Specialists:

María Angélica Zavala Querevalú

Viviana Isabel Cuadros Pérez
Maria Sanchez Ortiz
Denisse Patricia Ortiz Casildo
Lupe Delia Ortiz Caccire
Techniques and instruments for evaluation of
in-person and online.
AGENDA:
1. Evaluation techniques and instruments

2. Design and preparation of checklists

3. Authentic tasks
The instruments are concrete and tangible tools.
through which information is obtained from the
students to evaluate at what degree or level of
performance has been achieved the learning objectives
expected (criteria) of one or several competencies,
based on problem situations of
contexto…, los instrumentos de evaluación de
competencies apply from the resolution of a
problem of context and consider the levels of
performance.
TOBÓN, S. (2013)
 Reflection
Questions

What evaluation activities could I propose to assess

the competition? An oral presentation, a written report
…etc.

When am I going to assess the competition? In each session?

weekly? or at the end of the month?
How and with what am I going to evaluate? I evaluate only myself, which is
value among them... with evidence or with authentic tasks
What reference am I going to use to design my instruments?
 Assessment in a competency-based curriculum

The evaluation
The evaluation is The evaluation
The evaluation is it must be a
inherent part of evaluation is a allows to take
a process in the clear process for
the processes of continues activity decisions about
that issue judgments all: teachers.
teaching and of value-based. the performance of
of value Students and
learning. teacher
parents.

The evaluation is a deeply active and pragmatic process that is

present in the teaching and learning performance.
 EVALUATION TECHNIQUES

NO FORMAL SEMI-FORMALS FORMAL

Spontaneous observations. Exercises and practices Systematic observation.

Conversations and dialogues. carried out in class. Tests or exam types
Exploration questions Tasks performed outside test.
of the class. Execution tests.
 Techniques and evaluation instruments
Technique Instrument
How will it be evaluated? What will it be evaluated with?

Donkey proceeding through the Donkey medium through which it

which will take place the you will obtain the information.
evaluation.

Observation, Checklist,
Questionnaire, Estimation scale,
Some
examples: Problem solving, Rubrics
Documentary analysis. Portfolio,
- Entrevistas Authentic tasks, etc.
 List of
comparison

Observation Record
systematics anecdotal

Scale of
attitudes
 EVALUATION INSTRUMENTS
Evaluation Instruments
The evaluation instruments are the physical support used to collect
information about the expected learnings of the students. Every instrument contains
criteria according to the learning objectives, which is what should be evaluated.
The instrument answers the question: What will be evaluated?
It is the means through which information will be obtained.
 REQUIREMENTS OF EVALUATION INSTRUMENTS
they must be

PRACTICALS TECHNICIANS

Easy construction
VALIDITY RELIABILITY
Check for consistency
between cognitive ability
Simple correction Of the construction
(e.g. analyze) or instrumental
Stability
(Ex. to write with he
content and purpose to
work on performance.
Check if the content is
Equivalence
Low cost Of content working is necessary for
the purpose to achieve and
relevant to the level and grade of Stability and
student.
Predictive or equivalence
Verify the effectiveness of the
Easy management concurrent evidence or indicator for
to forecast significance Index Calculation
of learning. of Reliability
 CHARACTERISTICS OF THE INSTRUMENT OF
EVALUATION.
VALIDITY: When measuring the tasks and/or competencies described in
performance function (EXPERTS)

RELIABILITY: When it yields the same results regardless of the

Evaluator (Pilotage)

APPLICABILITY: The structure of an instrument must be simple, to

that it can be applied, resolved, corrected, and easily assessed.

SENSITIVITY: Graduated to accurately measure the degree of progress

of each student, and allows for comparison with the rest of the group.
 First: Choose the technique

One of the most valuable techniques for evaluation

the development of competency learning
it is the OBSERVATION. Through it we can:
Perceive the combination of capabilities
the resources (conceptual skills,
procedural and attitudinal ) of the
student, in a detailed and permanent way
The purpose is to provide you with guidance.
and feedback to the student when
as required, ensuring learning.
 Second: Choose the instrument
We can choose one We can choose one
checklist estimation scale

