés como Lengua Extranjera
Escuela de Ciencias de la Educación
April 2021

Community chosen by: Brayan Arley Ortiz
LEARNERS WITH SPECIAL NEEDS
Students with special needs.
To describe this community, it is first necessary to be clear about the term "special educational
needs", it refers to students with significant learning difficulties due to various physical, psychic,
sensory, affective-emotional causes, among others.
In which the need for integration of those students with special needs is described with the help of
some significant adaptations of access, curricular, methodological, among others, in order to
achieve the maximum objectives proposed by the curriculum. These students present greater
difficulties than the rest of their classmates to access learning, so they require support and technical
and human resources to "compensate for difficulties, difficulties" and access or curricular
adaptations. This is how we, educators, must stop making these students invisible and forcing them
to learn in the same way that those without special educational disabilities do. Find ways to adapt
our methodological strategies to the needs of these students and make them more confident and
willing to overcome their limitations and enhance their strengths.
Community analysis
Characteristics -Difficulty in attention, perception and
memory (you tire quickly, your attention is
not maintained for a long time; it is difficult
for you to distinguish between right and
left, lack of interest in what you are doing
..).
-It is not organized to learn from the events
of daily life.

- It is slow in responding to the orders that
are given.
-When you are asked to do many tasks in a
short time, you get confused and reject the
situation.
- It does not occur to him to invent or look
for new situations.
- When you are asked to do many tasks in
a short time, you get confused and reject
the situation.
-It does not occur to him to invent or look
for new situations.
-Has difficulty in solving new problems,
even if they are similar to others previously
experienced.
-You can learn best when you have been
successful in the above activities.
-When the positive results of their activity
are known immediately, they are more
interested in continuing to collaborate.
-When you actively participate in
homework, you learn it better and forget it
less.

- Presents delay in emotional evolutionary
development.
-Mental age always lower than
chronological age.
Age The population is between the age of 9 to
12 years.
Intensity of the English hour in the
institution where they are studying the
English language, etc.
The hourly intensity in the educational
institution is 5 hours per week, of which 4
are allocated in blocks on Monday and
Thursday.
Context (economy, geographic location,
educational level, etc.) and your learning
purpose (why are they studying
English).
The context of the students is normal, a
quiet environment where their parents
support their children's learning and have
the basics to carry out learning. They
belong to a community called
Villahermosa, Tolima. The people of this
place are very hard-working people and
they dedicate themselves to coffee and
livestock. Their level of education is basic
since they have had difficulties due to their
learning problems.
The learning purpose of this community is
to learn the foreign language and learn to
use tools related to foreign language
learning.
E. After having completed the individual part the student must propose an evaluation of these
students through technology).

Written Comprehension Workshop (Reading):
The activity proposed for this tool is based on reading detailed by the students of a story and / or
tale created by the teacher. They should read the text carefully so that at the end of the reading,
answer some related questions. Thus, the teacher so simple a record of the level of written
comprehension of each of the students.
In Annex 1 you can find an example of a story created with the tool and comprehension questions
corresponding to it.
Annex 1

Questions.
 What was the first drawing you made when you were six years old?
 Teach the drawing to the elderly, what do they say?
 What do older people need? Why?
 He leaves his career as a painter and becomes a pilot, what people are he going to meet?
 How do you know the Little Prince?
 What did the Little Prince want?
 Was he a lost child?

Community chosen by Juana: Helena Mendoza
DEAF LEARNERS
To talk about deaf people, you must first know the exact definition of deafness. Deafness is the
difficulty or inability to use the sense of hearing due to partial (hearing loss) or total loss of hearing
(cophosis). The causes for which hearing difficulty develops range from genetics to the
consumption of aggressive medications for the nervous system, through degenerative or congenital
diseases.
For the inclusion of deaf students to be more real, both the administration, teachers and families
should promote a greater use and knowledge of the Spanish sign language so that these girls and
boys can count on a tool that seems decisive in their learning. But also in socializing with other
boys and girls.
Community analysis
Characteristics  Hearing problems control, to a
greater or lesser extent, the
generation and development of
phonological representations,
which are mental representations
based on sounds and / or
phonological groups of speech.
 Delay in vocabulary as a
consequence of slow phonological
development,
 Late development of symbolic
play, which can affect intellectual
evolution.

 Delays and limitations in the
control and acquisition of certain
behaviors.
 From a certain severity of the
hearing deficit, difficulties begin
to occur in the acquisition and
assimilation of knowledge due to
problems in the
 reception of information and its
proper preparation.
 Problem in reading texts.
Age The population is between the age of 4 to 8
years.
Intensity of the English hour in the
institution where they are studying the
English language, etc.
The hourly intensity in the school is 6
hours per week, of which 4 are assigned in
blocks on Monday and Wednesday and 2
hours on Friday
Context (economy, geographic location,
educational level, etc.) and your learning
purpose (why are they studying
English).
1. The factors and difficulties that
children with this special need
present is like learning a second
language, which is the English
language, because first they are in
an institution that does not have the
professional trained with the
language, it is as difficult for them
as the professional and the student.
get this learning. It is located in a
rural area where they do not have
enough technologies to carry out

this learning, for which their
economic level is low. On the other
hand, the purpose of teaching you
through this activity in English will
be carried out, strengthen visual
stimulation through images and put
your creativity into practice, in this
case the language that is English is
put into practice, learning the
subject proposed that it is a specific
value "companionship" and
creativity.
E. After having completed the individual part the student must propose an evaluation of these
students through technology).
Activity
1 The activity proposed in this first session, An explanation will be made about the values by
means of memo files in this case a specific one that is the fellowship but in English.
2. After the first session, which is the explanation, a visual activity is carried out to strengthen
visual stimulation, in which a story of an animated short presented by the teacher about the
value to be promoted must be detailed. They must visualize very carefully so that at the end
of the video, they capture with a drawing what value they identified in the video and in the
memos cards.
3. In this way, the teacher easily records the level of understanding of each of the students.
In Annex 1 you can find the image of the memos, video and the link.
https://www.youtube.com/watch?v=AnSM63vhtXI

