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En este espacio la tutora Mónica desde su punto de vista expresó que el proceso de
evaluación es complejo, un poco difícil y que existen diferentes clases de evaluación, entre
las cuales podemos mencionar las siguientes:
-Evaluación Diagnóstica: Este tipo de evaluación es la que se realiza al empezar cada curso
o actividad para reconocer los pre-saberes que se tienen con respecto a lo que debe saber el
estudiante para estar en este curso.
Para el desarrollo de la siguiente etapa es fundamental tener en cuenta los métodos que
utilizan los docentes para evaluar a los estudiantes, entre los cuales se pueden mencionar: la
evaluación escrita, evaluación práctica (exámenes orales, estudio de casos, etc),
autoevaluación y evaluación por pares, que se da cuando el estudiante hace una serie de
reportes y se da una realimentación por los compañeros.
En la etapa 3 hay una serie de actividades a desarrollar. La profesora Sara tiene que decidir
como evaluar los menús que sus aprendices han escrito como parte de una actividad de
comida en el idioma inglés. Ella estableció dos técnicas, una relacionada con una lista de
chequeo y otra que está relacionada con una rúbrica con escala de evaluación con rangos.
Cada estudiante debe evaluar el menú utilizando las dos diferentes herramientas, a nuestro
modo de ver cuáles serían los pros y los contras de cada una de las herramientas utilizadas.
Herramienta 1: Señalar los aspectos correctos dependiendo del menú que hizo e estudiante y
en la herramienta 2: escala del 1 al 3 hay que escoger dependiendo de los criterios que
aparecen en la tabla, cuál evaluación, número le damos al estudiante, teniendo en cuenta
nuestra perspectiva como docente. Es muy importante que se publique la información en el
foro y compartir nuestro punto al respecto y opinar lo expresado por los compañeros.
En el step 4, se deben responder las preguntas dadas y cada respuesta debe tener una
justificación clara y bien argumentada, es decir, lo planteado debe ser con opiniones propias.
En la pregunta donde Sara y sus colegas usan la herramienta 2 y tienen diferentes opiniones
a cerca del rango evaluativo del 1 al 3, debemos presentar una idea clara de cómo
reestructurar la herramienta número 2 y hacerla mejor de acuerdo a nuestra perspectiva y
exponer nuestras respuestas.
En el step 5 hay que completar una rúbrica de evaluación de una actividad de speaking, en
ella es necesario evaluar y completar la rúbrica, teniendo en cuenta las preguntas
orientadoras. Nos toca identificar la parte que necesita mejoramiento, presentar esa
información desde nuestra perspectiva como docente, pero que el estudiante la reciba de
manera cómoda. Al final se debe entregar un documento con:
Cover-page
Nuevamente la tutora Mónica Guillen nos recordó que lo que se quiere es una producción
100% propia de cada estudiante, enfocada en lo que cada uno piensa, pero bien
argumentada, es fundamental tener muy en cuenta los enfoques, las metodologías y la forma
en que las personas aprendan. Luego hizo una aclaración con respecto a si el diario de
campo se hace del ESAPEC, toda la información debe ser de la UNAD y no del sitio de
práctica. La tutora Mónica dio un espacio para responder las dudas o preguntas de los
estudiantes presentes en esta web conferencia.
This web conference was held on November 26 at 10:00 am. This meeting was directed by
the tutor Mónica Guillén. After a warm greeting, the tutor Mónica Guillen mentioned the
problems that arose with the simulator and the possible solutions by the company in charge
of it. In addition, he gave some key data to complete certain information that is needed in
the formats, such as the guardian's ID number, appropriate dates for the development of
phase 4 that runs from November 7 to 27 of the current year.
She reminded us that phase 5 opens on November 28 and closes on December 11 and
gave an in-depth explanation of the activities to be carried out in this phase.
Explanation theoretical part
For the development of this activity it is important to take into account the document:
In this space, the tutor Mónica, from her point of view, expressed that the evaluation
process is complex, a bit difficult, and that there are different kinds of evaluation, among
which we can mention the following:
-Diagnostic Evaluation: This type of evaluation is the one that is carried out at the beginning
of each course or activity to recognize the pre-knowledge that one has regarding what the
student must know to be in this course.
-Formative Evaluation: It is the one that is given during the process, it is used by the
teacher to monitor the progress of learning and provide a feedback process in order to look
at the development of each approach that was taken at the beginning of the course.
-Summative Evaluation: This evaluation is made up of the sum of evaluations carried out
during the course to determine the end of it. It compiles the knowledge acquired through
the course.
For the development of the next stage, it is essential to take into account the methods that
teachers use to evaluate students, among which we can mention: written evaluation,
practical evaluation (oral exams, case studies, etc.), self-evaluation and peer assessment,
which occurs when the student makes a series of reports and feedback is given by peers.
In stage 3 there are a series of activities to develop. Professor Sara has to decide how to
evaluate the menus that her students have written as part of a food activity in the English
language. She established two techniques, one related to a checklist and another that is
related to a rubric with a ranking scale. Each student must evaluate the menu using the two
different tools, in our view what would be the pros and cons of each of the tools used. Tool
1: Point out the correct aspects depending on the menu that the student made and in tool 2:
scale from 1 to 3 you have to choose depending on the criteria that appear in the table,
which evaluation, number we give to the student, taking into account Our perspective as a
teacher. It is very important that the information be published in the forum and share our
point in this regard and give an opinion on what was expressed by colleagues.
