Conclusion

This course was helpful to understand appropriately the development of the tests, how these must be graded and the importance of evaluating through the entire lesson plan and no only at the end of the lesson. This course also helped me to create a different kind of test strengthening my teaching in a foreign language. I learned much information that could be applied in the future.

Task 4 Assessment Proposal

 Step 1: Participation

 

 

Step 2: Reading and Answering

Saber 11 has as general objectives, according to the provisions of Decree 869 of 2010, the following:

•  Check the degree of development of the skills of students who are about to finish the eleventh grade of secondary education.
•  Provide elements to the student for the realization of their self-evaluation and the development of their life project.
• Provide educational institutions with relevant information on the competencies of applicants to enter higher education programs, as well as those of those who are admitted, which serves as a basis for the design of academic leveling programs and prevention of dropout at this level.
•  Monitor the quality of education in educational establishments in the country, based on the basic standards of competencies and quality references issued by the Ministry of National Education.
•  Provide information for the establishment of added value indicators, both for secondary education and higher education.
• Serve as a source of information for the construction of education quality indicators, as well as for the exercise of inspection and surveillance of the educational public service.
• Provide information to educational establishments that offer secondary education for the exercise of self-evaluation and to carry out the consolidation or reorientation of their pedagogical practices.
•  Offer information that serves as a strategic reference for the establishment of national, territorial, and institutional educational policies.

(Information is taken from the Ministry of National Education webpage, https://www.mineducacion.gov.co)

 

 

Step 3: Background of the adolescents

The typical students that present the Saber 11 test are students that are from 16 to 18 years old approximately. Their behavior undergoes profound biological, emotional, social, and cognitive changes to reach adult maturity. At the same time, adolescents are striving to attain a unique identity and value system separate from parents and other family members as well as personal independence, while still needing financial and emotional support from family members. The purpose of them to present the test is to self-evaluate themselves and develop their life project, as well some of them are interested in know which is their competencies with the purpose of which professional degree or career to take.

The students have different needs depending on their socioeconomic stratum, the students with lower socioeconomic stratum need to take advantage of the test Saber 11 by achieving good scores because the government gives scholarships to students that achieve excellent scores, and students with lower resources can benefit from these scholarships. The students with a high socioeconomic stratum need to achieve a good score at the test Saber 11 because to study for some professional degrees, students need to achieve an excellent score.

The test evaluates the students on the following components: critical reading, mathematics, social and citizenship, natural science, and English. Sometimes students have the opportunity to present a pre-ICFES test, some of they paid for the test and some others get the benefit to present one for free, but usually few students have the opportunity to present a pre-ICFES test. Usually, students get nervous before, while, and after presenting the test because they have the pressure of the level they want to achieve, and unfortunately, in some cases, students can obtain a better qualification on the pre-ICFES test than on the real test and this because of the nervousness and the anxiety.

 

 

Step 4: Proposal of the Saber 11

 

PARTE 1

RESPONDA LAS PREGUNTAS 1 A 5 DE ACUERDO CON EL SIGUIENTE EJEMPLO

Lea las descripciones de la columna de la izquierda (1 - 5). ¿Cuál palabra de la columna de la derecha (A - H) concuerda con cada descripción?

Una opción (A - H) se usa para el ejemplo. Sobran dos palabras más.

En las preguntas 1 - 5, marque la letra correcta A - H en su hoja de respuestas.

Bedrooms

Ejemplo:

0.      One person sleeps in this.

Respuesta:

0.

a

b

c

d

e

f

g

h

 

1.      This thin cloth covers a bed.	A.    blanket
	B.     carpet
2.      This is a soft bed cover. It has feathers inside.	C.    double bed
	D.    duvet
3.      This is a big cupboard for your clothes.	E.     lamp
	F.     sheet
4.      You turn this on to see at night.	G.    single bed
	H.    wardrobe
5.      Two people can sleep in this.

 

 

PARTE 2

RESPONDA LAS PREGUNTAS 6 A 10 DE ACUERDO CON EL SIGUIENTE EJEMPLO

Complete las cinco conversaciones.

En las preguntas 6 - 10, marque A, B o C en su hoja de respuestas.

Ejemplo:

0.      These treasures are too big!	A.    Take my purse
	B.     Wear a scarf
	C.    Here´s a belt

Respuesta:

0.

a

b

c

 

6.      Do you know what time it is?	A.    No, I haven’t got a watch.
	B.     Where´s my bracelet?
	C.    Look at my brooch.
7.      What have you got in your head?	A.    It´s a necklace.
	B.     My new cap.
	C.    They´re rings.
8.      Do you come from England?	A.    Yes, I´ve lived here all my life.
	B.     Yes, I moved here three years ago.
	C.    Yes, I live in America.
9.      You’ve got a great collection of postcards.	A.    Thanks, I do it by hand.
	B.     Thanks, I add to it every year.
	C.    Thanks, I´ll find out about it.
10.  I fell over yesterday and broke my hand.	A.    That’s amazing.
	B.     Oh no! What a shame.
	C.    I´m so jealous.

