5.open Questions For Workshop

SECRETARA DE EDUCACIN
SUBSECRETARA DE EDUCACIN FEDERALIZADA

DIRECCIN DE EDUCACIN SECUNDARIA Y SUPERIOR
DEPARTAMENTO DE EDUCACIN SECUNDARIA TCNICA
SUBJEFATURA TCNICO PEDAGGICA
CUADRO EXPLICATIVO SOBRE EL DISEO, ELABORACIN E INTERPRETACIN DE INSTRUMENTOS DE

EVALUACION CON PREGUNTAS ABIERTAS.
JUSTIFICACIN TERICA.
INVESTIGACION DOCUMENTAL FUENTE DE OBSERVACIONE

INVESTIGACIN S.
Examen de preguntas Imprescindible nos es
Prueba o examen de preguntas abiertas abiertas, orientaciones mencionar que, existe una
Las pruebas de pregunta abierta, se ubican dentro de lo que se ha denominado para su elaboracin. gran cantidad de TEORA
4
evaluacin cualitativa, en la cual se prioriza el enfoque formativo de la evaluacin. Orientaci referente al tema que nos
n general ocupa, pero; ante la
En la evaluacin de corte cualitativo, el inters principal no est en la calificacin,
acerca de imposibilidad de poder
sino en la valoracin del nivel de desempeo del alumno, en funcin de la
movilizacin de conocimientos, habilidades, actitudes y valores, mostrados en la socializarlo por cuestiones
la de tiempo y espacio, como
solucin a las preguntas planteadas.
evaluaci academia cremos
El examen de pregunta abierta, es ms comprensivo que memorstico, aunque no se n pertinente traer un
niega la importancia que como habilidad cognitiva tiene la memoria,
formativa resumen del material
4.7. Consideraciones generales para la elaboracin de exmenes de EXAMEN DE
preguntas abiertas
y el
PREGUNTAS ABIERTAS,
examen ORIENTACIONES PARA
Definir el objetivo del examen.
Jerarquizar los aprendizajes esperados.
de SU ELABORACION,
Seleccionar los aprendizajes ms fundamentales por asignatura, para evaluar de preguntas ACUERDO 696. Del cual
acuerdo a su impacto en el perfil de egreso. abiertas nos inspiramos para el
Definir criterios de evaluacin, tomando como referencia los aprendizajes diseo y elaboracin de un
esperados. examen escrito con
Construir los reactivos apropiados. Las preguntas o instrucciones deben ser cortas y Ma. Guadalupe preguntas y respuestas
claras, la idea es que se explayen los estudiantes en las respuestas. Laurent Luna abiertas.
La estructura de la pregunta se orienta a la obtencin de la informacin necesaria.
Docente-Investigadora
Las respuestas a una pregunta abierta pueden ser cortas o largas, lo que importa
es el nivel de argumentacin; no su extensin.
del ISCEEM
El nivel de complejidad de los planteamientos debe ser acorde al nivel educativo al

que se dirige. Su complejidad debe ser el contenido y no la forma de estructurar o
plantear el reactivo.
La construccin de reactivos debe ser consistente, evitando factores ajenos que
dispersen la atencin del planteamiento e impidan su solucin.
Los planteamientos deben propiciar la expresin de los aprendizajes que se
pretenden medir.
Establecer por anticipado la puntuacin que se le dar a cada pregunta.
El examen debe mostrar las reas (conocimientos, procesos, habilidades u otros)
que requieren atenderse para mejorar el aprendizaje de los alumnos.
HERRAMIENTAS
Entre las herramientas que se utilizan para calificar una evaluacin desde este
enfoque estn la lista de verificacin, la escala estimativa y la rbrica; sin embargo,
por su nivel de complejidad, se recomienda la rbrica analtica para evaluar un
examen de pregunta abierta, en tanto define con precisin los niveles de
desempeo del estudiante.
En especfico, con respecto al examen final para evaluar el quinto bimestre, la
Secretara de Educacin Pblica, seala algunos aspectos a tomar en cuenta al
calificar el examen de preguntas abiertas.
4.8. Aspectos a considerar para calificar el examen( SEP, 2013)

