Universidad de Oriente (UNIVO)

Faculty of sciences and

humanities

COURSE:
Assessment of english language learning
SECTION:
“a”
INSTRUCTOR:
Chavarria Arias Fabricio Ulises

Title:
Instrument of assessment diagnostic, formative and summative

Team:
Martinez Castro Melissa Iveth.
Juarez Moreno, Lidia Samali .
Villalobos González Gabriela Elizabeth .

Date:
Friday, November 01st, 2024.
Tool: Basic English Assessment for Evaluating the Four Skills

Objective: Assess students’ language skills in basic English.

Diagnostic
assessment
 Part -1 students

Universidad de Oriente (Univo)

Diagnostic assessment : (reading) date:________________________________
Student's name__________________________________________________________________
Teacher: Villalobos Gonzalez Gabriela Elizabeth
Course: English basic
Objective: to evaluate students' understanding of the text read and their ability to
analyze and reflect on its content.

Duration: you have 30-45 minutes to complete the activity.

Instruction
Students will listen to the definition and look for the corresponding words in the box.
If they find the word, they must mark it.

The first one to complete the box wins.

A) Technological adv B) Meticulous C) Evaluate D) Resilient E) Vibrant

F) G) H) Phenomenon I) J) innovative
Facilitate Collaboration Cultural
diversity

K) Adapt L) Dilemma M) integrate N) Complex O) Aeticulate

P) in lingt of Q) R) S) Take into T) On the other hand

Sustainabilily As a matter of fact consideration
 Part 2 teacher

Definition of vocabulary table :play audio or read defintion

Activity: bingo ,evaluative of proficiency.
Introduction: a Student or teacher can read the definitions while the
others look for the word corresponding to The definition. Whoever finishes finding
them all wins the game.

c) He ability to be maintained over the long term without depleting resources; ecological balance.

To examine or judge the value, quality, or importance of something.

A situation in which a difficult choice must be made between two options.

To adjust to new conditions or environments.

A phrase that introduces a contrast or an alternative perspective.

Full of energy, enthusiasm, or color; dynamic and exciting.

To express ideas or thoughts clearly and effectively.

A fact or situation that can be observed, often unusual or extraordinary.

Someone who pays attention to detail; careful in their work.

Progress or advancement in technology that improves efficiency or effectiveness.

To factor in something when making decisions or evaluations.

Working together between individuals or groups to achieve a common goal.

To make a process easier or possible; to assist in the accomplishment of something.

Made up of multiple interconnected parts; not simple.

The ability to recover quickly from difficulties or adapt to change.

The ability to introduce new and creative ideas.

The variety of cultures and cultural expressions within a group or society.

A phrase used to confirm something with certainty or emphasize a statement.

To combine parts to form a unified whole; to incorporate different elements.

Considering or taking into account a particular situation or circumstance.

 Part 1 students

Universidad de oriente(Univo)
Diagnostic assessment : ( speaking) Date:__________________________

Student's name.____________________________________________________
Teacher: Villalobos Gonzalez Gabriela Elizabeth
Course: English basic
General information

Activity type: speaking role play

Participants: pairs of students
Objective:
To practice speaking skills in english through dialogue.
To enhance vocabulary usage, fluency, and pronunciation in everyday conversations.
indicators:
Use of varied vocabulary related to hobbies and free time activities.
Ability to speak fluently with minimal pauses.
Clear and accurate pronunciation of words.
Introduction time : 30 minutes
5 minutespreparation of scripts: 10 minutes
Role play: 10 minutes (5 minutes per student)
Feedback and reflection: 5 minutes

Instruction:
In pairs, act out a dialogue in english about what you do in your free time. Follow the steps below to
create your script.

Part 1: individual script Part 2: partner’s script

Student a: Student b:

What is your favorite activity to do in your free What is your favorite activity to do in your free
time? time?
Describe the activity. Describe the activity.
Why do you like it? Why do you like it?
How often do you do it? How often do you do it?
Student b: Student a:

Listen to student a and take notes. Listen to student b and take notes.
After student a has finished speaking, ask at least After student b has finished speaking, ask at
two questions about their activity. least two questions about their activity
 Part 1 student

Universidad de oriente (UNIVO)

Diagnostic assessment ( writing) date:___________
Student's name:____________________________________________________
Teacher:
Villalobos Gonzalez Gabriela Elizabeth
Course:
English basic
Objective:
Encourage creativity in writing, improve vocabulary usage in stories and practice
story structure.
Writing activity:
complete the story
General information:
Creative writing
Participants:
individual students
Indicators
Appropriate use of words in blanks, creativity and originality in the story and
coherence and fluency in the final narrative.