Community chosen by: Vivian Daniela Tapiero
MONITORING ENGLISH LEARNERS
In order to have a good teaching in the English language, we must have good monitoring in
teaching and learning, so that students return to learning in a good way. As teachers we must be
very attentive and make sure that students are really learning in the classroom, so for this we
must take into account the evaluations that must be done in the classroom in order to know if the
student has been able to learn or to know what gaps are being made in their learning and to be
able to measure their performance in the basic, intermediate or advanced content areas according
to the grade level.
In the same way, there are workshops that help students to learn and express what they have
learned, for example exhibitions or songs, from there we can really verify that the student has
learned or has errors in their pronunciation or grammar or also in the use of vocabulary.
Monitoring for English students is not only about evaluating them, but also in the classroom we
can carry out complex and creative monitoring, that we can also verify and monitor the students
and the learning they have or are having. Similarly, the teacher must take into account the
procedure in order to give feedback or correct the students.
Community analysis
Characteristics
- Students with a basic level in the English language, answer basic questions such as name, age,
years, daily routine, plans.
- Some have difficulties in pronunciation and lack of vocabulary
- They learn slowly, they do not develop knowledge all at once, but slowly.
- When they do not understand a particular topic, they ask their doubts or simply do not say
anything.

- At the time of being monitored, there are students who have learned more than others.
AgeBetween 8 and 11 years old
Intensity of the English hour in the institution where they are studying the English language,
etc.In educational institutions the English language area is 5 hours per week
Context: economics, geographical location, education level, etc.), and their learning purpose
(why they are studying English) San Jose de Oporapa Huila educational institution, the
population is between stratum 1 and 2.
The students are in the fourth grade of elementary school. The students' English level is a basic
level A1.
Why they are studying English? Most students do not like to learn the English language because
it seems very difficult, in the same way now it is a requirement that they can learn to handle the
language since it is the language of world power and in Colombia all institutions have the area
English language, Some students intend to learn more every day because they know that in the
future it will help them to know some English.
After having completed the individual part the student must propose an evaluation of these
students through technology)
https://forms.gle/MivQBA5kkbkGbTi86

COLLABORATIVE
Community chosen by the Group:
LEARNERS WITH SPECIAL NEEDS
2. According to the characteristics of the Community of English Learners, how does the
concept of Validity apply in their evaluation process?
The evaluation proposed for the community of learners with Special Needs applies the concept of
validity since it has an adequate and well-designed procedure.
The evaluation method coincides with the content of the work and the needs of the students, the
content is in accordance with their characteristics (age, time intensity) and the elements used are
accessible to the learning community in question.
In addition, the evaluation process provides data to the teacher about the level of understanding
of each student, which is of vital importance since this allows making the necessary adaptations
to achieve the objectives proposed by the curriculum.
4. According to the characteristics of the Community of English Learners, what aspects
could affect the reliability of the evaluation process?
Reliability in the evaluation process could be affected if the teacher does not have full knowledge
of the individual and group characteristics of the students, since not all have the same cognitive
abilities to capture information, the same capacity for perception, attention, memory or
comprehension of reading or writing or it may be that due to their sociocultural, geographical or
economic level they do not have the same possibilities. The teacher must be clear about the
strengths and weaknesses of the students.

EVALUATION DESIGN
(Writting)
Read each sentence and write yes or no according to the image
Examples
1) There is a toothbrush ….Yes…….
2) The carpet is yellow …..Not…….
Questions
3) Is there a mirror in the bathroom ……………
4) Are the 2 windows open ……………
5) The duck is red ……………
6) The shirt is on the floor ……………
7) The bathroom lid is closed ……………

Now read the questions. Write one-word answers.
Examples
The duck is inside? …Bath……..
The chair is colored? …. Purple…….
Questions
1) The towel is color? ………………
2) The windows in the bathroom are? ……………….
3) How many clothes can be seen? …………………
4) The mirror is used for? …………………..
5) Is the carpet colored? …………………...

(Reading)
Read the story. Write some words to complete the sentences:
Maria and her first day of work
Maria gets up at 6 am, brushes her feet and takes a bath, then makes breakfast, makes some eggs
and sausage, has breakfast and goes to work. María is a nurse and she is very happy, it is Monday
and is her first day of work, she loves her work because she is very happy to attend to her
patients. When she gets to work she meets two friends Juan and Bella, they also go to work in the
same place. Juan is the Doctor and Bella the Head of Nursing. María felt very happy because her
friends and she, they will work together. Maria had a nice day at her work and she went home
very happy.
Questions
Made some breakfast______________
Maria is _____________and is very happy
She loves her job because_____________________
They also go to work in the same place. Juan is _____ and Bella is______
Maria, Juan and Bella ________ Together

REFERENCES BIBLIOGRAPHY
 Purmensky, K. L. (2009). Service-learning for Diverse Communities : Critical Pedagogy
and Mentoring English Language Learners. Charlotte, N.C.: Information Age Publishing.
https://bibliotecavirtual.unad.edu.co/login?url=https://search-ebscohost-
com.bibliotecavirtual.unad.edu.co/login.aspx?direct=true&db=e000xww&AN=470230&l
ang=es&site=ehost-live

Task 3 assess english learners group 14

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