In step 4, the questions given must be answered and each answer must have a clear and
well-argued justification, that is, what is raised must be with their own opinions. In the
question where Sara and her colleagues use tool 2 and have different opinions about the
evaluative range from 1 to 3, we must present a clear idea of how to restructure tool
number 2 and make it better according to our perspective and present our answers.
In step 5 you have to complete an evaluation rubric for a speaking activity, in which you
need to evaluate and complete the rubric, taking into account the guiding questions. We
have to identify the part that needs improvement, present that information from our
perspective as a teacher, but that the student receives it comfortably. At the end, a
document must be delivered with:
cover page
Summary of the web conference if you did not attend.
Assessment of the menu using each tool step 3.
Answers to the questions in step 4.
Answers to the question in step 5 and the complete chart white
Once again, the tutor Mónica Guillen reminded us that what is wanted is a 100% own
production of each student, focused on what each one thinks, but well argued, it is essential
to take into account the approaches, the methodologies and the way in which people learn.
She then made a clarification regarding if the field diary is made from ESAPEC, all the
information must be from the UNAD and not from the practice site.The tutor Mónica gave a
space to answer the doubts or questions of the students present in this web conference.
As for the practical part, the form for Evaluation of the site for professional and pedagogical
practices must be completed before November 11, upload it to the E-portfolio in the
administrative folder; also take into account that as of December 1, the satisfaction survey
will appear that must be completed and take the screenshot and upload it in pdf to the E-
portfolio in the administrative folder. Finally, the tutor Mónica Guillen showed an example of
how the E-portfolio should be organized at the end of the course, each document should go
in its respective folder.
This web conference was held on November 26 at 10:00 am. This meeting was directed by
the tutor Mónica Guillén. After a warm greeting, the tutor Mónica Guillen mentioned the
problems that arose with the simulator and the possible solutions by the company in charge
of it. In addition, he gave some key data to complete certain information that is needed in
the formats, such as the guardian's ID number, and appropriate dates for the development of
phase 4 which runs from November 7 to 27 of the current year.
She reminded us that phase 5 opens on November 28 and closes on December 11 and gave
an in-depth explanation of the activities to be carried out in this phase.
Explanation theoretical part
For the development of this activity it is important to take into account the document:
In this space, the tutor Mónica, from her point of view, expressed that the evaluation process
is complex, and a bit difficult, and that there are different kinds of evaluation, among which
we can mention the following:
-Diagnostic Evaluation: This type of evaluation is carried out at the beginning of each
course or activity to recognize the pre-knowledge that one has regarding what the student
must know to be in this course.
-Formative Evaluation: It is the one that is given during the process, it is used by the teacher
to monitor the progress of learning and provide a feedback process to look at the
development of each approach that was taken at the beginning of the course.
-Summative Evaluation: This evaluation is made up of the sum of evaluations carried out
during the course to determine the end of it. It compiles the knowledge acquired through the
course.
For the development of the next stage, it is essential to take into account the methods that
teachers use to evaluate students, among which we can mention: written evaluation,
practical evaluation (oral exams, case studies, etc.), self-evaluation and peer assessment,
which occurs when the student makes a series of reports and feedback is given by peers.
In stage 3 there are a series of activities to develop. Professor Sara has to decide how to
evaluate the menus that her students have written as part of a food activity in the English
language. She established two techniques, one related to a checklist and another that is
related to a rubric with a ranking scale. Each student must evaluate the menu using the two
different tools, in our view what would be the pros and cons of each of the tools used? Tool
1: Point out the correct aspects depending on the menu that the student made in tool 2: scale
from 1 to 3 you have to choose depending on the criteria that appear in the table, which
evaluation, the number we give to the student, taking into account Our perspective as a
teacher. The information must be published in the forum and share our point in this regard
and give an opinion on what was expressed by colleagues.
In step 4, the questions given must be answered and each answer must have a clear and well-
argued justification, that is, what is raised must be with their own opinions. In the question
where Sara and her colleagues use tool 2 and have different opinions about the evaluative
range from 1 to 3, we must present a clear idea of how to restructure tool number 2 and
make it better according to our perspective and present our answers.
In step 5 you have to complete an evaluation rubric for a speaking activity, in which you
need to evaluate and complete the rubric, taking into account the guiding questions. We
have to identify the part that needs improvement, and presents that information from our
perspective as a teacher so that the student receives it comfortably. In the end, a document
must be delivered with:
• cover page
• Summary of the web conference if you did not attend.
• Assessment of the menu using each tool step 3.
• Answers to the questions in step 4.
• Answers to the question in step 5 and the complete chart white
Once again, the tutor Mónica Guillen reminded us that what is wanted is a 100% own
production of each student, focused on what each one thinks, but well-argued, it is essential
to take into account the approaches, the methodologies, and how people learn. She then
clarified that if the field diary is made from ESAPEC, all the information must be from the
UNAD and not from the practice site. The tutor Mónica gave space to answer the doubts or
questions of the students present in this web conference.
As for the practical part, the form for Evaluation of the site for professional and pedagogical
practices must be completed before November 11, and uploaded to the E-portfolio in the
administrative folder; also take into account that as of December 1, the satisfaction survey
will appear that must be completed and take the screenshot and upload it in pdf to the E-
portfolio in the administrative folder. Finally, the tutor Mónica Guillen showed an example
of how the E-portfolio should be organized at the end of the course, each document should
go in its respective folder.
Manejo inadecuado de las basuras generadas por la comunidad del barrio Plaza de Toros
del municipio de San Juan de Betulia en el Departamento de Sucre.