Structured instrument, it Structured instrument, it

characterized by being dichotomous, it is characterizes for to value
say that it accepts only two scale a learning.
alternativas: si, no. They are used for recording
It is used to register the level differences, frequency
execution or not of a or intensity of learning or
determined trait, behavior or behavior to observe.
sequence of actions.
We will study it in the
We can choose a Rubric next module
INSTRUMENT DEFINITION MAIN APPLICATIONS
DIARY It is an open instrument in which the ✓ Assess meta processes
own student records their performance cognitive.
sin tener que seguir un formato rígido de ✓ Value the knowledge of being from the
criteria or questions. analysis of the student himself.
✓ Evaluate the planning process and
project execution.
REGISTRATIONPerformance
OF and the are observed and recorded.✓ Assessment of know-how.
OBSERVATIONproducts from the students based on✓ Assessment of processes
certain aspects. oral argumentation.
✓ Assessment of the work process
collaborative.
✓ Assessment of attitudes
manifest in situations.
LIST OF The presence or absence of is identified ✓ Performance evaluation of
COMPARISONcertain criteria in the evidence agile and fast way.
of the students through a
table. It has only two categories:
"it demonstrates" and "it does not demonstrate". A
this adds a column of
observations.
 INSTRUMENT DEFINITION MAIN APPLICATIONS

SCALE OF It determines the degree to which it is fulfilled.✓ Assessment of knowledge in

Estimation one or several criteria in the students. the students considering
Usually, there are four degrees. different approaches or
measures.
WRITTEN TESTS Through cases and problems from the context✓ They allow to value above all the
FOR formulate questions to identify how to know, to do, and to be of
COMPETENCIES the students use the combination of the the competencies.
competencies capabilities for the
(TASKS
identification, interpretation
AUTHENTIC) argumentation and problem solving
from the context. The questions consider
different levels of performance.
CARTOGRAPHY
CONCEPTUAL
 TECHNIQUE OF
Observation
Types of instruments:

Direct
Anecdotal records Spontaneous
Not systematized
or observations
(Descriptive record
Class diary.
 Anecdotal record
The anecdotal record
Estudiante:Alberto Rodríguez Cárdenas A significant event is recorded, starring
Grade: First Year of Secondary by the student, narrating it exactly as
Hora:Clase de Matemática it happened.
Date: The circumstance in which this occurred is described.
Evaluated activity: Resolution of place
multiplication problems with numbers The reaction or response of others is described.
decimals. students or people
Description and interpretation of it A comment with remarks is added.
subjective feelings of the teacher
observed:
Three weeks of classes have passed in the
➢ They describe the behavior as it occurs.
that X had not participated, but now it ➢ They provide information about the process
made with a clear explanation of the ➢ (how it does it)
procedure they used in their team ➢ It does not interfere with the spontaneity of
to solve a problem that involved the student.
use of multiplication with numbers ➢ The observer must know the characteristics and
decimals. child development.
It is necessary to encourage him to continue. ➢ It takes time to gather the information.
participating. and analyze it.
 Nombre:

DIARY OF Date:

What did I learn today?

CLASS
What did I like the most and why?

What was the most difficult?

If I had done it differently, how would it be?

What doubts do I have about what I learned?

What do I still need to learn about the topic and how can I do it?
 Grade and group:

Fecha de observación:
GUIDE OF
Competencies:
Use various texts in guided activities or on your own initiative, and identify their purpose.
they serve.
OBSERVATION
Expected learning outcomes:
Explore a diversity of informative, literary, and descriptive texts, and discuss about the
type of information they contain based on what they see and assume.
Request or select texts according to their interests and/or reading purpose; they use them in
guided activities and self-initiated activities.

Aspects to observe:
How do children react to the activity proposals?
How do children interact with the posters? (that is, what comments do they make about
the posters that the teacher shows them and the one he proposed for them to create? For example, they say
that they had never seen signs or that they had seen them somewhere; they say what they had seen
exposed or announced on other posters.
•References to written language: what children do regarding the signs they observe
and the one they make (what decisions do they make).

Record of the
observed
Types of instruments:
•Cards of
observation
Direct
Checklist Intentional
Scale of Systematized
rating Not a participant
 The Checklists based on criteria
2.
When to use them?
What are they and what is their importance? Being dichotomous does not allow observation.
differences. They are used in the process or in
Son instruments of evaluation a product to evaluate the cut (yes or no)
structured, formed by a set of a state or process of learning.
of Criteria written in the form of a There is no rule that indicates to use it alone.
list, about a process, status, or to evaluate attitudes or to evaluate
fact or action that is desired to be evaluated.
processes, it is very useful for evaluate
Provide the evaluator teacher with information
final products.
exhaustive and specific, of a state or sequence
The principle is as follows: if you are not going to take
of tasks, according to the order in which they should
to appear in a process or in a consider the differences of degree and mode
behavior. They are versatile instruments of their students' learning and only
for the performance evaluation in the wants to verify a cut in learning
competency-based approach. a given moment.
 How do we create a checklist?
Point of 1. Specify the learning that
we wish to evaluate
game

What performance
we will evaluate?