Time:
Total: 40 minutes
Introduction: 5 minutes
Writing: 15 minutes
Reading and sharing: 20 minutes
Instructions

Introduction :
(5 minutes): explain the activity and provide an example story with blanks.
Writing (15 minutes): distribute the story with blanks for students to fill in creatively.
Reading and sharing (20 minutes): students share their stories and discuss the
different versions.

We are going to do a creative writing activity.

You will complete a story by filling in the blanks with words of your vocabulary
 Part 2 student

The story
Last weekend was really exciting! On saturday, i woke up early and decided to go to the
____park______ (1). I wanted to see the ____________ (2) because i had heard it was amazing.

After that, i met my friends at the _____________ (3). We played ________________ (4) and
enjoyed the sunshine. For lunch, we ate _____________ (5), which is my favorite food!

In the afternoon, we went to the __________________ (6) to watch a movie. The film was
about a _ (7) that went on an adventure. It made us all laugh and cheer.

At the end of the day, we went back home feeling very _________________ (8) because we
had so much fun. I hope next weekend will be just as great!

The next morning, i woke up and remembered how much fun we had. I wanted to do
something special again, so i called my friends to see if they wanted to join me at the
__________________ (9) for a picnic. Emma suggested we bring some _________________ (10) to
share, and lucas said he would bring his favorite ______________ (11).

When we arrived at the park, we found a nice spot near a _________________ (12). The
weather was perfect, and we could hear the______________ _ (13) singing in the trees. After
setting up our picnic blanket, we took out our food and enjoyed the ________________ (14)
together.

While we ate, we talked about our favorite ______________ (15) and what we wanted to do
next weekend. After lunch, we decided to play some games. We played _______________
(16) and even had a mini race to see who was the fastest.

Later, we saw some kids flying ________________ (17) and decided to join them. It was so
much fun watching the colorful kites soar in the sky. After a while, we got tired and sat
down on the grass to rest.

As the sun began to set, we knew it was time to pack up. We were all a little
__________________ (18) but happy. Before leaving, we took a group photo to remember the
day. I felt grateful to have such amazing friends and couldn’t wait for our next adventure.

On the way home, we talked about all the fun we had and made plans for the next
weekend. I hope it will be just as exciting, with more games, laughter, and great food.
There’s nothing better than spending time with friends!.
 Part 1 student

Universidad de oriente
Diagnostic assessment ( listening) Date:___________________
Student's name:____________________________________________________________
Teacher: Villalobos Gonzalez Gabriela Elizabeth
Objective:
To assess students' ability to understand auditory information in english and select
the correct answers based on what they hear.
Course: English basic
Tructure:listening comprehension
Indication:comprehension of specific details,ability to identify relevant information
and skill in distinguishing between true and false statements.
Type of exam: listening comprehension
Duration: 30 minutes
Number of questions: 6
Description of Activity: listening
Students will listen to a recording with questions in english and select the correct
answer, is format ,true/false.
https://learnenglish.britishcouncil.org/skills/listening/b1-listening/phone-call-
customer

1)the delivery hasn't arrived yet.

True_______false_________

2)andrea is having cash flow issues and needs a payment extension.

True_______false________

3)andrea usually asks for an extension of the payment terms.

true_______false________

4)andrea has a new order to place, even bigger than the last one.

True_______false_________

5)junko can extend the payment terms on the last order to 60 days.

true______false_________

6)junko will send andrea an email confirmation. True_______false__________

 UNIVERSIDAD DE ORIENTE
SCHOOL OF ART & SCIENCES / FOREINGN LANGUAJE DEPARTMENT

CLASS: ENGLISH BASIC

PROFESSOR: VILLALOBOS GONZALEZ GABRIELA .E DATE______________
STUDENT`SNAME:____________________________________________________

Evaluacion Rubric for Studendent (Diagnostic)

Skill Evaluation Unsatisfactory (1 Satisfactory (2 Outstanding (3 Total
Criteria point) points) points)
Listening Question I do not understand I understand I understand all
Comprehension most questions. some questions questions easily.
but not all.
Response My answers are Some of my I answer all
Accuracy incorrect or I do not answers are questions
answer. correct. correctly.
Speaking Clarity and I have a lot of I speak with I speak clearly and
Fluency trouble expressing some pauses fluently.
myself. and errors.
Vocabulary My vocabulary is I use basic I use varied and
Usage very limited and vocabulary but it appropriate
repetitive. is not varied. vocabulary.
Reading Word I mark few or no I mark some I mark all words
Identification words correctly. words but make correctly.
errors.
Content I do not understand I understand I understand the
Comprehension the text. some ideas but text completely
lack clarity. and accurately.
Writing Creativity and My story is My story is basic My story is
Coherence confusing and and lacks creative and well-
disorganized. coherence. structured.
Vocabulary I use incorrect or I use basic I use correct and
Usage very limited vocabulary with varied vocabulary.
vocabulary. some errors.

