Exámenes Integrados

1er semestre – 2019

5th Term integrated Exams

Student’s Name:____________________________________________________________________ Subject and Section: ______________________

Date: ___________________________ Score: _____ pts/ 40pts - Mark:

____________

LEARNING OUTCOMES:
 Students demonstrate knowledge, comprehension and application in different stages of Language Acquisition/Learning by
preparing effective resources.
 Students demonstrate knowledge, comprehension and application in Approaches towards Teaching a Second/Foreign Language
by preparing successful and effective activities.
 Students can plan different types of lessons and sequence of lessons based on class context, methodologies and the National
Curriculum on English.
 Students show linguistic mobility according to the different educational contexts.
 Students can make decisions about teaching in an EFL classroom considering the National Curriculum (skills to develop,
contents, learners’ age and topic units)

This assessment should take place orally (8-10 minutes).

Oral Integrated Exam: (picking stripes and answering – no preparation time) 1 Individual Question (2 minute
maximum per student)
1 situation for students’
interaction (3 minutes maximum)
Exámenes Integrados
1er semestre – 2019

OBSERVATION: The rubric considers each discipline times x3 its specific description for the total score. In other words, it is the same rubric but with different
final score and grade according to each discipline. 60% demand
Exámenes Integrados
1er semestre – 2019
Language Above level
Performance 5 4.5
Students successfully refer to
second language acquisition,
second language learning,
Teaching
concepts, methodologies and
Methodologies/
approaches regarding the
Approaches
Teaching of English.
Students successfully refer to
all the process engaged in
Lesson Planning lesson planning and refer to
the variables being taken into
account.
Students effectively provide
the right academic concepts
related to the SLA as regards
Didactics:
the 4 main skills that must be
Productive and
considered when devising
receptive skills
lesson plans as well as the
theory that supports each of
the terminology used.
Students answer questions
successfully by referring to all
Curriculum and necessary concepts in
Syllabus language curriculum and
syllabus design.
Student expands on topics by
Elaboration presenting a variety of facts,
of ideas providing his/her views with
and critical confidence. Uses a degree of
thinking formality according to the
context and uses time devoted
to the answers suitably.
Interaction is fluid and
spontaneous. Turn-taking is
Interaction efficient and enhances
communication. Speaker
collaborates to accomplish
tasks.
At Level
4 3
Students refer occasionally (no
more than twice) to second
language acquisition, second
language learning concepts,
methodologies and approaches
regarding the Teaching of
English.
Students refer to the lesson
planning process providing some
(2) evidence of variables
considered and/or does not use
suitable terminology at all times.
Students declare 3 out of 4 skills
(productive and receptive),
referring to SLA, they also have
to explain their sub skills,
clarifying each one with clear
examples and using the proper
academic terminology.
Students answer questions
successfully by referring to some
necessary concepts in language
curriculum and syllabus design.
Student expands on topics by
presenting suitable facts to
support his/her views.
Hesitation is shown that
suggests lack of confidence.
Degree of formality might not
consistently suit the context.
Interaction is mostly
spontaneous. Turn-taking is
unbalanced or inefficient, but
does not impede
accomplishment of tasks.
TOTAL
Approaching Level
2 1.5
Students refer to second
language acquisition, second
language learning concepts,
methodologies and
approaches regarding the
Teaching of English in a
confusing way evidencing the
lack of conceptual command.
Students refer to the lesson
planning process providing
little (1) evidence of variables
considered and/or does not
use suitable terminology.
Students mention, at least, 2
skills (one productive and the
other receptive) and sub skills
accordingly, using the proper
methodological terminology
and providing good examples.
Students answer questions
successfully by referring to a
few necessary concepts in
language curriculum and
syllabus design.
Student expands by using a
limited amount of ideas.
Hesitation is shown inhibiting
fluency in the oral production.
No evident awareness of use
of formality.
Interaction may be
segmented. Turn-taking is
geared towards task
completion. Little elaboration
and collaboration.
Developing
Score
1
Students do not refer to
concepts, methodologies
and approaches regarding
the Teaching of English.
Students are not fluent in
referring to the lesson
planning process providing
no evidence of variables
considered and/or does not
use suitable terminology.
Students are not completely
able to express the skills
and sub skills that lie under
the productive and
receptive abilities, using the
appropriate technical words.
Students answer questions
successfully by referring to
none of the necessary
concepts in language
curriculum and syllabus
design.
Student does not expand on
ideas. Requires teachers’
prompts more than once to
expand on his/her view. .
No evident awareness of use
of formality.
Interaction is segmented,
not fluid. Nearly no
elaboration or natural
willingness to collaborate.
…/40