PORTADA

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INDEX

Introduction and Answers for questions………………………..3

Conclusion……………………………………………………………………..4

Test………………………………………………………………………………..5

Key Answers………………………

Rubric………………………………

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 EVALUATION OF ENGLISH IN SECONDARY AND HIGHER
EDUCATION:

Within the context of educational programs there is a continual process of evaluation that also
includes teacher-made tests and letter-grade performance standards. The continuous monitoring
of student performance within a particular academic content 3ead provides means not only to
assess student progress but also to link instructional strategies and learning objectives with
identified student learning needs or skill 3eading3.In fact educators created Achievement tests
which come at the end of a relatively long period of learning, like a unit or learning sesión, and
derive from the syllabus as well that has been taught over a period of time.

1. Type of Test:The nest exam corresponds to a Achievement Test or Final Test, it would be
taken at the end of a unit for youths from 5th grade of Secondary.
2. Generation: It is builded to answer objective and subjective questions too, in that way the
Generation is third, this test also helps to understand topics in contextualized
scenarios,and it integrates tasks like speaking and writing, taking into account others,
helping stundents to comprehend in a better way.
3. Principles and Cornerstones:
3.1. The exam measures the competences 3eading3 the challenge from students to solve all
the activities in the exam, according to each skill, receptive and productive.
3.2. The use of the english language in this test is notorious because it works to reinforce skills
directly , by assignments written in the test.
3.3. The Assessment here is Integrative, because in involves the use of many parts of the
english language. It is and Objective and Subjective test , because all the skills like Reading
and listening , for Objective criteria and speaking and writing for subjective are inserted in
this exam type.
3.4. The test reinforce receptive skills (listening and Reading) and productive ( speaking and
writing).
3.5. As the third generation tests are stablished on forward looking assessment, because it
measures the students´ performance of a syllabus.
3.6. The test has the type of disembodied language, it has many exercises to usage the
language and not for use the language in specific situations like the Contextulaized tests.
3.7. This test is a tipe Norm –Referenced, to know if students pass or fail the test , judging
them using a score.
4. The reliability is clear in the test by using clear statements in the exam, and the content
validity here reflects language and topics of the syllabus of the subject, in this case the unit
to assess.The Utility of the exam is give a feedback that the student gets after obtains the
score.The discrimination in the exam helps students to realice about who is better in each
tast in the exam, after students receive the score they can compare this. The Practicality in
this test is reflected only by using a sheet and pecil or pen it is easy to obtain. The
reliability in the test helps students to know more information to use in their lives. The
validity reflected in the test helps teachers to know if students are learning or not.

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5. Scales and instructions: 4eading4es to assesses each test is given according to the percent
given for each skill, and the way for marking depends on the points what the percent gives
for each question.
6. Discussion of the format of the test: The test has 6 parts according to each skill
(vacabulary,reading,grammar, listening , writing and speaking) each skill is in an
appropriate order because one skill follows other.

Conclusion:

The process of development of this exam was a little difficult but has many advantages to
know what are the characteristics to give an exam for 5th grade of secondary, according to
each skill, it is not formal but it would be of an important use if teachers apply this in the daily
calsses of school, mainly in the Regular Education from Peru, where the level of english is
misunderstanding applying exams in the first generation just to reinforce gramatical aspects of
the english language.

It is important to know how to assess students, by the use of a rubric and with clear
statements to let students struggle for the tests.

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EXAMEN

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KEY ANSWERS:

I. Vocabulary.

1.c

2. e

3a

4f

5d

6b

II. Reading:
1. It is an article because it is a text which describes a publication on a magazine or a book.
2. The text describes the place where a teenager Charlie Larcombe lives with his family and
that has distinguished characteristics different from other houses.
3. C
4. Sails: are pieces from old cottages and farm buildings. Balcony:is an scape room.
5. 1,3,4,6,7.

III. Grammar:
1. At
2. In
3. On
4. At
5. In

IV. Listening:
1. A
2. B
3. B
4. A
5. B

V. Writing:
1. I occasionally listen to music on the radio.
2. I check my email every two hours.
3. I´m never late for school.
4. I sometimes write letters to friends.
5. I don´t always have lunch at home.
6. I´m sleepy in the morning almost every day.
7. I hardly ever go out on Monday nights.
8. I stay in bed late most weekends.

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VI. Speaking:
1. I always listen to music on the radio.
2. I check my email weekly.
3. I´m hardly ever late for school.
4. I often write letters to friends.
5. I don´t sometimes have lunch at home.
6. I´m sleepy in the morning every day.
7. I never go out on Monday nights.
8. I stay in bed late most weekdays.

LAYOUT OF THE TEST:

Skills: Questions: Points: Percent:

Reading 5 5 20%
Writing 8 4 25%
Speaking 8 4 25%
Vocabulary 4 2 10%
Grammar 5 2½ 10%
Listening 5 2½ 10%
TOTAL: 100%

RUBRIC:

SPEAKING:

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