Scoring Section

Total Points (out of 24)

_________ /__________

Comment______________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________
 UNIVERSIDAD DE ORIENTE
SCHOOL OF ART & SCIENCES / FOREINGN LANGUAJE DEPARTMENT

CLASS: ENGLISH BASIC

PROFESSOR: VILLALOBOS GONZALEZ GABRIELA .E DATE______________
STUDENT`SNAME:___________________________________________________

Teacher Evaluation Rubric (Diagnostic)

Evaluation Criteria Unsatisfactory (1 point) Satisfactory (2 points) Outstanding (3 points) Total

Listening
Question Does not understand most Understands some questions Understands all questions
Comprehension questions but not all with ease
Incorrect or no responses Some responses are partially
Response Accuracy All responses are correct
given correct
Speaking
Significant difficulty expressing Some fluency, but with Speaks clearly and fluently
Clarity and Fluency
ideas noticeable pauses without pauses
Very limited and repetitive Basic vocabulary used, with Utilizes a varied and
Vocabulary Usage
vocabulary some repetition appropriate vocabulary
Reading
Marks few or no words Marks some words, but with
Word Identification Marks all words correctly
correctly errors

Does not understand the Understands some ideas, but Understands the text
Content Comprehension
meaning of the text lacks clarity completely and accurately

Writing
Story is confusing and Basic story with limited Well-structured, coherent,
Creativity and Coherence
disorganized coherence and creativity and creative story
Incorrect or very limited Basic use, with some Correct and varied
Vocabulary Usage
vocabulary use grammatical errors vocabulary usage

Scoring Section

Total points (out of 24).________/__________________________________________________________________

Assessment Diagnostic for 4 Skill Proficiency.

Results Analysis
Total Score:
Sum points from each activity.

Evaluation Categories:

Low (0-5 points): Needs more practice in all skills.

Medium (6-10 points): Good performance in some skills, needs improvement in others.

High (11-15 points): Very good command of all four skills.

Final Reflection.
Feedback:
Provide specific recommendations for improvement in each skill based on individual student results.
Formative
assessments
 Part 1

Student's name_____________________________________________________________
Teacher: juarez moreno, lidia samali
Date:____________________

Introduction: formative assessment is a key process in learning, as it allows students to

monitor their progress and adjust teaching based on their needs. This instrument is
designed to collect information about student performance and understanding
throughout a course.

Goals

1. Identify strengths and weaknesses in student learning.

2. ⁠2. Encourage self-reflection and self-learning.

3. ⁠3. Provide continuous feedback to students and teachers.

Instrument components

1. Quizzes

- multiple choice questions.

Example:

- open questions to reflect on the content.

Part 2

For example

1-)how do you think learning english has impacted your daily life?

2-)what are the biggest challenges you have faced when learning english and how have
you overcome them?

3-)what techniques or resources do you find most effective in improving your english
skills?

4-)how do you feel about communicating in english compared to your native language?

5-)what aspects of english do you find most interesting or attractive, and why?

6-)how do you think mastering english could influence your job opportunities in the
future?

7-)what differences have you noticed between the english spoken in class and the
english you hear in real life?

8-)how can you integrate learning english into your daily routine more effectively?
Part 3
2. Evaluation rubrics

* - clear criteria to evaluate tasks and projects.

For example:
Part 4

* ⁠- rating scales that facilitate feedback.

A comparative grading scale used in many educational institutions is as follows:

A (excellent): 90-100

B (good): 80-89

C (satisfactory): 70-79

D (pass): 60-69

F (failed): 0-59

3. Learning diaries

- space for students to record their reflections, emotions and progress.

The class diary is an individual record where each student captures their personal
experience in the different activities they have carried out, whether during a learning
sequence, a block or a school year. It is used to express comments, opinions, doubts and
suggestions related to the activities carried out.

Purpose

The class diary allows: (promote self-assessment.

Privilege the free and contextualized record of observations.

Serve as input to verify the level of achievement of the learnings. Procedure to prepare
a class diary, the following elements must be considered:

• define the periodicity of the diary, that is, for how long it will be carried out and for
what purpose. (select what will be included in the diary, how and for what.

• keep track of student diaries.

• promote reflection between peers and teacher-student, about the content of the diary.

On the other hand, the class diary is a recommended instrument for self-assessment
and reflection on the learning process itself, because it allows achievements and
difficulties to be identified. The periodic review of the class diary provides information
about each student. Some questions that can guide students in preparing the class diary
are: what did i learn today?
What did i like the most and why? What was the most difficult?

If you had done it differently, what would it be like?

What doubts do i have about what i learned?

What do i need to learn about the topic and how can i do it?

