MURCIA EXAMS 2016

Concretions:
The evaluation in Primary Education has a continuous and global character,
letting us to evaluate the students progress in all the areas (assessing as a
whole), and the level of the acquisition of the Key Competences. For this, the
referents will be the evaluation criteria and the evaluable learning standards
included in the Annex I and II of the Decree 198/2014, 5 th September, where the
curriculum for Primary Education is set up.

The legal framework:

- Organic Law of Education 2/2006, 3 rd May modified by the Organic Law
of Education for the Improving of the equality in Education (8/2013, 9 th
December).
- Royal Decree 126/2014, 28th February that establishes the core
curriculum of Primary Education.
- Decree 198/2014, 5th September, where the curriculum in the Region of
Murcia is regulated.
- Order 20th November, 2014 of the Consejera de Educacin, Cultura y
Universidades that regulates the organization of the evaluation in
Primary Education in the Region of Murcia.
The theoretical framework:
The curriculum is composed, according to the article 6 of LOMCE, by 6
elements: Competences, Objectives, Contents, Evaluation Criteria, Evaluable
Learning Standards and Didactic Methodology.
The Evaluable Learning Standards (from now, Standards) are specifications of
the evaluation criteria that let us to know and define the learning outcomes and
concrete what the student must know, understand and can do in any subject.
They have to be observable, measurable and evaluable and to grade the level
of achievement.
According to the Decree 198 in its article 26.4 the standards included in the
Annex I and II are the referents to check the students acquisition of
competences. The standards can use different tools to register the learners
outcomes. To determine every students achievement in any standard can be
used the achievement indicators (they will be graduated in several levels
showing the students acquisition).
How to evaluate the standards
In the Region of Murcia the standards are divided into the basic standards and
the non- basic standards. The legislation establishes that, at least, the 50% has
to be developed by the basic ones (that is, at least the 50% has to be the basic
standards- they are considered as the indispensable ones without any student
can pass to the next level or course).
The process:
1

1. The staff decides the criteria to promote

They are the decisions in relation to the value our students need to
promote considering if they are acquired the area objectives and the Key
Competences.
Example (for the first level):
- Understands and use in an oral way some familiar expressions in
different contexts.
- Writes and identify easy words and sentences previously introduced.
- The effort and the constancy.

2. The percentage,(how the important is every standard?). Teachers give a

percentage to any standard (in collaboration with the rest of teachers who teach
the same subject (that is, the ones for the area and they have to select the ones
per every level or course). They have to be selected from the ones contained in
the Annex of the Decree 198/2014. It can be used a table where they will be
choosen.
Example (for English area):
DISTRIBUTION OF BASIC STANDARDS OR ESSENTIALS
LEVEL: 1
ENGLIS
BLOSCK OF CONTENTS: 2
H
CODE
EVALUABLE LEARNING STANDARDS

B2.2.
B2.6
B2.8
B2. 10

S/He participates in debates using greetings and class

routines
S/He participates in an spontaneous way in the class
activities.
S/He uses strategies such as gestures or point at the object
S/He uses the class language although with the teachers
help to continue the communication.

ORAL PRODUCTION
BASIC STD.

NONBASIC
STD.

X
X

IN THE PLANNING A SEQUENCE (LIKE ON PAGE 10 and 11) MUST BE

DONE. In it you have to include a table with the sequence of standards used for
the evaluation, and another one where you will include the standards in relation
to the whole course.
A good idea can be used 1 point for any basic standard and 0,5 for non- basic
standards.
Instruments for the evaluation:
- Class notebook, investigations, portfolio, oral tests, written tests,
registers, role playing, dramatizations, debates, childrens works

Table to put into relation the tools with the standards:

RELATION BETWEEN THE EVALUATION TOOLS AND THE EVALUABLE

LEARNING STANDARDS
FIRST LEVEL
ENGLISH
STANDARDS
EVALUATION TOOLS
B2.2. S/He participates in debates using
greetings and class routines
B2.8. S/He uses strategies such as
gestures or point at the object

Observation in class
Register

Students who require an adaptation:

ADAPTATION OF THE EVALUATION TOOLS
ENGLISH- 1ST LEVEL- BLOCK OF CONTENTS: 2, ORAL PRODUCTION
STANDARD
TOOLS
GENERAL
ADAPTATION
B2.2. S/He participates in Observation in class
Help
him/her
giving
debates using greetings
some pieces of the
and class routines
structure.

