Name of the subject

Development of instruments of
Evaluation.
Student's name
Maria Teresa Sosa Muñoz.

Task Name
Application work (final)
Unit #
1
Professor's Name
Ma. Luisa Aguilar González.
Date
19 de agosto de 2018
Maria Teresa Sosa Muñoz. Final

CONCEPTUAL FRAMEWORK OF THE OBJECT AND PURPOSE:

This work aims to evaluate sixth-grade students in the
history area, since problems have been observed in these students and it is intended to
to know what the dominant learnings are and what aspects are those that
We must pay attention to strengthen learning specifically in this subject.
when diagnosing the issues that these groups present to us
we found that the students have not acquired the basic knowledge of the
history, due to the breadth and complexity of the program's content which
It complicates acquiring a clear understanding of this subject.

The evaluation of sixth grade students will be carried out through

direct observation tracking, checklist, rubrics, student productions
folder of evidence, written proofs, and the use and handling of Tablet; all of it as
show the development and acquisition of the expected learning.

Purposes of the study of History.

For Primary Education 6th

With the study of History in primary education, the aim is for students to:
Establish relationships of sequence, change, and multicausality to locate
temporal and spatially the main historical events and processes of the place
where they live, of the country and of the world.

Consult, select and analyze various sources of historical information to

answer questions about the past.
Identify common elements of past and present societies to
strengthen their identity and know and care for the natural and cultural heritage.
•Take actions to promote democratic coexistence in the school and its
community.

The stated objectives allow us to know how the students are progressing in the
development of notions of historical time and space; in the handling of information
of the events and processes of the past that have shaped current societies with
a critical and reflective sense, in the recognition of universal values, diversity
cultural, strengthening their identity, valuing natural and cultural heritage and
identify and establish commitments with the society they have had to live in.

Didactic Approach
Talking about a formative story implies avoiding privileging the memorization of names and
dates, to prioritize the temporal and spatial understanding of events and processes. It
he must work so that students analyze the past to find answers to their
present and understand how societies act under different circumstances, and to
consider that historical knowledge is not an absolute and unique truth, since when
comparing various sources reveal that there are different viewpoints on a
same event. It also means studying a complete history that takes into account the
relationships between economy, politics, society, and culture, with multiple protagonists that go
from the people of the village to the great figures.
TEACHING RESOURCES
It is important to keep in mind that learning History should lead students
to take an interest in the past, to understand the multiplicity of causes that have the
events, seek explanations, strengthen attitudes and values, and stimulate a
oral and written communication that allows them to develop clear thinking. For this to
History class becomes meaningful when the teacher uses a variety of
resources and teaching strategies that stimulate the imagination and creativity of the
students; enables them to situate historical events and processes, as well as relate
time in its three dimensions: past, present, and future. Therefore, one must consider that
Technological and communicative advancements influence the cognitive development of their students.
and in its capacity for abstraction, so it should take advantage of its use throughout the
Basic Education, taking into account that it should lay the foundations of the
understanding of the basic notions of history.
OBJECTIVE:

That students develop a taste for the study of history and understand that the
decisions of men that marked political, economic, social processes and
cultural influences in the past; they impact our present and future. Develop an evaluation.
continues to allow assessing the extent of students in achieving their learning
expected.

PURPOSE:
Knowing the group's weaknesses in the expected learnings, with this strengthen the
knowledge and achieve meaningful learning in the group, will be carried out
video reproductions on their tablets, theatrical performances will be held and they
will take a written exam covering the content of the expected learnings for
make learning more attractive and meaningful for students. Work will be done
also the self-assessment.

PLANNING OF THE INSTRUMENT

The instrument created will focus on the needs of the students and competencies that
it aims to promote, this instrument will assess the expected learning outcomes that they handle
the students in relation to the expected learning established by the Program
Basic Education. We seek to determine what the understanding of time and space is.
historical records, that students handle and the level of historical information and training of a
historical consciousness for the coexistence they achieve.

