Leiry K. Warren (Cipamocha Moncaleano)
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PhD in Hispanic Linguistics with a minor in Curriculum and Instruction (student) - University of Minnesota
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M.A. in Hispanic Linguistics - University of Minnesota
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M.A. in Teaching Spanish as a Foreign Language (MAT) - Universidad de Navarra
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Bachelor's degree in Basic Education with emphasis in Humanities and Languages (Spanish, English and French) - Universidad Libre
Evaluation of learning Spanish as a foreign language
Name of the sample: Examen final B2.1 – escrito y oral
Subject: Evaluation in the teaching of Spanish as a foreign language
Date: First semester, course 2018-19
Justification: In the exam that I attach as a sample, I reflect my learning process in this matter. The development of this exam required considerable time because it is done following the same method used in class to teach, communicative, and because it is done following a common thread that leads the student to develop it dynamically and get involved in an interesting way . I did it with the main theme of "Cartagena, Colombia" because we were working a long time in colonial cities in Latin America, so it is a subject that was not unknown to the students. Also because I wanted to leave Colombia as a bit of my essence and to know a little bit more about my country. At the end of the exam I add the different roles of the scenarios prepared as an oral part. I played a different role for each student and several different scenarios accommodated to the students. I tried to choose the students for each specific role following the personality of each one of them, because that way they are more involved in the development of the scenario and effectively communicate better.
In this subject I was able to understand in a more real and deeper way the role of evaluation both in students and in the teacher. The evaluation rather than a tool to give a note is really a sample of the learning process of our students, since it helps them to improve their skills permanently, and we as teachers use it to collect information and thus serve as a guide in their developing. Beyond seeing mistakes we see opportunities for improvement to create an enriching environment in our classrooms. Thus the evaluation would not be considered a tool to judge but a process to help. According to Tonya's quote "a teacher's emotional bond with students is a powerful contributor to their academic growth" (Moon, 2016), I totally agree in saying that the affective bond that is created between the teacher and the students is very important, as this way the interest in the subject is higher and an optimal learning process is carried out. By creating this "affective bond", student-teacher, I believe that homework is done with more zeal. I believe that, with these conditions, differentiated classes could be carried out. Now, if we look for this at the same time to evaluate, I think the results will be positive, because if there was a pleasant learning process, but at the same time efficient - it is not enough to have a charming environment, you have to reach the "achievement" proposed - students will feel calm and confident knowing that they will be able to successfully develop the exam.
References
Moon, T. R. (2016). Differentiated instruction and assessment : an approach to classroom assessment in conditions of student diversity. In Handbook of Human and Social Conditions in Assessment (pp. 284–301).
Name of the sample: Examen final ACTFL
Subject: Evaluation and certification in ELE
Date: First semester, course 2018-19
Justification: This test includes the analysis of several samples of audios sent to ACTFL for evaluation, which are done in a detailed manner and by level. In the same way I expose my point of view referring to the exams that follow these rubrics and the utility that I find them. Finally, I propose the way to evaluate the Community C in the different existing levels.
I consider that this exam reflects in a certain way the level of criteria that I obtained during the course of the subject and as a complement to the evaluation I do as a teacher, since it is not only taking into account my criteria but those of recognized official entities that offer ample information about. For example, with ACFTL it is necessary to develop interpersonal, presentational and interpretive communication (ACTFL, 1996) and it is a different way of seeing the skills of "listening, writing, reading and oral", they see it in an integrated way. In the same way we saw the guidelines that Instituto Cervantes follows with its DELE exam and also the SIELE exam.
References
American Council on the Teaching of Foreign Languages. (1996). World-Readiness Standards for Learning Languages. Retrieved December 2, 2018, from www.actfl.org/publications/all/national-standards-foreign-language-education.