 

 

PARTE 3

RESPONDA LAS PREGUNTAS 11 A 15 DE ACUERDO CON EL SIGUIENTE TEXTO

Lea el texto de la parte inferior y seleccione la palabra correcta para cada espacio.

En las preguntas 11- 15, marque A, B o C en su hoja de respuestas

The Giant Panda The giant panda is a beloved animal in China. It is regarded (0) ______ a national treasure. It is found mostly in southwestern China in Sichuan, Shaanxi, and Gansu provinces. The giant panda is part of the bear family. It has a white coat with black trimmings around its eyes and on its ears, arms, and legs. Adult pandas can be 5 feet (1.5 meters) long and weigh (11) ______ to 330 pounds (150 kilograms). The giant panda leads a (12) ______ life, except during the mating season. It lives in bamboo forests (13) ______ the mountains. It can climb trees but lives mainly on the ground. (14) ______ most bears, the giant panda does not hibernate. It moves to low-lying areas during the winter in search of warmer temperatures. The giant panda has a mainly (15) ______ diet, eating mostly bamboo shoots and leaves. It also eats insects and small rodents. Giant panda breeding groups are small and isolated from one another.

 

 

 

 

 

 

 

 

 

 

 

 

Ejemplo:

0.

A.    like

B.     as

C.    to

 Respuesta:

0.

a

b

c

 

11.	A.    on	B.     up	C.    off
12.	A.    solitary	B.     alone	C.    friendless
13.	A.    at	B.     under	C.    in
14.	A.    Unlike	B.     But	C.    Owing
15.	A.    vegetate	B.     vegetarian	C.    vegetation

 

 

PARTE 4

RESPONDA LAS PREGUNTAS 16 A 20 DE ACUERDO CON EL SIGUIENTE TEXTO

Lea el artículo y luego responda las preguntas.

En las preguntas 16 - 20, marque A, B o C en su hoja de respuestas.

 Robot teachers

If you think of the jobs robots could never do, you would probably put doctors and teachers at the top of the list. It's easy to imagine robot cleaners and factory workers, but some jobs need human connection and creativity. But are we underestimating what robots can do? In some cases, they already perform better than doctors at diagnosing illness. Also, some patients might feel more comfortable sharing personal information with a machine than a person. Could there be a place for robots in education after all?

British education expert Anthony Seldon thinks so. And he even has a date for the robot takeover of the classroom: 2027. He predicts robots will do the main job of transferring information and teachers will be like assistants. Intelligent robots will read students' faces, movements, and maybe even brain signals. Then they will adapt the information to each student. It's not a popular opinion and its unlikely robots will ever have empathy and the ability to really connect with humans like another human can.

One thing is certain, though. A robot teacher is better than no teacher at all. In some parts of the world, there aren't enough teachers and 9–16 percent of children under the age of 14 don't go to school. That problem could be partly solved by robots because they can teach anywhere and won't get stressed, or tired, or move somewhere for an easier, higher-paid job.

Those negative aspects of teaching are something everyone agrees on. Teachers all over the world are leaving because it is a difficult job and they feel overworked. Perhaps the question is not 'Will robots replace teachers?' but 'How can robots help teachers?' Office workers can use software to do things like organize and answer emails, arrange meetings and update calendars. Teachers waste a lot of time doing non-teaching work, including more than 11 hours a week marking homework. If robots could cut the time teachers spend marking homework and writing reports, teachers would have more time and energy for the parts of the job humans do best.

 

 

Ejemplo:

0.      It's easy to think robots	A.    will replace people even if we don't like the idea.
	B.     are more capable than people and it's true.
	C.    can do less than people but it's not always true.

Respuesta:

0.

a

b

c

 

16.  Anthony Seldon thinks teachers in the future will	A.    help robots in class.
	B.     teach knowledge to students.
	C.    no longer exist.
17.  Robots will probably never	A.    have human understanding of emotions.
	B.     be a popular choice for teachers.
	C.    be intelligent enough to work in education.
18.  Some parts of the world	A.    pay robots to teach.
	B.     already use robots in teaching jobs.
	C.    have a shortage of teachers.
19.  Teachers	A.    work harder than office workers.
	B.     have less help than office workers.
	C.    leave their jobs to become office workers.
20.  Robots could	A.    empathise with students.
	B.     mark homework.
	C.    prepare lessons.

Informacion de cada Pregunta

 

Posicion	Respuesta correcta
1	F
2	D
3	H
4	E
5	C
6	A
7	B
8	B
9	B
10	B
11	B
12	A
13	C
14	A
15	B
16	A
17	A
18	C
19	B
20	B