1. Capacitador: Prof. Oscar Marino Alumna: Elena Manion Año 2012

2. What I knowWhat I want to knowWhat I learned Formal/Informal Assessment How to make the most of assessment Diagnostic Assessment How to provide students with feedback Mid-term and Final Assessment How to assess orally. Self and peer assessment Portfolios Oral Assessment

3.  Learning objectives  Analisis of Bloom’s Taxonomy  Purposes of Assessments: FOR learning, AS learning and OF learning.  Planning a CLIL unit: taking advantage of a CLIL toolkit: ◦ Content ◦ Cognition ◦ Communication ◦ Culture

6. THEME CONTEXT CULTURE COMMUNICATION LANGUAGE OF LEARNING LANGUAGE FOR LEARNING LANGUAGE AS LEARNING GOGNITION

8.  WASHBACK: Messick (1996) says that it refers to the extent to which the introduction and use of a test influences language teachers and learners to do things that they would not otherwise do that promote or inhibit languague learning.  CONTRUCTS: are the abilities of the learner that we believe underlie their test performance, but which we cannot directly observe, for example “intelligence”.

9.  A DIGITAL PORTFOLIO “can motivate students to learn because they have the power to make connections between theory and practise to select items for the portfolio that express their purpose and design” (Georgi and Crowe, 1998).

10. WHAT I LEARNED Learning is a process in which assessment should be included. In my opinion, evaluation should be considerede as a stage of the learning process, because it provides valuable information of the whole teaching process. Portfolio is a very interesting tool to put into practice because as I read in the texts, it brings together curriculum, instruction and assessment. My conclusion is that attending this course helped me discover new ideas and concepts that will be reflected in my future work in the classroom. THANK YOU!!!