What will we drink?

4. Choose the format What format of in account for 2. Choose the
to use and develop we will use the list criteria for
evaluate?
the checklist evaluate

What evidence of
we have learning
chosen?

3. Review the evidence of

acceptable learning
 1. Checklist - Basic Format 1

We only take into account the proposed evidence in our planning.

With that, we build our list.

Achievement
Evaluation criteria
Sí / No
Indicate the parts of the text and the relationship that exists between them.

Explain the difference between the general theme and the central or main theme.

Considers the message of the text important.

Explain the difference between general topic and central or main topic.
Present the narrative structure of the text in a graphic organizer.
Identify the central theme and differentiate it from the secondary theme.
Express the message of the text in your own words and accurately.
purpose of the text.
 2. Checklist - Basic Format 2
Purpose Explain the topic and purpose of the textThe pot with cracks (anonymous Hindu)
from to interpret the overall meaning of the text, describing the thematic idea and the
learning purpose with precision.
Achievement
Evaluation criteria Observation
Sí / No
•Point out the parts of the text and the relationship that exists between them.

•Explain the difference between general theme and central or main theme.
Considers the message of the text important.
Explain the difference between the general theme and the central or main theme.
•Presenta la estructura narrativa del texto en un organizador
graph.
Identify the central theme and distinguish it from the secondary theme.
Express the message of the text in your own words and with precision.
purpose of the text.
 3. Checklist - Basic Format 3
Purpose explains the topic and the purpose of the [Link] cracked pot (anonymous Hindu),
of to interpret the overall meaning of the text, describing the thematic idea and the
purposeful learning with precision.
Criteria of Achievement
Evaluation criteria Observation
evaluation Yes / No
•Point out the parts of the text and the relationship that exists between them
they
Know and •Explain the difference between general theme and central theme or
to know principal.
Considers the message of the text important.
Explain the difference between general theme and central theme.
principal.
Understand and Presents the narrative structure of the text in a
to understand graphic organizer.
Identify the central theme and distinguish it from the topic.
secondary.
Express the message of the text in your own words and with
To apprehend
precise the purpose of the text.
 Examples of Checklists
Evidence of Action: Explain the changes in the surface of the earth based on the
interaction of its layers and the movements of tectonic plates (earthquakes, tsunamis, and
volcanic eruptions

CRITERIA YES NO Feedback

of the teacher and in
couples
Describe what a volcanic eruption is.
Explain the reasons why it
volcanic eruptions occur
Justify like a volcanic eruption
you can modify a geographical space,
its inhabitants and its resources
Communicate the results of my
research through a report,
using ICT
 EXAMPLE OF CHECKLIST
COMPETENCE: Explain the physical world based on knowledge about the
living beings, matter and energy, biodiversity, earth and universe
STANDARD: Explain based on documented evidence supported by scientific backing the relationships that
establish among the sources of energy or their manifestations with the types of changes they produce
in the materials; between the forces with the movement of the bodies; the structure of the systems
living with their functions and their grouping in species to solar radiation with the climatic zones of
the earth and the adaptations of living beings. Give your opinion on the impacts of various technologies on
the solution to problems related to needs and everyday lifestyles
CRITERIA Not Achieved Achieved

The student chooses an endangered animal and draws it.

In addition, identify their characteristics and the natural area where
live.
The student identifies the reasons that endanger
extinction of the chosen animal. Also, propose actions for
take care of the animal according to the reasons previously identified

28
 FORMS OF PRESENTATION OF RATING SCALES

DESCRIPTIVE SCALE

NUMERICAL SCALE.
SCALE
GRAPH

tools for evaluation

frecuencias, secuencia
Represents the the degree to which they occur
degrees of The appreciation is expressed with
a number corresponding to the evaluated traits
intensity in which
they manifest the a global evaluation. They are the
features what himselfORDINALS
they want to evaluate.

It is represented by a horizontal line where

the traits or characteristics that are recorded
the categories are to be evaluated
corresponding.
 SCALE
DESCRIPTIVE They must be significant, observable and
represent status and level of progress
of the student

It represents a series of characteristics or

described traits in the clearest way,
as succinct and precise as possible, ordered from
a minimum degree up to a maximum degree.