THEME HISTORY SECTION

• Arrange chronologically the

processes of cultural expansion Temporary and spatial location of the Renaissance and of
and economic from the beginnings of the exploration trips.
the Modern Age and locates
especially the trips of
exploration that allowed the
meeting of Europe and
America.
The resurgence of urban life and commerce: The
• Describe the causes that Italian republics and the flourishing of commerce
they favored the growth of Europe with the East.
the cities.

Identify the causes of the The formation of the European monarchies; Spain,
formation of the monarchies Portugal, England and France.
Europeans. The formation of the
European monarchies

Compare the different ones

conceptions of the universe and the
world to explain the form European conceptions of the world.
in which the advances The exploration trips and the advancements in the
scientific and technological navigation.
they favored the travels of
exploration.
 Investigate aspects of the
culture and daily life of
past and evaluates its The use of the printing press for the dissemination of knowledge.
importance. The economic globalization of the 16th century and the new
idea of the world and life.

For this evaluation, the following parameters will be used:

Direct observation tracking
Anecdotal records
Students' productions of their projects
written tests (Exam)
Use and handling of Tablet
Evaluation rubric
Concentration chart.
Self-evaluation

EVALUATION CRITERIA FOR HISTORY

EXAM-----------------------------------------------------------30%
ATTITUDE----------------------------------------------------------------------------------------10%
INDIVIDUAL PARTICIPATION----------------------------------------------------------------10%

TEAM PARTICIPATION---------------------------------------------------------------10%

TASKS (BOOK AND NOTEBOOK) --------------------------------------- -10%

PRODUCTS ----------------------------------------------------------------------- -30%
*.- TIMELINES
Mind Maps and/or Comparative Charts
THEATER PLAYS

The indicators that will be used to evaluate the students in the subject are
taken based on the expected learnings specified in the content of
plans and programs SEP 2011 and they are as follows:
The instrument that was implemented to carry out the evaluation will be conducted with the

use of rubrics which were recorded in a checklist

from the direct observation by the teacher in the school work, the
productions in each of the projects, the record will be kept in a table of
concentration that contains the percentages of work completed.

HISTORY RUBRIC
CHECKLIST

EXPECTED LEARNINGS INDICATORS

INSUFFICIENT SATISFACTORY
THE PUNTOSNO 2 POINTS
Temporal and spatial location of
Renaissance and the journeys of
exploration.

Identify the resurgence of life

urban and commerce: The republics
Italians and the flourishing of commerce
from Europe to the East.
(3) Define the formation of monarchies
European; Spain, Portugal, England and
France.
Recognizes European conceptions
of the world.
Exploration trips and advances
in navigation.

Know the use of the printing press for

dissemination of knowledge.
The economic globalization of the 16th century
and the new idea of the world and life.
 SELF-ASSESSMENT
NOMBRE:_______________________________________ N/L:_____
GRADO:_______ GRUPO:_______
INDICATORS
PERFORMANCE I do it very I DO IT TO
GOOD Sometimes.
(1) Temporal and spatial location of
Renaissance and the voyages of
exploration.

I identify the resurgence of life

urban and commerce: The republics
Italians and the flourishing of trade of
Europe with the East.
I define the formation of monarchies.
Europeans; Spain, Portugal, England and
France.
I recognize the European conceptions
of the world.
The exploration voyages and advancements
in navigation.

I know the use of the printer for the

dissemination of knowledge.
The economic globalization of the 16th century and
the new idea of the world and life.

WHY USE A RUBRIC

A rubric is a series of criteria that help us describe aspects based on the
which will carry out an evaluation, this instrument is organized into levels of
performance generally from least to greatest and each level is assigned a score, which
when added together gives us a global result, the rubrics help the student to understand
what is expected of him, how he will be evaluated and how to improve. The rubric provides clarity and
organizes the instructional design process and facilitates the alignment of the objectives of the
evaluation.

Description of a piloting experience, micropiloting, or cognitive interview

The individuals who intervened in the development of the evaluation rubric were those
we determined that it was necessary to carry it out to know the level of performance
of the students, the teachers and administrators who will have to take measures to
attend to the needs that the evaluation instrument reveals, given that what is
The goal is for students to reach their graduation profile; the rubric will be based on the aspects.
most important that is taken up by the Basic Education Program for 6th grade.