Dominio de los aprendizajes.
Capacidad de expresin.
Capacidad de comprensin.
Capacidad de opinin.
En tal sentido, a manera de cierre de este apartado, la construccin del examen de

preguntas abiertas desde el enfoque formativo de la evaluacin, es una tarea que
exige por parte de los diseadores, compromiso, disposicin, apertura terica, un
pensamiento reflexivo, actitud flexible y conocimiento de los principales insumos
como el plan de estudios, programas, auxiliares didcticos y dems recursos que la
5
Secretara de Educacin Pblica ha proporcionado Criterios
para
5. CRITERIOS PARA DISEAR PREGUNTAS ABIERTAS.
disear
preguntas
La intencin es atender el requerimiento planteado en el Acuerdo nmero 696 que
en su artculo 9 fraccin A, seala: para evaluar el quinto bimestre de 3 de abiertas
primaria a 3 de secundaria, se utilizar un examen final que servir para calificar el
quinto bimestre (p. 4).
Josefa Edith
Este examen debe ser parcialmente estructurado, abierto y flexible de tal manera
Hernndez
que se adapte a la singularidad de cada sujeto. En su diseo, se habr de tomar en
Carrillo
cuenta su carcter sumativo; es decir, abarca los aprendizajes esperados del grado
correspondiente sin perder de vista el perfil de egreso de los alumnos. Docente-
Investigadora del
5.1. Exmenes de pregunta abierta ISCEEM
Los exmenes que se integran con preguntas abiertas movilizan los saberes de los
alumnos y le permite expresar sus propias ideas a travs de reconstrucciones y
aplicaciones, Baigorri, (2007) seala:
Las preguntas abiertas se usan para desarrollar habilidades de pensamiento,
determinar fortalezas y debilidades en el proceso de aprendizaje, son ms complejas
que las preguntas cerradas. Las respuestas a las preguntas abiertas pueden ser
cortas, largas, o extensivas, estas ltimas contemplan el desarrollo de temas,
elaboracin de ensayo, resolucin de casos o problemas.
5.2. Criterios generales a considerar por el profesor
1. El referente obligado para el diseo del examen final del quinto bimestre son los
aprendizajes esperados de cada asignatura, stos presentan una secuencia y
gradualidad del primero al quinto bimestre, situacin que no limita a organizar dos o
ms aprendizajes esperados para disear una pregunta abierta.
2. Identificar los aprendizajes esperados ms relevantes con posibilidad de someterlos a
evaluacin, cuidando la coherencia entre los aprendizajes esperados, los contenidos, las
estrategias de enseanza empleadas y el contenido de las preguntas que comprenden el
examen.
Examen de preguntas abiertas

Los contenidos a considerar para el examen, adems de ser derivados de los
aprendizajes esperados, sern los que hayan sido cubiertos por el profesor a la fecha de
la aplicacin. No se puede evaluar algo que desconocen los alumnos.
5.3. Criterios para la elaboracin de cuestionamientos o preguntas abiertas 1

Qu evaluar?

Cunto evaluar?

Con qu evaluar? 1
.
CUADRO DE PLANEACIN.
SUBJECT ENGLISH. GRADE: 1ST UNIT: I. PERSONAL IDENTIFICATION.
SOCIAL PRACTICE. Giving and obtaining factual information of a personal and non-personal kind.
SUBJECT PERFORMANCEVIDENCE KEY IDEAS COGNITIVE LEVEL NUMBER OF

CONTENTS QUESTIONS. OPEN QUESTIONS OR ASPECTS FOR
QUESTIONS. ASSESSMEN
ENGLISH Students can use Use, Comparison, 1 Hello! I am Written text
language creatively and Asking for Choose, comprehension Octavio Vazquez. about
appropriately by and giving Produce, Interpretation Im 14 years old. performance
choosing lexis, phrases personal Express. Production. I am Guatemalan. She is my evidence.
and grammatical details. Selection Comprehension
sister Mary. Shes 12 years old
resources in order to Coherent text.
She is Guatemalan, too. They
produce short relevant Command of
texts regarding factual are Robert and John. There content.
information of a are 14 and 15 years old.
personal kind. Theyre Colombian. We all
want to live in Mexico and
study in this technical
secondary school.
INSTRUCTIONS: READ THE
INTRODUCING AND OBSERVE
THAT OCTAVIO USED THE
FOLLOWING STRUCTURES.
I am Im
She is Shes
They are Theyre
Are they all correct? ______
Why?
______________________
SUBJECT ENGLISH. GRADE: 2ND UNIT: I. PEOPLE AND ANIMALS.