THE GRADING SCALES:

They are used to evaluate procedures, final products, and personal development.
They allow for the gradual observation of behaviors or conduct regarding the
development achieved by the student in a specific aspect.
The teacher uses the scale to indicate the quality, quantity, or level of what was observed.
❖ Direct the observation towards specific and clearly defined aspects.
❖ Provide a common reference framework to compare all students.
according to the same set of characteristics.
❖ Offers a convenient way to record information.
 GRAPHIC SCALE
It is described to adjectivize the
behavior of any point of
a continuous

Instructions: Indicate the degree to which the student contributes to the

discussions in the class, placing an X at any point along the
horizontal line

Never Rara vez / Ocasionalmente / Frecuentemente / Siempre

5 - Excellent 4 - Very Good 3-Bueno 2- Regular 1-Deficient

Estimation Scale
Systematic record of a series of traits or characteristics of the observed subjects, allows
assign a value to a specific behavioral category (unit of observation), indicating the
degree of intensity or frequency with which it manifests, through a qualitative qualification and/or
quantitative. Include in the traits or operations to be evaluated observable characteristics or behaviors or
measurable.
Graphic Scale:
CRITERIA Always Very A Rare Never
Frequent Messed up time

Scale of appreciations:
Criteria 5 4 3 2 1
Totally Agreed Uncertain In disagreement Totally in
Okay disagreement

Numeric Scale:

CRITERIA 5 4 3 2 1
 Lickert scale
ALTERNATIVE 1
VERY MUCH AGREEDAGREED NEITHER AGREED NOR
IN DISAGREEMENT VERY IN
IN DISAGREEMENT DISAGREEMENT

ALTERNATIVE 2
TOTALLY OF AGREED NEUTRAL IN DISAGREEMENT TOTALLY IN
AGREEMENT DISAGREEMENT

ALTERNATIVE 3
DEFINITELY PROBABLY Undecided PROBABLY DEFINITELY
YES YES NO NO
ALTERNATIVE 4
COMPLETELY TRUE NEITHER FALSE NOR FALSE COMPLETELY
TRUE TRUE FALSE
 TECHNIQUES FOR ASSESSMENT
THE DEVELOPMENT OF VALUES
List of values: the intention is for the student to reflect
individually in relation to the proposal being made regarding the
environmental values, with the aim of defending their
proposals in the group or session. You can request it, by
example:

1. Write down the values you consider most important for the
environmental conservation: ………………….
2. Order them from most to least important:
………………………………………………………………………………………..
3. Review them and let your colleagues know your preferences. Why
why do you place them in that order?:……………..
Value sheet: A problematic situation will be presented
through a text, drawing, dramatization or other means, with a
a set of questions that encourage clarifying your position on the
theme.
Dialog classifier: Series of questions aimed at
trigger a reflection on the way it affects them
determined problem. Rethink and clarify the values that guide
their life, establishing the reasons for their choices and/or their
appreciations regarding what they would like to do or not do.
the key is in the clarifying questions and answers that are
they apply to what the student says or does, about what he has
chosen and why he/she has done it.
Clarifying questions: It is very useful for achieving an initial
approach (prior knowledge)
It offers the possibility to reflect on your beliefs, opinions, or
preferences regarding the topic being discussed and, as
consequence, on the own value indicators.
It is done individually, as it forces the student to define themselves.
about the topic before entering into a group discussion.
Example:

How do you act when faced with a pollution problem?

of the air?
How do you feel when you observe the destruction of a
forest?
What is your impression of the approach to development?
sustainable?
Value scale: It consists of proposing to the
student a choice among several
alternatives, which I present in public and, if
the time arrives, to explain to your
companions the order of your preference and
why.

Names and Participate Presents his Respects the Maintains Total

Surnames actively work on clean ideas of their
in the group. the time others. space of
awake. work.

1
2
3
3. AUTHENTIC TASKS
 LET'S REFLECT...
How is task B different from task A?
How is task C different from task B?
What does task D incorporate that differs from the other tasks?

Students take a multiple-choice exam on

Task A rocks and minerals.

The students read two texts about rocks and minerals and with
Task B Based on these, write a report for the teacher about the
rocks and minerals in the region.

After reading about the rocks and minerals in the region,

Task C the students create a guide for the hikers
they can recognize.

After reading about rocks and minerals, the students

Task D they interview the park ranger regarding the questions
raised by visitors and about what ideally to
They would like visitors to learn about the rocks.
and the minerals. The students design posters to be
used in the parks to educate visitors on the
regarding.
WHAT ARE THE CHARACTERISTICS OF AN AUTHENTIC TASK?

