- Follow-up (Portfolio, workshops, in class participation, role-plays) 40 %

- Midterm (listening, usage/use of the language) 20%

- Final (listening, grammar, reading) 20 %

- Presentation / Interview (oral examination, use of the language) 20%

Follow-up

1. Purpose: To assess the process of each student through portfolios, workshops and
other instruments taking into account the contents covered in class. They can be both
summative and formative.

2. Language knowledge: Communicative competence understood as the information

available in the memory used to create and interpret discourse in language use. It is
divided into organizational and pragmatic knowledge.

3. Aspects to be assessed: - Foreign language

- The contents and topics of the whole semester according to each module.

4. Form of evaluation: It depends on the instrument used to assess. If it is a portfolio it is

mainly traditional (items); but if the instruments are role plays or in class participation, they
are mainly alternative (tasks). Thus, instruments can be either alternative or traditional.

5. Scoring criteria:

- Weight of sections: It is determined according to the criterion of each teacher.

- Number of points: According to the necessities is determined by the teacher.

- Number of evaluators: The teacher of each course. (If the student asks for a second
evaluator it will be determined by the institution)

6. Qualities of the evaluation:

- Fairness: In portfolios and drills the criteria will be objectives since there is only one
correct answer. In alternative assessments, the grade will be determined by the criterion
of each teacher taking into account the topics covered in the semester and the specific
abilities assessed.

- Reliability: In Portfolios and workshops it will be higher since there are more items,
uniform content, students are more used to these kind of tasks and the time given to
develop the tasks will be longer.

In role plays and conversations it will be lower since students are less used to these and it
will also depend on the time given to develop these activities.

- Content validity: It will be valid on account of what will be assessed will be what has
been studied.

- Authenticity: Alternative assessment will be authentic insomuch as the students will

have to reflect on daily situations.

Traditional assessment will not be authentic since students will do portfolios and
workshops.

- Democracy: The students will (not) take part in the design of the evaluation, but they are
asked if they agree with the evaluation system.

- Practicality:

Design: Portfolios, workshops and role plays are easy to create.

Administration: Any person can administer the workshops and portfolios, but only the
teacher will be able to administer and assess the role plays and in class participation.

Marking: It takes time to grade the portfolios and workshops, but the role plays can be
graded immediately.

- Impact: The grade obtained by the students will influence the final grade of the course.

7. Classification of the tests:

- De rendimiento: Informales.