ENGLISH Students can use Describing Use, Comparison, 1 Melanie: Whats up, Sarah? Written text
language creatively and people and Choose, comprehension Sarah: Im sad. I dont have a about
appropriately by animals. Produce, Interpretation Valentine so I cant go out! performance
selecting lexis, phrases Express. Production. Melanie: Mmm. I have a great idea. evidence.
Why dont you meet my brother?
and grammatical Selection Comprehension
Sarah: I dont know! Tell me about
resources in order to him. Coherent text.
produce short, relevant Melanie: He is 16 years old and he is Command of
texts (classified very handsome. His names content.
advertisement, letter/e- Christopher and he is very clever.
mail, article, Everybody knows about his ability
conversation) regarding for math. All the girls in high school
peoples and/or like him. Our neighbors appreciate
animals (in)abilities, him a lot because he is very helpful.
Sarah: Really!
physical characteristics,
Melanie: His dog is lovely, too His
and habits/ routines.
name is Spunky, and my brother
loves him. Can you meet us
tomorrow at City Caf at 5 p.m.?
Sarah: Sounds interesting. See you
there. Bye.
Melanie: Bye.
INSTRUCTIONS:Answer the
next question.
Do you introduce your
brothers or sisters to your
friends? Why?
SUBJECT ENGLISH. GRADE: 3RD UNIT: I. MEMORIES.

ENGLISH Students can use Use, Comparison, 1 Gray Whales Written text
language creatively and Describing Choose, comprehension about
appropriately by what people Produce, Interpretation Whale hunters discovered gray performance
selecting lexis, phrases were doing at Express. Production. whales in the lagoons of Mexicos evidence.
Pacific coast in 1886, and they killed
and grammatical a certain Selection Comprehension
a large percentage of the
resources in order to moment in population. During the following Coherent text.
produce meaningful, the past. decades whales were hunted Command of
relevant and clear texts almost to extinction. Hunters lef content.
(letter/e-mail, story, them alone and their number
diary, recovered. However, the early
conversation) when 1900s brought the invention of
discussing memories factory ships, which processed
and when describing whales aboard the vessels. This new
technology allowed intensive
what people were doing
hunting once again and gray wales
at a certain were in danger of extinction.
moment in the past.
INSTRUCTIONS: Answer the
question.
Why did the whales become
an endangered species?
SUBJECT ENGLISH. GRADE: 1 UNIT: II. ACTIONS IN PROGRESS.
SUBJECT PERFORMANCE KEY IDEAS COGNITIVE LEVEL NUMBER OF

EVIDENCE CONTENTS QUESTIONS. OPEN QUESTIONS OR QUESTIONS. ASPECTS FOR
ASSESSMEN
Students can use Use, Comparison, 1 Hi! Everybody. Im sure that you Written text
language Describing what Chose, comprehension have learned with helping of about
creatively and people are Produce, Interpretation your English teacher, how to performance
appropriately by wearing and/or Express. Production. write E-mails to your friends evidence.
choosing lexis, doing at the Selection Comprehension
and your family members talking
phrases and moment of Coherent text.
about what people are wearing
ENGLISH grammatical speaking. Command of
resources in or talking about what they are content.
order to produce doing.
short relevant INSTRUCTIONS: WRITE AND E-
texts regarding MAIL TO A FRIEND DESCRIBING
possessions and A PHOTO OF YOUR FAMILY. USE
actions in THE WORDS IN THE BOX AND
progress. IDEAS OF YOUR OWN.
NEXT TO, BEHIND, MOM, DAD, IN FRONT
OF, AUNT, IN, SISTER, BROTHER,
BETWEEN, HOUSE.
YOUR E-MAIL
SUBJECT ENGLISH. GRADE: 2ND UNIT: II. HEALTH AND THE BODY.

