“THE USE OF THE ASSESSMENT PORTFOLIO TO PROMOTE THE 21ST CENTURY SKILLS (COLLABORATION, COMMUNICATION AND CRITICAL THINKING) FOCUSED ON WRITING, IN THE STUDENTS OF SECOND BACHILLERATO DEGREE AT “ECOLÓGICO TRILINGÜE GONZALO RUALES BENALCAZAR” HIGH SCHOOL DURING THE SCHOOL YEAR 2013 - 2014.”

BY: VALERIA CAIZALUISA GABRIELA SÁNCHEZ

DIRECTOR: Mg. MARÍA TERESA LLUMIQUINGA

CODIRECTOR: Mg. ROCÍO ORTEGA

STRUCTURE OF THE PRESENTATION

Research Problem

Theoretical Frame

Methodological Design

Testing the hypothesis

The Proposal

Low collaboration, communication and critical thinking skills development

Low collaboration, communication and critical thinking skills development

PROBLEM SETTING

SECONDARY PROBLEMS Low students ´cooperation and assertiveness. Ineffective verbal, nonverbal, components. Low agreement level.

VARIABLES WORKING OUT

Independent variable

Dependent variable

The use of the assessment portfolio

The development of the 21st century

skills (collaboration,

communication and critical thinking)

GENERAL OBJECTIVE

To use the assessment portfolio in order to students can examine their own progress by promoting the 21st century skills (collaboration, communication and critical thinking)

SPECIFIC OBJECTIVES

THEORETICAL FRAME

CHAPTER I

THE USE OF THE ASSESSMENT PORTFOLIO

ASSESSMENT PORTFOLIO

Rationale of writing

assessment

Rationale of writing

assessment

KnowledgeMeasurement

Student´s growth and

development evaluation

Innovative and authentic

way

Collection of works

Basic abilities

Defining writing portfolio

Defining writing portfolio

Self- evaluation

organizing

Collecting written material

Assessing individually

Set of class works

Not a folder

Features of the

assessment portfolio

Features of the

assessment portfolio

Knowledge, skills, and attitudes

Performance- basedWork

samples

Planning, executing, evaluating

Type of evaluation

Storage and preservation

Motivation in assessment portfolio

Physical structure

Define the behavior

Self –esteem

Being control

Compilation of evidence

Organized presentation

Oral assessment

Assigned pieces

Content

Activities based -on instructions

Select categories or samples

Restrictions and explanations

Questions

CHAPTER II

21ST CENTURY SKILLS (COLLABORATION,

COMMUNICATION AND CRITICAL THINKING)

Communication

Critical thinking

Indispensable skill

Learning theories

Collaboration

21ST CENTURY SKILLS:

Common goal

Cooperation and commitment

Interact with others

Create new ideas

Working together

Solutions

Exchange of thoughts

Pay attention

Sender, message, receiver

Begins with reception

Benefits

Human resources

Solve problems

Analysis, synthesis, and evaluation

Understand

Listening

Social interaction activities

Speech, visuals, signals or writing

Autonomous thinkers

Asking questions, defining a problem,Examine evidence

Think analytically and critically

CHAPTER III

THE USE OF THE ASSESSMENT PORTFOLIO TO PROMOTE THE 21ST CENTURY

SKILLS (COLLABORATION, COMMUNICATION AND

CRITICAL THINKING)

WRITING COMPONENTS

Content Form Grammar Style Mechanics

main idea"showing" or "descriptive" detailssense and an organizational structure

main idea"showing" or "descriptive" detailssense and an organizational structure

Organize the ideasCatch the audience's attentionLogical progression

Art of rightly expressing thoughts by wordsSystem of a languageCentral rolePosition, approaches, methods, techniques

Choice the best wordsColorful, precise languageTo use everyday words well

ConventionsSpelling, grammar and usage, paragraphing, use of capitals, and punctuation

METHODOLOGICAL DESIGN

Research type and design

RESEARCH METHOD

POPULATION AND SAMPLE

RESEARCH PROCEDURE

Three stages:

INSTRUMENTS FOR DATACOLLECTION

TECHNIQUE

Survey

Observation

Assessment

Pre-Test

Post-Test

INSTRUMENTS

Questionnaire for the

students

Rubric

Tests

TESTING HYPOTHESIS

Control Group (CG)

Experimental Group (EG)

Both groups were diagnosed .

A pre and post- tests were applied.

CONTENT OF THE ASSESSMENT PORTFOLIO(STRUCTURE)

1. ¿REALIZA WRITING (PÁRRAFOS, COMPOSICIONES, ENSAYOS) DENTRO DE LA MATERIA DE INGLÉS?

