1. First day meeting Second semester 2012

2.  Clarify and socialize key concepts about what assessment is and implies in the KTP.  Share ideas for artifacts and procedures to make assessment more effective in our classes.

3.  In pairs share your insights regarding assessment in the KTP  20’  How can you define assessment according to the KTP?/ What is assessment for the KTP?  What types of assessment do we encourage in our classes?  What tools has the program designed to guide and facilitate assessment?  What are we expected to assess in a class?

4. In pairs, analyze the following lesson plans:  Decide on two to three assessment moments T could create in that class.  What exactly would we assess?  What tools could Ts use and how?  How exactly are we going to provide feedback to students or how are we going to guide students to provide feedback to their partners?

5.  T uses the program rubrics, principles and class objectives to assess Ss’ performance.  Interaction and communication are assessed.  T assesses and provides meaningful and constructive feedback to Ss about their performance at different moments of the class.  Teacher guides self and peer-assessment under clear guidelines.

6.  Teacher assesses students’ performance based on the Program principles, class objectives and the criteria provided by the oral and written rubrics. Assessment is given at different moments of the class, such as in reading, listening, writing, pronunciation, grammar learning activities, interaction and communication, depending on the relevance of these activities in each class. Although assessment is not explicitly carried out for every single activity, teacher is able to give meaningful and constructive feedback about students’ performance during different moments of the class, not only at the end. Self and peer-assessment is also encouraged under clear guidelines and criteria. Teacher trains students in the use of the KTP self- assessment format and consequently, he keeps track of its results.

7.  Decide on two to three assessment moments ( one of each type: Teacher, peer and self-assessment) T could create in that class.  What exactly would we assess (use of target grammar, use of communication tools, attitude, behavior, pronunciation, listening skills, use of new vocabulary, use/understanding of the LS, etc.?  What tools could Ts use and how? At this point Ts can talk about the tools they researched about in advance.  How exactly are we going to provide feedback to students or how are we going to guide students to provide feedback to their partners?  30

8.  Join a group with the same lesson plan and share ideas.  Report your conclusions  40 mins

9.  Clarify and socialize key concepts about what assessment is and implies in the KTP.  Share ideas for artifacts and procedures to make assessment more effective in our classes.

10.  Don´t forget to hand in your assignment