ENGLISH Students can use Discussing Use, Comparison, 1 Read the conversation and check Written text
language creatively and the body and Choose, comprehension your inferences. about
appropriately by ones health. Produce, Interpretation performance
selecting lexis, phrases Express. Production. Sarah: Hi, guys! How are you? evidence.
Andrew: Fine but Fers not feeling
well.
resources in order to Sarah: Oh, whats the problem? Coherent text.
produce short, relevant Fer: I think I have the flu. Command of
texts (letter/e-mail, set Sarah: Why dont you drink a cup of content.
of instructions, hot tea?
conversation) Fer: Yeah, my mom gave me one
regarding health and and she put a piece of wet cotton
the body. on my forehead. I feel better now.
Sarah: How about staying in bed?
Fer: Yes, I think its a good idea. I
just wanted to say hello.
Andrew: OK. Talk to you later.
INSTRUCTIONS: What advice

do you give to Fer? Why?
SUBJECT ENGLISH. GRADE: 3RD UNIT: II. RULES AND REGULATIONS.

ENGLISH Students can use Use, Comparison, 1 Written text
language creatively and Giving Choose, comprehension about
appropriately by warnings and Produce, Interpretation performance
selecting lexis, phrases stating Express. Production. evidence.
and grammatical prohibition. Selection Comprehension
produce meaningful, Command of
relevant and clear texts content.
(set of rules and
regulations, warning
sign, conversation)
when stating warning,
prohibition and
obligation.
SUBJECT ENGLISH. GRADE: 1 UNIT: III. HOBBIES, LAISURE AND SPORTS,
SOCIAL PRACTICE: Establishing and maintaining social contacts.
SUBJECT PERFORMANC CONTENTS KEY IDEAS NUMBER OF OPEN QUESTIONS OR ASPECTS FOR
EVIDENCE COGNITIVE LEVEL QUESTIONS. QUESTIONS. ASSESSMEN
ENGLISH Students can Expressing Use, Comparison, 01 Peter and John study in a Written text
use language preferences, likes Chose, comprehension Secondary School. Now, they about
creatively and and dislikes Produce, Interpretation are in a classroom. performance
appropriately Express. Production. The teacher is evidence.
by choosing Selection explaining about Comprehension
lexis, phrases sports. Coherent text.
and Peter says to the teacher. I like Command of
grammatical playing tennis, baseball and content.
resources in basketball and John says, I only
order to like to play football.
produce short, What sports do you like? -
relevant texts, Why?
regarding __________________________
preferences __________________________
about __________________________
hobbies, _____________________
leisure and
sport.
SUBJECT ENGLISH. GRADE: 2ND UNIT: III. SHOPPING AND CLOTHES.

ENGLISH Students can use Buying and Use, Comparison, 1 Planning to buy shoes? Written text
language creatively and selling things. Choose, comprehension about
appropriately by Produce, Interpretation Walking shoes: Leather shoes are performance
selecting lexis, phrases Express. Production. commonly associated with quality evidence.
and durability. Full grain leather is
the highest quality type of leather.
produce short, relevant Sandals: Look for the latest colors Command of
texts (advertisement, and patterns. It is just a matter of content.
catalogue, regarding matching color and style to create
comparisons and your own distinctive look.
buying/selling things.
Running shoes: When buying
running shoes look for the word
flexible included in their
descriptions. Running shoes can be
cheaper than other kind of shoes.
However, do not look for the
cheapest models! They are not
always the best.
questions.
Is it a good idea to buy
cheap models of running
shoes? Why?
SUBJECT ENGLISH. GRADE: 3RD UNIT: III. FOOD AND DRINK.

language creatively and Ordering Choose, comprehension about
appropriately by meals. Produce, Interpretation performance
selecting lexis, phrases Express. Production. evidence.
(recipe, menu, article,
conversation) when
ordering meals, when
discussing food and
drink, and when giving
recipes.
SUBJECT ENGLISH. GRADE: 1 UNIT: IV. DAILY LIFE
SOCIAL PRACTICE. Giving and obtaining factual information about personal and non-personal kind.
SUBJECT PERFORMANC CONTENTS KEY IDEAS NUMBER OF OPEN QUESTIONS OR ASPECTS FOR
EVIDENCE COGNITIVE LEVEL QUESTIONS. QUESTIONS. ASSESSMEN
ENGLISH Students can Asking for and Use, Comparison, 01 This is a section of a newspaper. Written text
use language giving information Chose, comprehension In it, there is information about about
creatively and about everyday Produce, Interpretation different events where Jane and performance
appropriately activities. Express. Production. Alice want to go. evidence.
by choosing Comprehension
lexis, phrases Coherent text.
and Command of
The Village
grammatical
Culture & Entertainment content.
resources in
MOVIES
The Chinese movie festival i son Wednesday
at 7 p.m. May 23order
rd
to
.PHOTOGRAPHY
The photography exhibition opens on Monday
produce
at 8p.m. May 21 MUSIC short,
st
Come on the open air concert on Sunday at