They are realistic and plausible and emulate as closely as possible to

the reality
They are complex and intellectually challenging

They have a defined purpose, an aim that requires seeking solutions to

novel situations

They require students to put a variety at stake

repertoire of strategies

The final product is aimed at a specific audience.

recipients or actual audiences, beyond the teacher

It generally develops in collaborative contexts, such as

it happens in real life and can be with the educational community
WHAT ARE THE CHARACTERISTICS OF AN AUTHENTIC TASK?
They put the student in a position to perform.
certain roles similar to those carried out by the
people in real life

The contexts of the tasks include constraints and

uncertainties.
They can integrate competencies from different areas and
disciplines

They can have different durations in time: from a

question in a test up to a project.
They involve a comprehensive (not mechanical) doing and
creative-productive
Criteria for construction Criterio 2: Incorporación de
of tasks cognitive skills
Criterio 1: Autenticidad They demand the use of skills
of higher order.
A real situation (from the world Beyond the provided information, in order to
outside of school) or a relate ideas, problematize, solve
close simulation that replicates the evaluate.
reality They demand to transfer the learnings and
A purpose or goal to achieve, competencies to new situations or
a problem to solve problems
A defined role for the student:
As co-chair of the Commission
of energy, your task is...
•A defined audience, real or
"The readers of the report
son...
 Criteria for task construction

Criterio 3: Flexibilidad Criterion 4: Proposal of

known criteria
Choose the specific question or topic
from a research
These must be known beforehand.
•Choose the product or performance for
demonstrate their understanding and
and understood or co-constructed with
the students, so that they serve as
competition: a blog, a Slide
compass during the process of
oral, etc.
elaboration of the tasks.
Choose the defined audience: a newspaper,
They are the anchor of the feedback.
Lower level student in the They are the anchor of the co-evaluation and the
school, etc.
self-assessment.
They better fulfill this purpose the
descriptive rubrics (in comparison
with the checklists)
 Example 1

You are in charge of the gift wrapping section of a store. You have 10 days to
prepare a report.
On average, 24,000 customers buy clothes in the store each year. Around 15% of
Customers request that their purchase be wrapped as a gift. Every month, sales occur.
approximately 165 jackets, 750 shirts, 480 pants, and 160 hats. The price
Of all the boxes for clothes, they are the same. The roll of wrapping paper costs five pesos.
Each roll of wrapping paper is one meter wide and 100 meters long.
As the head of the section, you need to plan the costs for the year and, obviously,
you want to save as much money as possible. What would be the shape of the boxes for pants?
shirts, jackets, and hats that would require the least amount of wrapping paper?
Grant Wiggins – Understanding by Design
Example 2

COMPETITION "SOLVES
SHAPE PROBLEMS,
MOTION AND LOCATION

Model objects with

Example 2 geometric shapes and their
transformations.
Communicate
understanding about the
forms and relationships
geometric.
Use strategies and
They form logical blocks the groups that were formed. procedures for
Miguel, Urpi, and Paco. orient oneself in space.
Explain how you chose the pieces for each group. Argument
Draw in the boxes the pieces of each group. affirmations about
geometric relationships.
 Example 3
The fifth and sixth grade teachers at the school are preparing the
list of books that will be suggested for sixth grade children
next year they read it. So, we teachers want to ask you to
you write us a recommendation letter for the book that you like the most
I liked reading this year and the reasons why it is recommended, with the
purpose of considering them as part of the list we are
elaborating.
The letter must contain:
❖The bibliographic data of the text
❖A summary of what the text is about
❖The reason or reasons why they recommend that text
 VAN GO MOVERS (MATHEMATICS AND COMMUNICATION): You are
working for a moving company that wants to present an offer
for the relocation of the contents of an office building to a new one
location. You are responsible for determining the minimum volume of furniture.
and equipment that must be moved. The model product will take into account (a)
the possibility of compiling the elements, (b) the connectable nature of the
pieces that are not cubic, (c) those covered to protect the furniture, and (d) the
number and size of the boxes needed to pack small items.
You will prepare a small report with the volume of the elements to be
transferred and the reasons for their conclusions and a table that shows how
the elements will be positioned to minimize the required volume.

