1.  Capacitador: Oscar Marino  Capacitando: Leandro Oscar Catalano

2. 1st meeting

3. Starting point: sharing our previous knowledge about “evaluación” what I know what I want to know what I learned Must be: How to assess proggessive, informal tests sumative, How to make an agreement, portfolios and dynamic

4. We talked about some interesting concepts… Assessment FOR learning:  designed to give teachers information to modify teaching and learning activities. Teachers can used this information to streamline and target instruction and resources and to provide feedback to students to help them advance their learning.

5. Assessment AS learning:  a process for developing and supporting metacognition for students. It occurs when students monitor their own learning and use the feedback from this monitoring to make adjustments, adaptations and changes in what they understand.

6. Assessment OF learning:  summative in nature and used to confirm what students know and can do and to demonstrate whether they have achieved the curriculum outcomes.

7. 2nd meeting

8. We made a classification of tests… Curriculum design

9. The CLIL tool kit Planning a unit ContentCommunicationCognitionCulture

10. Here we started to draft our own project…

11. 3rd meeting

12. Washback (what´s that?)  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 language learning”.

13. A test will influence: ( according to washback..)  What teachers teach  How teachers teach  What learners learn  How learners learn  The rate and sequence of teaching  The rate and sequence of learning  Attitudes to the content, method, etc. of teaching and learning

14. 4th meeting (the last one before the test  )

15. Digital or E-Portfolios Student e-portfolio were born out of print-based portfolios (from the mid-1980s) in mainly art, English, and communication studies … Digital portfolios are selective and purposeful collections of student work, records of learning, growth over time (Barrett, 2000), and they change on the part of the student. They are multimedia representations of learning achievements. They may include:  text  photographs  illustrations  diagrams  spreadsheets  Publisher and Powerpoint presentations  digital images  videos  music and sounds  voice recordings  links to useful and interesting websites

16. My final reflection My final reflection  As a final reflection, I can say that this course may have a great impact on my classes because I have learned about some new concepts that I didn´t know and/or I extend my knowledge about them. I knew that there were different ways to assess our students but I have never explored them before and of course I have never put them into practise. Now, I know that there are different kinds of assessment and that when me test our students we have to use the results to evaluate our own practise and to plan our following proyects according to ¨washback¨. I knew that there were informal assessment tests but I didn´t know nothing about ¨digital portfolios¨ for example and during this course I learnt a lot about them and in fact, I have already done one!!!