relevant texts,
th
12 p.m. May 20 .CONTESTS
regarding
Come to the rap contest daily
on Thursday at 6
p.m May 24thCULTURE
life arts and crafts
Come to this traditional
market on Saturday . All day. May
26thMUSEUMS
Dont forget the tour of the Museum of
Modsern Art. This is on Tuesday at 3 p.m.
May 22ndFOOD
Enjoy the regional food festival this Friday at
8 p.m. May 25
In this section, you will observe

the use of AT and ON and you
will find important information
INSTRUCTIONS: Explain with a
short text the use of the words
AT and On._________________
__________________________
__________________________
SUBJECT ENGLISH. GRADE: 2ND UNIT: IV. HOUSE AND HOME.
SUBJECT PERFORMANCEVIDENCE CONTENTS KEY IDEAS COGNITIVE LEVEL NUMBER OPEN QUESTIONS OR ASPECTS FOR
OF QUESTIONS. ASSESSMEN
QUESTIONS
ENGLISH Students can use Use, Comparison, 1 RENTING A HOUSE VERSUS RENTING Written text
language creatively and Describing Choose, comprehension AN APARTMENT about
appropriately by accommodation. Produce, Interpretation The benefits of renting a house: performance
selecting lexis, phrases Express. Production. 1. More space. evidence.
and grammatical Selection 2. Parking spot. Comprehension
resources in order to 3. Privacy. Coherent text.
produce short, relevant The benefits of renting an apartment:
Command of
texts (brochure, 1. Low maintenance. content.
advertisement, 2. Professional management.
classified dvertisement, 3. Location.
letter/e-mail,
Additional Considerations:
conversation) regarding Before you sign a lease for a house or an
descriptions of apartment, make sure you understand
accommodation. what is and isnt included in the space.

questions.
What do you think is better,

to rent a house or an
apartment? Why?
SUBJECT ENGLISH. GRADE: 3RD UNIT: IV. PLANNING HOLIDAYS.
language creatively and Asking for Choose, comprehension about
appropriately by and giving Produce, Interpretation performance
selecting lexis, phrases travel Express. Production. evidence.
and grammatical information. Selection Comprehension
(personal note, letter/e-
mail, travel
brochure/guide,
conversation) when
discussing travel and
when planning holidays.
SUBJECT ENGLISH. GRADE: 1 UNIT: V. PLACES AND BUILDINGS
SOCIAL PRACTICE: Giving and obtaining factual information of a personal and non-personal kind.
SUBJECT PERFORMANC CONTENTS NUMBER OPEN QUESTIONS OR ASPECTS FOR

EVIDENCE KEY IDEAS COGNITIVE LEVEL OF QUESTIONS. ASSESSMEN
QUESTIONS
English Students can Asking the way Use, Comparison, 01 Written text
use language and giving Chose, comprehension about
creatively and directions. Produce, Interpretation performance
appropriately Express. Production. evidence.
by choosing Comprehension
INSTRUCTIONS: READ THIS
lexis, phrases Coherent text.
SENTENCES AND OBSERVE THAT
and Command of
THERE ARE WORDS THAT GIVE
grammatical content.
INSTRUCTIONS AND WORDS
resources in
THAT GIVE DIRECTIONS.
order to
produce short,
relevant texts,
1. Wheres the bank?
regarding daily
2. Go straight ahead for two
life
blocks.
3. Open the window.
4. Turn lef on Pino Suarez
Street.
5. Go straight for two blocks.
NOW, COMPARE THEM AND

EXPLAIN THE DIFFERENCE.
__________________________
__________________________
__________________________
SUBJECT ENGLISH. GRADE: 2ND UNIT: V PAST TIMES.