Pre - test Post - test

2. INDIQUE DE QUÉ MANERA SE REALIZA LA EVALUACIÓN DEL WRITING EN SU CLASE.

Pre - test Post - test

3. REALIZA SU PROFESOR ALGÚN TIPO DE RETROALIMENTACIÓN UNA VEZ REALIZADA SU ACTIVIDAD DE

WRITING? Pre - test Post - test

4. ¿DURANTE EL DESARROLLO DE LAS ACTIVIDADES RELACIONADAS CON WRITING, USTED COMPARTE

SUS IDEAS CON SU MAESTRO Y COMPAÑEROS? Pre - test Post - test

5. ¿MIENTRAS ESCRIBE UN PÁRRAFO, UNA COMPOSICIÓN O UN ENSAYO, SE PRACTICA LA COLABORACIÓN

MUTUA ENTRE COMPAÑEROS DURANTE EL DESARROLLO DEL EJERCICIO?

Pre - test Post - test

6. ¿AUTOEVALÚA O CRITICA EL AVANCE DE SU CAPACIDAD DE ESCRIBIR CORRECTAMENTE COMPOSICIONES O ENSAYOS EN INGLÉS UTILIZANDO COMO BASE UNA RÚBRICA?

Pre - test Post - test

7. ¿HA UTILIZADO USTED EL PORTAFOLIO COMO UNA HERRAMIENTA DE EVALUACIÓN?

Pre - test Post - test

8. ¿CUÁNTO USTED SABE SOBRE EL PORTAFOLIO COMO UNA EVALUACIÓN DE APRENDIZAJE?

Pre - test Post - test

9. ¿LE GUSTARÍA CONOCER SOBRE EL USO DEL PORTAFOLIO COMO UNA FORMA DE EVALUAR EL WRITING?

Pre - test Post - test

10. ¿LE GUSTARÍA QUE SE IMPLEMENTE EL PORTAFOLIO COMO UNA FORMA DE EVALUACIÓN DE LAS ACTIVIDADES DEL WRITING?

Pre - test Post - test

VARIANCE

STANDARD DEVIATION

H1: There is a positive influence in the use of the assessment portfolio to promote the 21st century skills (collaboration, communication and critical thinking) focused on the students of second bachillerato degree at “Ecológico Trilingüe Gonzalo Rúales Benalcazar” high school during the school year 2013 - 2014.”

H0: There is not any correlation between the use of the assessment portfolio with the promotion of the 21st century skills (collaboration, communication and critical thinking)

Wor

kin

g H

ypot

hes

is

(acc

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d)

Nu

ll H

ypot

hes

is

(rej

ecte

d)

CONCLUSIONS

“TRAINING TEACHERS TO USE ASSESSMENT PORTFOLIO AT ECOLÓGICO TRILINGÜE GONZALO RUALES BENALCAZAR HIGH SCHOOL”

PROPOSAL

PARTICIPANTS

TEACHERSSTUDENTS

AUTHORITIES

INTERESTS

Students Teachers

Authorities

New opportunities to evaluate writing

Receive information about an innovative tool to evaluate writing

Have well trained teachers - develop 21st century skills

PROBLEMS

PROBLEMS

Low collaboration, communication and critical thinking

They have had not an adequate training about new strategies and tools to improve writing

Poor knowledge about 21st century skills and how to develop them

STUDENTS

TEACHERS

AUTHORITIES

GOAL

MEAN OF VERIFICATION ASSUMPTIONINDICATOR

The students increase writing activities after the proposal was executed.

The Post- test results.

The students are motivated to use the portfolio assessment as a tool in writing

activities.

To achieve student´s satisfaction in writing activities.

The student´s knowledge improve in writing activities

The Post- test resultsThe Post- test results

The students’ capability to apply their critical thinking and in the ways of their interaction with peers and teacher such as communication and collaboration.

To encourage teachers to use the Assessment Portfolio as an evaluation tool.

PURPOSE

MEAN OF VERIFICATION

ASSUMPTIONINDICATOR

The use of assessment portfolio is a good method to improve writing activities.

COMPONENTS

The 21st century skills are frequently used in writing activities

Writing activities are better according to the exercises in class and statistics.

The students have the knowledge about assessment portfolio.

GENERAL OBJECTIVE

To promote the use of assessment portfolio to develop 21st century skills

To develop a training course for teachers.

To encourage teachers to use the assessment portfolio developing 21st century skills to improve student´s writing.

SPECIFIC OBJECTIVES

DEVELOPMENT

TRAINING

TEACHERS

FIRST PART

SECOND PART

The teachers will learn all about assessment portfolio, its content, theory, and how to evaluate it.

The teachers will know how to develop the 21st century skills (communication, collaboration and critical thinking) using writing

Tutors An audio-visual

classroom. Computer Projector Training course

development