Evaluation Criteria
You, as teachers, have to choose a rating scale. For instance, you can give the
maximum punctuation to those students who show an excellent performance
that will be evaluated with 4 and the poorest performance with 1. In this case,
the standard has to be put into relation to the different grades of consecutions.
SCALE
ACHIEVEMENT INDICATOR
4
S/He speaks fluently without help
3
S/He sometimes needs a help (mimic or gesture)
2
S/He usually needs help (words)
1
S/He does not present speech or makes more than 3 mistakes
in an easy sentence.
Student who presents specific learning needs:
SCALE

ACHIEVEMENT INDICATOR

4
3

S/He speaks fluently without help

Needs a help (mimic)
S/He sometimes needs a help (mimic or Needs
usually
help
gesture)
(words)
S/He usually needs help (words)
Makes mistakes more
than 3 and less than 7
S/He does not present speech or makes Makes mistakes, more
more than 3 mistakes in an easy than 7
sentence.

2
1

ADECUATION
FOR
STUDENTS WITH S.E.N

How to score students:

According to the Order 20th November, 2014, in its article 25 the students
progress and the learning acquisition will be analysed and families will be
informed about the students progress.
3

When students will be evaluated in the two first evaluations (first and second
terms), the teachers will have into account the standards included in the
formative didactic units but, how students will be scored?
A possible option (other options are possible):
- All the punctuations can be added (all the punctuations obtained in the
standards), afterwards teacher will put in practice a rule of three.
Teachers have to consider that whether a standard is used in the first
quarter may not be used in the second; so, you cannot consider it in the
second quarter. However, certain standards have a continuous form:
o For instance:
The standard: s/he reads contextualised messages (for 4 th level)
It is going to be developed during the course, but it will be graded,
extending it in its complexion during the course, obviously, it will be used
in any evaluation.
Example

ST

LEVEL

S/He listens
S/He speaks
S/He
participates
TOTAL:

FIRST EVALUATION
CORE STUDENTS
MAXI
Achievement indicator
MUM
4
4
3
2
0
4
2
1
0,5
0
2
4
3
2
0

10

St. 1

St. 2

4
1
3

3
0,5
2

5,5

Applying the rule of three:

10----------------------10
8------------------------X
x=10x8
10
Students punctuation is 8
Punctuations in English:
Insuficiente= Insatisfactory
Suficiente= Pass/ satisfactory
Bien= Good
Notable= Very Good
Sobresaliente= Excellent/ Merit
Standards and special cases:

The reference to evaluate special educational needs students (SEN)

will be the standards included in his/her individual planning
(following the Annex IV of the Order 20th November 2014)

Remember the concept of Students who present special needs of

educational support according to the LOMCE (art. 71) includes:
Special Educational needs
Students with learning difficulties
Those students who presents ADD( Attention Deficit Disorder)
High capacities
Those who incorporate lately to the educational system.
Personal stories.
To evaluate the rest of the cases (LD,ADD, HC, ILately, PS) will be taken
into account the standards included in the level (for the concrete area).
When teachers assess the Reinforcement Plan, they will have into
account the standards of the level where students are schooled (there
are two models: in the annex VII of this resume and in the Annex VIII of
the order 20th of November.
Recommendations:

To use the same tool to evaluate different standards.

LEVEL 6TH OF ENGLISH
ORAL PRESENTATION (students have to introduce the topic;
My body)
Standards
B2.2
B2.6
B2.8
B2.10

Student 1
Student 2
B2.2 S/He participates in debates using greetings and class routines
B2.6 S/He participates in debates using greetings and class routines
B2.8 S/He uses strategies such as gestures or point at the object
B2.10 S/He uses the class language although with the teachers help to continue the
communication.

Do not evaluate behaviours but they are expressly contained in some

standard
To avoid give a punctuation to the instrument (that is, there is no reason
to evaluate the students notebook)
To evaluate the learning included in every standard

Promotion Criteria

The staff has to pass the promotion criteria. They will be taken into
account by the teaching team (the group of teachers that teaches in the
same group or class). They will make a decision having in consideration
the evaluable learning standards for any level.

Concepts
Significant curricular adaptation: according to the article 23.8 of the Order 20 th of
November 2014, they are those that require the elimination of certain number of
standards (standards that avoid students acquire as core 5 in the different
areas, needing the use of standards previously used in former levels).