SUBJECT PERFORMANCEVIDENCE CONTENTS KEY IDEAS COGNITIVE LEVEL NUMBER OF OPEN QUESTIONS OR ASPECTS FOR
QUESTIONS. QUESTIONS. ASSESSMEN
ENGLISH Students can use Use, Comparison, 1 What did he do yesterday? Written text
language creatively and Expressing Choose, comprehension about
appropriately by ability and Produce, Interpretation Dear diary, performance
selecting lexis, phrases inability in Express. Production. evidence.
Yesterday I did many things. First, I
and grammatical the past. Selection Comprehension
went to the park and I played
resources in order to football with my friends. Then, I Coherent text.
produce short, relevant came back home and I watched a Command of
texts (letter/e-mail, movie. Afer that, I helped my dad to content.
story, diary, biography, fix the car. In the evening, I studied
conversation) English and then, I listened to music
regarding (in)ability in in my room. It was a nice day.
the past and past
events. Diego.
INSTRUCTIONS: Write an
entry in your diary describing
what you did yesterday.
My diary
___________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
SUBJECT ENGLISH. GRADE: 3RD UNIT: V. LIFE IN THE FUTURE.
language creatively and Making Choose, comprehension about
appropriately by predictions Produce, Interpretation performance
selecting lexis, phrases about the Express. Production. evidence.
and grammatical future. Selection Comprehension
(article, horoscope,
conversation) when
making predictions and
when expressing
certainty and doubt
about the future.
ASIGNATURA: INGLS. GRADO: 1. UNIDAD: 1

RBRICA O MATRIZ DE VALORACIN
PRACTICA SOCIAL DEL LENGUAJE: DANDO Y OBTENIENDO INFORMACIN ACTUAL DE TIPO PERSONAL Y NO PERSONAL
COMPETENCIA ESPECFICA: Dar y solicitar informacin de tipo personal.
ACTIVIDAD INTEGRADORA: Interpretar, comprender y producir textos cortos relevantes con informacin de tipo personal
APRENDIZAJES ESPERADOS INSUFICIENTE SUFICIENTE SASTISFACTORIO DESTACADO
Produce textos cortos y relevantes usando NO produce texto alguno de ALGUNAS VECES produce CASI SIEMPRE produce de SIEMPRE produce de
la lengua inglesa de manera creativa y manera creativa y apropiada ciertos textos de manera creativa manera creativa y apropiada manera creativa y
apropiada. y apropiada textos cortos y relevantes apropiada textos cortos y
en ingls relevantes en ingls
Da y solicita informacin de tipo personal Completamente INCAPAZ de Es ALGO CAPAZ de solicitar y dar Es BASTANTE CAPAZ de Es TOTALMENTE CAPAZ
usando vocabulario, frases cortas y solicitar y dar informacin de informacin de tipo personal con solicitar y dar informacin de de solicitar y dar
recursos gramaticales trabajados en la tipo personal con vocabulario, vocabulario, frases cortas y tipo personal con informacin de tipo
presente unidad. frases cortas y recursos recursos gramaticales de la vocabulario, frases cortas y personal con vocabulario,
gramaticales de la unidad. unidad. recursos gramaticales de la frases cortas y recursos
unidad. gramaticales de la unidad.
Usa el apstrofe para indicar NUNCA lo usa mucho menos ALGUNAS VECES lo usa e CASI SIEMPRE lo usa SIEMPRE lo usa y aplica
CONTRACCIN con los pronombres lo domina indica cierto dominio. indicando BASTANTE observando TOTAL
personales y el verbo TO BE. dominio dominio
Interpreta, comprende y produce textos Es INCAPAZ de interpretar, Interpreta, comprende y produce Interpreta, comprende y Interpreta, comprende y
escritos en ingls de manera coherente. comprender y producirlos PARCIALMENTE textos produce BUENA PARTE de produce EFICAZMENTE
coherentemente coherentes textos de manera coherente. textos escritos de manera
coherente.
RESPONSABLE
_______________________________________
PROFR. LUIS GUILLERMO TIEMPO FONSECA
TITULAR DE LENGUA EXTRANJERA (INGLS)
ASIGNATURA: INGLS. GRADO: UNIDAD: 1

