Formative Assessment, using Portfolios in the EFL Classroom to Improve writing skills
Formative assessment should be the main purpose nowadays in schools, and students´ interest must lie in the quality of the information given by teachers and the way this information is been taught, and not in the manner they are assessed or evaluated. The quantity and the quality of the knowledge th...
- Autores:
-
González Meneses, Ivonne Nathalia
Correa Forero, Ricardo
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Cooperativa de Colombia
- Repositorio:
- Repositorio UCC
- Idioma:
- OAI Identifier:
- oai:repository.ucc.edu.co:20.500.12494/33204
- Acceso en línea:
- https://hdl.handle.net/20.500.12494/33204
- Palabra clave:
- Evaluación formativa
Observación participativa
Portafolio
Rúbrica
Autoevaluación
Coevaluación
TG 2021 LCI 33204
Formative assessment
participatory observation
portfolio
rubrics
self-assessment,
peer-assessment.
- Rights
- openAccess
- License
- Atribución – No comercial – Sin Derivar
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Formative Assessment, using Portfolios in the EFL Classroom to Improve writing skills |
| title |
Formative Assessment, using Portfolios in the EFL Classroom to Improve writing skills |
| spellingShingle |
Formative Assessment, using Portfolios in the EFL Classroom to Improve writing skills Evaluación formativa Observación participativa Portafolio Rúbrica Autoevaluación Coevaluación TG 2021 LCI 33204 Formative assessment participatory observation portfolio rubrics self-assessment, peer-assessment. |
| title_short |
Formative Assessment, using Portfolios in the EFL Classroom to Improve writing skills |
| title_full |
Formative Assessment, using Portfolios in the EFL Classroom to Improve writing skills |
| title_fullStr |
Formative Assessment, using Portfolios in the EFL Classroom to Improve writing skills |
| title_full_unstemmed |
Formative Assessment, using Portfolios in the EFL Classroom to Improve writing skills |
| title_sort |
Formative Assessment, using Portfolios in the EFL Classroom to Improve writing skills |
| dc.creator.fl_str_mv |
González Meneses, Ivonne Nathalia Correa Forero, Ricardo |
| dc.contributor.advisor.none.fl_str_mv |
Murcia, Johana Lizette |
| dc.contributor.author.none.fl_str_mv |
González Meneses, Ivonne Nathalia Correa Forero, Ricardo |
| dc.subject.spa.fl_str_mv |
Evaluación formativa Observación participativa Portafolio Rúbrica Autoevaluación Coevaluación |
| topic |
Evaluación formativa Observación participativa Portafolio Rúbrica Autoevaluación Coevaluación TG 2021 LCI 33204 Formative assessment participatory observation portfolio rubrics self-assessment, peer-assessment. |
| dc.subject.classification.spa.fl_str_mv |
TG 2021 LCI 33204 |
| dc.subject.other.spa.fl_str_mv |
Formative assessment participatory observation portfolio rubrics self-assessment, peer-assessment. |
| description |
Formative assessment should be the main purpose nowadays in schools, and students´ interest must lie in the quality of the information given by teachers and the way this information is been taught, and not in the manner they are assessed or evaluated. The quantity and the quality of the knowledge that students could receive in classrooms is the only significant thing that matters in the whole educational process. Over the years there have been different techniques to enhance the teaching processes at school resulting in bad, regular, or excellent approaches at the time of improving the students’ competencies and skills. This research was an attempt to determine the importance of using portfolios as a tool of the formative assessment to improve writing skills. Using instruments like participant observation and rubrics, this research pretends to show an interesting way to implement strategies to improve second-grade students´ writing skills. Keeping in mind how difficult is teaching English to a public-type population, this paper shows some simple teaching strategies that can be applied to primary children, particularly to second-grade students, to foster a better approach to assess using formative assessment. |
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2021 |
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2021-02-05T19:24:11Z |
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2021-02-05T19:24:11Z |
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2021-02-04 |
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Trabajo de grado - Pregrado |