•INSTALL DRYWALL IN A HOUSE (HIGH SCHOOL MATH): When

the contractors provide a quote for home repairs,
How can we know if the cost is reasonable? In this task, you
it will determine if a drywall contractor is providing information
adequate or trying to charge a customer more than the account
uninformed. You will get the measurements of the rooms and the
cost of materials and labor.
 SIGNIFICANT SITUATION
En nuestras familias de Huancavelica una de las costumbres es, hacer el pago a la tierra enterrando algunas hojas de
coca offered before starting to cultivate the land; another custom is to help each other in ayni, others are the
beliefs in the hills, in the chacho, the evil among others. It is also a tradition, if any member of the
family is sick, make the jubeo with the cuy, in the same way, it is also an ancestral custom to dedicate ourselves to the
agriculture, raising animals, living harmoniously among family members and the community, but
we still do not know where these customs that form our Andean culture come from. Likewise, there are
authors who hold different positions. (Historical problem).
Given this situation, you will take on the role of researcher-historian to explain the origin of Andean culture from
the following questions: Why do you think historians do not agree on determining the
origen de la cultura andina?, ¿Qué teoría adoptarías para explicar el origen de la cultura andina? ¿Por
What? What cultural customs remain today, based on the research conducted?
You will elaborate an argumentative text to explain the origin of Andean culture using various sources.
comparing the ideas of the authors and establishing the changes, permanences, and simultaneities, as well as the
relationship of causes and consequences, which will be socialized in the classroom and will be published in the bulletin board
of the INC of the region.
51
 EVALUATION CRITERIA:

Use various sources to obtain information and contrast the theories of

various authors on the origin of Andean culture, establishing differences
among the proposed theories.

Identify changes and continuities in Andean culture regarding its

customs, organization, economy, social and cultural aspects of the region
Huancavelica, making use of time.

Explain the origin of Andean culture using historical terms.

origin, politics, society, etc. based on the comparison of theories from various
authors. (this is the one that is visible)
 Example 6
Proyecto El extraño caso del Dr. Jekyll y Mr. Hyde / El hombre lobo (2010)
Communication - Art. 5th Sec
From the reading of the novel The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis
Stevenson and the screening of the film The Wolfman (2010), conducts the analysis of both.
works from the perspective of the characteristics of the Gothic novel of the 18th century and
XIX, you can choose one of the following slogans to do as a team. You have two available.
weeks for work.

Preparar una escena para una obra teatral sobre un pasaje de la novela, para lo cual
they will have to do the following:
➢ Choose a situation from the novel and write the lines that the actors will say in.
scene.
➢ Plan the staging in terms of set design, costumes, and movements
scene incorporating gothic features.
➢ Draft the notes that describe the space or spaces where the scene will take place.
➢ Distribute the roles of the team members: actors, costume designer, set designer.
makeup artist, lighting technician, sound engineer, and director, who will coordinate all the members and
will make final decisions regarding the different aspects of the scene.
➢ Draw sketches of the scenery and costumes for each character;
➢ Musicalize the scene.
• ENGLISH LITERARY HALL OF FAME SEC: The Arts Council and
Letters has announced the establishment of a Hall of Fame for
to honor notable authors and artists from Peru. Given that your classroom is
concluding a project on the literature of Peru, they have
requested to nominate an author for the Hall of Fame.
Complete the nomination form for an author that you think
suitable for your choice. Your essay must include your analysis of the
author's contribution to Peruvian literature and the reasons for it
which recommends it for inclusion in the Hall of Fame.

DESIGN OF A GARDEN (SECONDARY MATHEMATICS): You have been asked to design a flower garden for a
company with a logo that has neighboring circular, rectangular, and triangular shapes. Its product
The final must be a scaled drawing and a list of how many plants of each type and color will be needed for execution.
the plan.

EXERCISE PLAN (SECONDARY PHYSICAL EDUCATION). Under the role of a coach in

a sports club, you will develop an exercise program that will consist of
of aerobic, anaerobic, and flexibility exercises for a new client. The plan
You must consider lifestyle, age, level of physical activity, and goals.
customer details. You will have detailed descriptions of various customers.
 KEY IDEAS
The change in logic in the way of observing learning is beneficial
that the evaluation supports the motivation of the students and therefore
so much learning through the evaluation instruments
designed by their teachers

This change in logic implies planning and implementing a variety

of opportunities for students to demonstrate the development of
the competencies and the culture of continuous improvement

Authentic tasks are fundamental in the development of the

competencies since they demand complex performances, they require that
students put the capabilities of the competencies into play
simultaneously and cohesively

Good questions are very important in authentic tasks.

to provoke deep reflections and create opportunities for the
transfer to other situations.