COMPETENCIA ESPECFICA
ACTIVIDAD INTEGRADORA:
RESPONSABLE
_______________________________________
ASIGNATURA: INGLS. GRADO: UNIDAD: 1

COMPETENCIA ESPECFICA:
ACTIVIDAD INTEGRADORA
RESPONSABLE
_______________________________________

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SECRETARA DE EDUCACIN

SUBSECRETARA DE EDUCACIN FEDERALIZADA

CUADRO EXPLICATIVO SOBRE EL DISEO, ELABORACIN E INTERPRETACIN DE INSTRUMENTOS DE

INVESTIGACION DOCUMENTAL FUENTE DE OBSERVACIONE

El nivel de complejidad de los planteamientos debe ser acorde al nivel educativo al

4.8. Aspectos a considerar para calificar el examen( SEP, 2013)

En tal sentido, a manera de cierre de este apartado, la construccin del examen de

5.2. Criterios generales a considerar por el profesor

Examen de preguntas abiertas

SUBJECT ENGLISH. GRADE: 1ST UNIT: I. PERSONAL IDENTIFICATION.

SUBJECT PERFORMANCEVIDENCE KEY IDEAS COGNITIVE LEVEL NUMBER OF

SUBJECT ENGLISH. GRADE: 2ND UNIT: I. PEOPLE AND ANIMALS.

SUBJECT PERFORMANCEVIDENCE KEY IDEAS COGNITIVE LEVEL NUMBER OF

SUBJECT ENGLISH. GRADE: 3RD UNIT: I. MEMORIES.

SUBJECT PERFORMANCEVIDENCE KEY IDEAS COGNITIVE LEVEL NUMBER OF

SUBJECT ENGLISH. GRADE: 1 UNIT: II. ACTIONS IN PROGRESS.

SUBJECT PERFORMANCE KEY IDEAS COGNITIVE LEVEL NUMBER OF

SUBJECT PERFORMANCEVIDENCE KEY IDEAS COGNITIVE LEVEL NUMBER OF

INSTRUCTIONS: What advice

SUBJECT ENGLISH. GRADE: 3RD UNIT: II. RULES AND REGULATIONS.

SUBJECT PERFORMANCEVIDENCE KEY IDEAS COGNITIVE LEVEL NUMBER OF

SOCIAL PRACTICE: Establishing and maintaining social contacts.

SUBJECT ENGLISH. GRADE: 2ND UNIT: III. SHOPPING AND CLOTHES.

SUBJECT PERFORMANCEVIDENCE KEY IDEAS COGNITIVE LEVEL NUMBER OF

SUBJECT ENGLISH. GRADE: 3RD UNIT: III. FOOD AND DRINK.

SUBJECT PERFORMANCEVIDENCE KEY IDEAS COGNITIVE LEVEL NUMBER OF

Come on the open air concert on Sunday at

In this section, you will observe

SUBJECT ENGLISH. GRADE: 2ND UNIT: IV. HOUSE AND HOME.

INSTRUCTIONS: Answer the

What do you think is better,

SUBJECT ENGLISH. GRADE: 3RD UNIT: IV. PLANNING HOLIDAYS.

SUBJECT ENGLISH. GRADE: 1 UNIT: V. PLACES AND BUILDINGS

SUBJECT PERFORMANC CONTENTS NUMBER OPEN QUESTIONS OR ASPECTS FOR

NOW, COMPARE THEM AND

SUBJECT ENGLISH. GRADE: 2ND UNIT: V PAST TIMES.

SUBJECT ENGLISH. GRADE: 3RD UNIT: V. LIFE IN THE FUTURE.

ASIGNATURA: INGLS. GRADO: 1. UNIDAD: 1

COMPETENCIA ESPECFICA: Dar y solicitar informacin de tipo personal.

APRENDIZAJES ESPERADOS INSUFICIENTE SUFICIENTE SASTISFACTORIO DESTACADO

ASIGNATURA: INGLS. GRADO: UNIDAD: 1

APRENDIZAJES ESPERADOS INSUFICIENTE SUFICIENTE SASTISFACTORIO DESTACADO

ASIGNATURA: INGLS. GRADO: UNIDAD: 1

APRENDIZAJES ESPERADOS INSUFICIENTE SUFICIENTE SASTISFACTORIO DESTACADO

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