3.Language Learning New perspectives on the evaluation and assessment of language learning Bridging approaches (e.g. Content & Language Integrated Learning and Task-based language Teaching)

This article is structured around the following topics

Educational evaluation

In the field of pedagogy, evaluation is a systematic process of recording and evaluating the results obtained in the learning process of the students. As such, the evaluation is carried out taking into consideration the educational objectives set out in the school program. The evaluations, on the other hand, can be carried out in different ways: through tests (written or oral), works or monographs, as well as considering the participation in class of the students, among others

Evaluation is perhaps the most vital of all the processes involved in technical and vocational training. With a high-quality assessment system, students can trust the quality of their training. Assessment is the most important stimulus for learning. Each act of assessment gives students a message about what they should be learning and how they should be doing it. Assessment tasks need to be developed with this in mind.

 the connections between assessment and learning; the need to focus on skills; recognition of the competence achieved outside of formal learning situations; evaluation through many institutions.

Assessment and learning Assessment is the most significant stimulus for learning: every act of assessment gives students a message about what they should learn and how they should do it. Often the message is not explicit, is not easily understood, or is interpreted differently, receiving different readings from trainers and students.

The purposes of the evaluation

 The evaluation can be "formative" or "summative". The purpose of formative assessment is to provide feedback to students as part of the learning process. Summative assessment refers to actions such as grading or accreditation, in which the focus is on making a judgment about the student's work. It is not possible, however, to separate the two types clearly, especially considering the dominance that summative assessment has had in the minds of students (and in the practices of teachers) and how this has obscured even the most modest intentions of formative assessment. The purposes of the evaluation The evaluation can be "formative" or "summative". The purpose of formative assessment is to provide feedback to students as part of the learning process. Summative assessment refers to actions such as grading or accreditation, in which the focus is on making a judgment about the student's work. It is not possible, however, to separate the two types clearly, especially considering the dominance that summative assessment has had in the minds of students (and in the practices of teachers) and how this has obscured even the most modest intentions of formative assessment

The importance of self-evaluation

 One issue that has not received enough attention is how to best use students' abilities and skills to evaluate themselves. In the long run, this is more important than learning any particular subject. Students must leave a professional training course equipped to self-evaluate throughout their professional lives. They need to be able to make reliable judgments about what they know and what they don't know, and what they can and cannot do. Frequently, the evaluation conducted by the trainers reinforces the dependence of the students to make decisions regarding what they know, and they do not learn to do it themselves.

Self-evaluation needs to be actively encouraged. A starting point for doing this is (adapted from Boud 1992): clarify the concept of criteria in terms that are familiar to students — for example, asking "how would you distinguish good work from bad work in this area?"; and specify the criteria in sufficient detail so that each student can judge the extent to which the criterion has been met. The criteria need to specify: the area to be evaluated; the objectives of the evaluation work; the standards to be achieved. Specific strategies need to be implemented to support the self-assessment process. The two most common are the use

competency-based assessment

is a competency-based evaluation system, evaluators make judgments based on the evidence gathered from a variety of sources, which defines whether an individual meets the requirements of a standard or set of criteria.

There are four principles of evaluation

1.Validity

2. Reliability

3.flexibility

4.imparciability.

Previous knowledge methods

Previous knowledge is understood as the information that a person has stored on a reality and

TECHNIQUES TO KNOW THE PREVIOUS KNOWLEDGE OF STUDENTS.

• Answer open, closed or multiple choice questionnaires

• Solve problem situations consisting of events in front of which students must make decisions.

• Design concept maps based on a reading given by the teacher

• Brainstorm

• Work in group

written guides and structured group activities. Both are explained in Boud (1992).