Concept maps
They are hierarchical structures by different levels of generality or conceptual
inclusivity. In a concept map, concepts are represented by ovals called nodes, and
linking words are expressed in labels attached to lines or arrows that relate the
concepts.
SUMMATIVE
ASSESSMENT
 PART 1

Universidad de oriente
UNIVO

Summative assessment (speaking)

Date: __/___/___

Students name: ___________________________________

Teacher: Melissa Iveth Martínez

Course: Basic English

Speaking Activity:

General information
Participants: individual students

Objetive: Evaluate the student's ability to communicate effectively in basic English,

using appropriate vocabulary, simple grammatical structures and fluency in everyday
conversations about family topics, sports, greetings and description, Being clear,
coherent and with good fluency when it comes to pronunciation.

Indication: Each student must bring a photo of their favorite pet and present it to
the rest of the class. They will have to describe and explain it, why is it important to
them? How did they know it? How does it make them feel?

Time
Total time: 45 minutes
Introduction: 5 minutes
Speaking: 25 minutes
Explain in the answer: 15 minutes
Part 2

Rubric for summative assessment Speaking

Universidad de oriente
Basic english
Name:__________________________________________date:____________
Objective: assess the student's comprehensive competence in the four language
skills (listening, reading, writing and speaking) by completing tasks that demonstrate
their ability to understand, produce and use the language effectively and consistently
in different contexts.
Criteria Excellent (4) Good (3) Fair (2) NEEDS IMPROVEMENT (1)

Fluency and Speaks fluently Speaks with Speaks with Speaks with difficulty;
coherence with clear and good fluency; some fluency; responses are often unclear
well-organized responses are responses may or disorganized.
responses. mostly be partially
coherent with disorganized.
minor lapses.

Grammatical Demonstrates Demonstrates Demonstrates Demonstrates poor control

accuracy excellent control good control fair control of of grammar with frequent
of grammar with of grammar grammar with errors.
no errors. with few several errors.
errors.

Vocabulary Uses a wide range Uses a good Uses limited Uses very basic vocabulary
richness of vocabulary range of vocabulary; with limited variety.
effectively. vocabulary may rely on
with some repetition.
variety.

Pronunciation Pronunciation is Pronunciation Pronunciation Pronunciation is often

clear and accurate is mostly clear may be unclear, affecting
with no issues. with unclear or understanding.
occasional affect
issues. understanding
at times.

Total points____________/_____________
PART 1

Universidad de oriente
Univo

Sumative assessment (written)

Date: ___/____/____

Students name:_________________________________

Teacher: melissa iveth martínez

Course: basic english
Writing activity:
General information
Participants: individuals students
Objetive: evaluate the ability of students to communicate in basic english, through
understanding and production of vocabulary, grammar and structures in everyday
contexts.
Indications: write a paragraph of 200 to 300 words talking about yourself,
describing yourself personally and physically, incorporating hobbies and daily
routines

Time:
Total time: 45 minutes
Introduction: 5 minutes
Writing: 30 minutes
Reading: 10 minutes
Introduction 10 minutes
Each of the students must read the written paragraph describing themselves and be
able to listen to others in how they use the basic vocabulary in the english language
PART 2
 Rubric for summative assessment
Universidad de oriente
Basic english
Name: ____________________________________________Date:___________
Objective: evaluate the student's ability to express ideas clearly and coherently in
basic english, using correct grammatical structures, appropriate vocabulary and a
logical organization of the text.
Criteria Excellent (4) Good (3) Fair (2) Needs improvement
(1)
Grammar The use of grammar must The use of grammar There are several Grammatical errors
be correct and varied, with is generally correct, grammatical errors are frequent and
very few or no although there are that affect the make it difficult to
grammatical errors. some errors that do clarity of the text, understand the text.
not affect but you can still
understanding much. understand the
message.
Vocabulary The vocabulary is varied The vocabulary is The vocabulary is The vocabulary is
and appropriate to the mostly adequate and limited and inadequate or
level, demonstrating a varied, although it repetitive, but insufficient, making
good command of basic could be expanded in mostly suitable for it difficult to clarify
expressions in english. some parts. the level. the message.
Organization The ideas are organized in The ideas are The organization is The ideas are very
a clear and logical way, organized and confusing or disorganized,
with a coherent structure understandable, disordered, which without a clear
of introduction, although they could makes it difficult to structure, which
development and be more coherent in understand ideas. prevents the
conclusion. some points. understanding of the
text.
Spelling and Spelling and punctuation There are some There are several Spelling and
punctuation are accurate, with very few spelling and spelling and punctuation errors
or no errors. punctuation errors, punctuation errors are numerous and
but they do not affect that affect the make it difficult to
the understanding of clarity of the text. understand the text.
the text.
Content The answer is fully The answer covers The answer covers The answer does not
developed and covers all most of the required some required cover the required
the required points. points, but it could points, but points or is irrelevant
develop further. superficially or to the topic.
incompletely.
Total:__________/______________