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https://hdl.handle.net/20.500.12494/33204 |
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González Meneses, I. N. y Correa Forero, R. (2021). Formative Assessment, using Portfolios in the EFL Classroom to Improve writing skills. [Tesis de pregrado, Universidad Cooperativa de Colombia]. Repositorio Institucional UCC. http://hdl.handle.net/20.500.12494/33204 |
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González Meneses, I. N. y Correa Forero, R. (2021). Formative Assessment, using Portfolios in the EFL Classroom to Improve writing skills. [Tesis de pregrado, Universidad Cooperativa de Colombia]. Repositorio Institucional UCC. http://hdl.handle.net/20.500.12494/33204 |
| dc.relation.references.spa.fl_str_mv |
ABDUL AZIZ, Muhammad Noor; MOHD. YUSOFF, Nurahimah. Using Portfolio to Assess Rural Young Learners’ Writing Skills in English Language Classroom. MOJES: Malaysian Online Journal of Educational Sciences, [S.l.], v. 3, n. 4, p. 46-54, Aug. 2018. ISSN 2289-3024. Available at: <https://mojes.um.edu.my/article/view/12786>. Andrade, H. G. (2001). The effects of instructional rubrics on learning to write. Current Issues in Education, 4(4). Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 13–18 Aydin, Selami. "A Qualitative Research on Portfolio Keeping in English as a Foreign Language Writing." The Qualitative Report 15.3 (2010): 475-88. Web Atención Primaria. (Vol. 24. Núm. 5. 30 de septiembre 1999). Investigación Cualitativa: el rigor en la investigación cualitativa Bernard, H. Russell (1994). Research methods in anthropology: qualitative and quantitative approaches (Segunda edición) Walnut Creek, CA: AltaMira Press Burner, Tony. "The Potential Formative Benefits of Portfolio Assessment in Second and Foreign Language Writing Contexts: A Review of the Literature." Studies in Educational Evaluation 43 (2014): 139-149. Web. Bedarnia, M. (n.d.) El uso del portfolio como herramienta de aprendizaje en el aula de ELE, Argelia: Universidad de Ammar Thelidji. Chacón, Carmen Teresa, and Chacón Corzo, María Auxiliadora. "El Uso Del Portafolio En La Enseñanza De Lenguas Extranjeras." Acción Pedagógica 20.1 (2011): 32-41. Web. Delmastro, A. (2005). El portafolio como estrategia de evaluación en la enseñanza de lenguas extranjeras: fundamentos teóricos y orientaciones procedimentales. Repositorio académico, Universidad del Zulia. Año IX N° 16 (2005): 43-68. Danielson, C. Abrutyn, (2002) L. Una introducción al uso de portafolios en el aula. DeWalt, Kathleen M. & DeWalt, Billie R. (2002). Participant observation: a guide for fieldworkers. Walnut Creek, CA: AltaMira Press. Education first (2017). The world leader in international education. Recuperado en: https://www.ef.com.co/epi/regions/latin-america/colombia/. Fraile, A. (2009) La autoevaluación: una estrategia docente para el cambio de valores educativos en el aula. Generelo, M. (2010). Portafolio adaptativo y colaborativo en Educación Primaria. España: Trabajo Fin de Máster, Centro Universitario de Mérida Universidad de Extremadura. Gatica-Lara, Florina & Uribarren-Berrueta, Teresita. (2013). ¿Cómo elaborar una rúbrica? Investigación en educación médica. 2. 61-65. 10.1016/S2007- 5057(13)72684-X. Hood, Michael (2009). Case Study. In Heighman, J and Croker, R. (Eds) Qualitative Research in Applied Linguistics: A Practical Introduction (pp 66-73) London, England: Palgrave Macmillan. Harmer, J (2007). How to Teach Writing. England: Pearson Education limited, p.112 y 113. IOSR Journal of Research & Method in Education IOSR-JRME. (Vol. 4. PP. 35-40). Case Study as a Choice in Qualitative Methodology. Lira, M. (2013). The language portfolio as a strategy to improve ESL writing in students of first grade of secondary at Sagrados Corazones School. Tesis de Maestría en Educación con Mención en Enseñanza de Inglés como Lengua extranjera. Universidad de Piura. Facultad de Ciencias de la Educación. Lima, Perú Lacerda, D. Elliot, L. (2012). El Portafolio como Herramienta para Evaluar el Aprendizaje en Escuela Montessori. Meta: Evaluación | Río de Janeiro, v. 4, n. 10 López, A. (2010). La evaluación formativa en la enseñanza y aprendizaje del inglés. Bogotá: Universidad de los Andes Ministerio de Educación, Cultura y Deporte, Subdirección General de Cooperación Internacional (2002) traducción a español. Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. Madrid, CO: paseo de prado Ediciones, 2002. Recuperado en: https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf. Montgomery, K. (2000). Classroom rubrics: Systematizing what teachers do naturally. The Clearing House, 73(6), 324-328. Retrieved from https://bbibliograficas.ucc.edu.co:2149/docview/196861528?accountid=44394 Obeiah, Salameh F, and Fahmi Bataineh, Ruba. "The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance; The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance." Bellaterra: Journal of Teaching and Learning Language and Literature 9.1 (2016): 32-46. Web. Pujolá, J. (2007-2008). La autoevaluación y coevaluación en una enseñanza centrada en la práctica reflexiva. Sierra, Yessica Elena “Portfolio as a Tool to Improve Writing Skills among First Semester EFL Learners at a Public University in Colombia, a Case Study” Vol 9, No 1 (2012). ISSN: 2322 9187 - Journal 9th. Solano, B. S. (2014). Auto y coevaluación, complementariedad significativa en la evaluación de las ciencias sociales. Tabatabaei, Omid & Assefi, Farzaneh. (2012). The Effect of Portfolio Assessment Technique on Writing Performance of EFL Learners. English Language Teaching. 5. 10.5539/elt. v5n5p138. Uçar, and Yazıcı. "The Impact of Portfolios on Enhancing Writing Skills in ESP Classes." Procedia - Social and Behavioral Sciences 232 (2016): 226-33. Web. Wendy A. Scott and Lisbeth H. Ytreberg. “Teaching English to Children”. Longman Education Texts. Series Editor: Neville Grant. |
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Murcia, Johana LizetteGonzález Meneses, Ivonne NathaliaCorrea Forero, Ricardo2021-02-05T19:24:11Z2021-02-05T19:24:11Z2021-02-04https://hdl.handle.net/20.500.12494/33204González Meneses, I. N. y Correa Forero, R. (2021). Formative Assessment, using Portfolios in the EFL Classroom to Improve writing skills. [Tesis de pregrado, Universidad Cooperativa de Colombia]. Repositorio Institucional UCC. http://hdl.handle.net/20.500.12494/33204Formative assessment should be the main purpose nowadays in schools, and students´ interest must lie in the quality of the information given by teachers and the way this information is been taught, and not in the manner they are assessed or evaluated. The quantity and the quality of the knowledge that students could receive in classrooms is the only significant thing that matters in the whole educational process. Over the years there have been different techniques to enhance the teaching processes at school resulting in bad, regular, or excellent approaches at the time of improving the students’ competencies and skills. This research was an attempt to determine the importance of using portfolios as a tool of the formative assessment to improve writing skills. Using instruments like participant observation and rubrics, this research pretends to show an interesting way to implement strategies to improve second-grade students´ writing skills. Keeping in mind how difficult is teaching English to a public-type population, this paper shows some simple teaching strategies that can be applied to primary children, particularly to second-grade students, to foster a better approach to assess using formative assessment.ivonne.gonzalezm@campusucc.edu.coricardo.correaf@campusucc.edu.co106 p.Universidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Licenciatura en Lengua Castellana e Inglés, BucaramangaLicenciatura en Lengua Castellana e InglésBucaramangaEvaluación formativaObservación participativaPortafolioRúbricaAutoevaluaciónCoevaluaciónTG 2021 LCI 33204Formative assessmentparticipatory observationportfoliorubricsself-assessment,peer-assessment.Formative Assessment, using Portfolios in the EFL Classroom to Improve writing skillsTrabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAtribución – No comercial – Sin Derivarinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2ABDUL AZIZ, Muhammad Noor; MOHD. YUSOFF, Nurahimah. Using Portfolio to Assess Rural Young Learners’ Writing Skills in English Language Classroom. MOJES: Malaysian Online Journal of Educational Sciences, [S.l.], v. 3, n. 4, p. 46-54, Aug. 2018. ISSN 2289-3024. Available at: <https://mojes.um.edu.my/article/view/12786>.Andrade, H. G. (2001). The effects of instructional rubrics on learning to write. Current Issues in Education, 4(4).Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 13–18Aydin, Selami. "A Qualitative Research on Portfolio Keeping in English as a Foreign Language Writing." The Qualitative Report 15.3 (2010): 475-88. WebAtención Primaria. (Vol. 24. Núm. 5. 