Before forming the instrument, a self-assessment was carried out (format presented
previously) to determine how students are visualized and to know their
learning expectations. For this process, self-evaluation and piloting of the instrument
a random sample of 6th grade students was taken. And it was finally determined that
the rubric would be based on the characteristics of the graduation profile of the degree.

Feedback proposal:
Once the results of the evaluation applied to the 6th grade students have been obtained, we ...
You should provide feedback using the scores where the student appears most.
Below, for him to become aware that these are his areas for improvement, it is important.
emphasize what aspects should be reinforced to achieve better results in it
subsequently, the teacher must take the time to emphasize the aspects
that the student must work, without neglecting the support that he must provide by offering
different study strategies, as well as modifying their teaching methodology,
making the subject more appealing and addressing aspects that their students need
strengthen.

For example, if the student struggles to establish or handle important dates the
the teacher can do the following:

JUAN, in the evaluation we carried out I was able to notice that you are a
student who has great advantages in terms of information management with the
What should be worked on in history, however, I noticed that you have difficulty locating.
the important dates, and it is important that you pay attention to these aspects that
will help you understand much better the course and events of the
history, I invite you to create timelines and chronological diagrams. They are
important for you to develop the notion of historical time, since they allow
graphically visualize a period, establish chronological sequences or identify
 past-present relationships, of multicausality or simultaneity between different
events in time. The timelines will help you memorize dates,
and allows you to have general reference points to make connections between
the events that you study.

It is not mandatory, but it will give an extra point if a section is added that
develop, in four paragraphs or less, prior, parallel or
subsequent to the application of the instrument that makes it part of a
formative assessment.

To carry out formative assessment, it is necessary to know where we stand.

stopped, what we are going to do and what we want to achieve, in order to put into practice the
formative assessment is necessary first to establish what the needs are of the
students, for which it will always be necessary to conduct a diagnosis and thus
to be able to prioritize the needs that this instrument reveals.

Subsequently, it is necessary to carry out the evaluation continuously and

systematic, in this phase of the evaluation it is important to know what strategies are
they must always implement with the aim of improving, this stage is characterized by
make an analysis of the results and make value judgments that lead us to a decision
of assertive decisions. The next stage is related to decision-making that
The people involved must carry out with the objective of improving.

On this occasion and to achieve the proposed objectives in this project, it was implemented
a checklist, which will allow for constant evaluation of the students throughout
of the school year, this checklist gathers relevant information to not lose
view the progress that the students are making, as well as the aspects that they should
strengthen and follow up on them. It is important to recognize that the instruments of
formative assessment is not the same as the techniques for developing assessment
Below is a table of differences between the two, as well as
the checklist that will be used to track the students' progress.
Techniques for developing formative assessment Tools for the development of techniques for
formative assessment

· Self-analysis of teaching practices They must be in accordance with the chosen techniques.
· Free trials · Observation scales
· Surveys · Checklists
· Direct observation · Tests or verification exercises
· Notebook review · Laboratory guides
· Correction of activities · Questionnaires
· Project development · Schemes
· Development of study techniques · Maps
· Implementation of reinforcement programs · Oral, plastic, or musical productions
· Use of teacher and student diaries · Application activities, among others.
· Interviews with students, among others.
 CHECKLIST.

Escuela:________________________________________________Grado:6°.Grupo: ___

Maestra de Grupo:______________________________________ Ciclo escolar:_________

Subject: History. Bloque __

May - June

Beginnings of the Modern Age.

N° Nombre del alumno

01

02

03

04

05

06

07

08

09

10

11
 CHECKLIST.

Escuela:________________________________________________Grado:6°.Grupo: ___

Maestra de Grupo:______________________________________ Ciclo escolar:________

Subject: History. Block __

May - June

Beginnings of the Modern Age

N° Student's Name

01

02

03

04

05

06

07

08

09

10

11

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