30 de septiembre 1999). Investigación Cualitativa: el rigor en la investigación cualitativaBernard, H. Russell (1994). Research methods in anthropology: qualitative and quantitative approaches (Segunda edición) Walnut Creek, CA: AltaMira PressBurner, Tony. "The Potential Formative Benefits of Portfolio Assessment in Second and Foreign Language Writing Contexts: A Review of the Literature." Studies in Educational Evaluation 43 (2014): 139-149. Web.Bedarnia, M. (n.d.) El uso del portfolio como herramienta de aprendizaje en el aula de ELE, Argelia: Universidad de Ammar Thelidji.Chacón, Carmen Teresa, and Chacón Corzo, María Auxiliadora. "El Uso Del Portafolio En La Enseñanza De Lenguas Extranjeras." Acción Pedagógica 20.1 (2011): 32-41. Web.Delmastro, A. (2005). El portafolio como estrategia de evaluación en la enseñanza de lenguas extranjeras: fundamentos teóricos y orientaciones procedimentales. Repositorio académico, Universidad del Zulia. Año IX N° 16 (2005): 43-68.Danielson, C. Abrutyn, (2002) L. Una introducción al uso de portafolios en el aula.DeWalt, Kathleen M. & DeWalt, Billie R. (2002). Participant observation: a guide for fieldworkers. Walnut Creek, CA: AltaMira Press.Education first (2017). The world leader in international education. Recuperado en: https://www.ef.com.co/epi/regions/latin-america/colombia/.Fraile, A. (2009) La autoevaluación: una estrategia docente para el cambio de valores educativos en el aula.Generelo, M. (2010). Portafolio adaptativo y colaborativo en Educación Primaria. España: Trabajo Fin de Máster, Centro Universitario de Mérida Universidad de Extremadura.Gatica-Lara, Florina & Uribarren-Berrueta, Teresita. (2013). ¿Cómo elaborar una rúbrica? Investigación en educación médica. 2. 61-65. 10.1016/S2007- 5057(13)72684-X.Hood, Michael (2009). Case Study. In Heighman, J and Croker, R. (Eds) Qualitative Research in Applied Linguistics: A Practical Introduction (pp 66-73) London, England: Palgrave Macmillan.Harmer, J (2007). How to Teach Writing. England: Pearson Education limited, p.112 y 113.IOSR Journal of Research & Method in Education IOSR-JRME. (Vol. 4. PP. 35-40). Case Study as a Choice in Qualitative Methodology.Lira, M. (2013). The language portfolio as a strategy to improve ESL writing in students of first grade of secondary at Sagrados Corazones School. Tesis de Maestría en Educación con Mención en Enseñanza de Inglés como Lengua extranjera. Universidad de Piura. Facultad de Ciencias de la Educación. Lima, PerúLacerda, D. Elliot, L. (2012). El Portafolio como Herramienta para Evaluar el Aprendizaje en Escuela Montessori. Meta: Evaluación | Río de Janeiro, v. 4, n. 10López, A. (2010). La evaluación formativa en la enseñanza y aprendizaje del inglés. Bogotá: Universidad de los AndesMinisterio de Educación, Cultura y Deporte, Subdirección General de Cooperación Internacional (2002) traducción a español. Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. Madrid, CO: paseo de prado Ediciones, 2002. Recuperado en: https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf.Montgomery, K. (2000). Classroom rubrics: Systematizing what teachers do naturally. The Clearing House, 73(6), 324-328. Retrieved from https://bbibliograficas.ucc.edu.co:2149/docview/196861528?accountid=44394Obeiah, Salameh F, and Fahmi Bataineh, Ruba. "The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance; The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance." Bellaterra: Journal of Teaching and Learning Language and Literature 9.1 (2016): 32-46. Web.Pujolá, J. (2007-2008). La autoevaluación y coevaluación en una enseñanza centrada en la práctica reflexiva.Sierra, Yessica Elena “Portfolio as a Tool to Improve Writing Skills among First Semester EFL Learners at a Public University in Colombia, a Case Study” Vol 9, No 1 (2012). ISSN: 2322 9187 - Journal 9th.Solano, B. S. (2014). Auto y coevaluación, complementariedad significativa en la evaluación de las ciencias sociales.Tabatabaei, Omid & Assefi, Farzaneh. (2012). The Effect of Portfolio Assessment Technique on Writing Performance of EFL Learners. English Language Teaching. 5. 10.5539/elt. v5n5p138.Uçar, and Yazıcı. "The Impact of Portfolios on Enhancing Writing Skills in ESP Classes." Procedia - Social and Behavioral Sciences 232 (2016): 226-33. Web.Wendy A. Scott and Lisbeth H. Ytreberg. “Teaching English to Children”. Longman Education Texts. 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