MINISTERIO DE EDUCACIÓN

DIRECCIÓN GENERAL DE FORMACIÓN DOCENTE

DIRECCIÓN GENERAL DE EDUCACIÓN PRIMARIA

Assessment and English Language Learning

2025

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 I. Presentación

El Gobierno de Reconciliación y Unidad Nacional considera la Educación como

una herramienta trascendental para el Desarrollo Humano Pleno; por tal razón, a
través del Ministerio de Educación se implementan acciones que dan
respuesta al Plan de Educación 2022-2026 que conlleven a la consolidación
del aprendizaje del Inglés como segundo idioma en estudiantes de Educación
Primaria, con base al Marco Común Europeo de Referencia para las Lenguas,
alineadas con la Estrategia Nacional "Bendiciones y Victorias 2024-2026".

En este sentido la Dirección General de Educación Primaria en coordinación con

la Dirección General de Formación Docente, presenta la Segunda Unidad
correspondiente al módulo de “Evaluación para el Aprendizaje del Inglés como
Segundo Idioma” con el objetivo de fortalecer las competencias científicas,
pedagógicas y comunicativas de las y los Maestros de Inglés de Educación
Primaria.

En esta unidad encontrará estrategias que permita evaluar las habilidades

receptivas en los estudiantes, considerando las micro habilidades y sus
particularidades; así mismo, instrumento que faciliten los procesos de evaluación
en los estudiantes.

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INDEX
I. Presentación............................................................................................................................2
II. Module Competencies............................................................................................................2
III. Topic......................................................................................................................................2
Discussion....................................................................................................................................2
IV. Theory of the unit.......................................................................................................................2
Listening Micro-skills:..............................................................................................................2
Reading Micro-skills:...............................................................................................................2
Self-Learning Activity 1...............................................................................................................2
Self- Learning Activity 2:.............................................................................................................2
Assignment...................................................................................................................................2
V. Bibliography.................................................................................................................................2

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 II. Module Competencies
 To develop skills in evaluating English learning to improve elementary learners
communicative abilities.

 To enable teachers with strategies for assessing receptive skills in second

language learning.

 To apply appropriate evaluation instruments to asses students learning process

in elementary learners.

III. Topic
Assessing Language Skills

N° Number and name of the unit Themes and subthemes to Total, Hours
develop
1 Assessing Language Skills  Assessing Receptive 3 hours
Skills in Young
Learners
 Micro-skills in receptive
skills
 Strategies to assess
receptive skills
 Assessment tools

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Discussion
Discuss with your colleagues. Then, consider this parameter and make a skeleton
of a person on a wallpaper. Once, they has finished, discuss how the question
relates to each part of the body.

Question 1: Head

Question 2: The shape of the body without hands and feet.

Question 3: The arms and hands.

Question 4: Heart and brain

Question 5: The hair and the feet.

1. What competencies will students develop at A1 and A2 levels according to

the CEFR regarding receptive skills (listening and reading)?
2. What key factors should be considered when evaluating A1 and A2 learners'
receptive skills?
3. How do your evaluation strategies align with the activities you implement in
the classroom?
4. Why is assessing receptive skills often challenging? What makes it difficult
to measure accurately?
5. Based on the video recorded during the lesson study, what strategies did
your colleagues apply to assess receptive skills?

IV. Theory of the unit

Receptive skills, namely listening and reading, are essential for language
comprehension and serve as a precursor to productive skills like speaking
and writing(Palaming, 2018). Developing these skills in young learners
(ages 7-11) can foster early language recognition and understanding, which
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 is crucial for their overall language
development(Gabrielatos, 1997). They serve as a foundation for developing
productive skills, such as writing and speaking, particularly in academic
contexts(Babaeva, 2024). The following sections outline key aspects of evaluating
receptive skills in young learners.

 Analyze the micro-skills and discuss which of the following are developed by the
students according to the grade.

Listening Micro-skills:

Discriminating Sounds:

 The ability to hear differences between similar sounds.

 Important for effective pronunciation and comprehension.

Understanding Main Ideas:

 Identifying the primary message or theme of a spoken text.

 Helps the listener grasp the overall context of conversations or lectures.

Recognizing Supporting Details:

 Understanding additional information that elaborates on the main ideas.

 Essential for thorough comprehension and critical listening.

Identifying the Speaker's Intent:

 Recognizing the purpose behind the speaker’s message (e.g., to inform,

persuade, entertain).

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  Aids in interpreting the meaning and context of
spoken communication.

Listening for Specific Information:

 Focusing on particular details such as dates, names, or numbers within

spoken discourse.
 Useful in activities like taking notes during lectures or following instructions.

Predicting Content:

 Making predictions about the topic or content based on context clues or

prior knowledge.
 Enhances engagement and comprehension in listening tasks.

Making Inferences:

 Drawing conclusions based on implied meaning rather than direct

statements.
 Facilitates a deeper understanding of subtler messages in conversations or
narratives.

Reading Micro-skills:

Word Recognition:

 The ability to quickly identify and understand words.

 Fundamental for fluent reading and comprehension.

Understanding Main Ideas and Details:

 Recognizing the core message and supporting points in written texts.

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 Critical for summarizing and discussing the material.

Making Inferences:

 Deriving meaning from context or between-the-lines information.

 Enhances depth of understanding beyond literal text.

Identifying the Author’s Purpose and Perspective:

 Understanding why a text was written and what point of view it represents.
 Important for critical reading and analysis.

Using Reading Strategies:

 Applying techniques like skimming for the general idea, scanning for specific
information, and rereading for clarification.
 Improves efficiency and comprehension in reading tasks.

Recognizing Text Structure:

 Understanding organizational patterns (e.g., chronological, cause-effect) in writing.

 Aids in predicting content and navigating complex texts.

Identifying Cohesion and Coherence:

 Recognizing how ideas are linked within a text through devices like pronouns and
connectors.
 Helps readers follow the flow of information and understand the
relationships between ideas.

Strategies to assess listening skills

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  Word-Picture Matching: Students listen to a
word and match it to the correct picture. Listen and circle (It could be just
listen to the word and circle or underline the correct picture.)
 Listen and order the information. (Provide a short mixed-up conversation.
Play a recording and ask students to listen number the conversation)
 Yes/No Listening: Students hear a sentence and decide if it is true or false
based on a picture.
 Listening and Coloring: Students color parts of a picture according to what
they hear.
 Example: "Color the sun yellow."
 Spot the Difference (Listening Version): Students hear a description and
compare two pictures to find differences.
 Listening for Main Ideas: Students listen to a short story and answer
simple questions like:
 "What happened first?" or "Who is the story about?"
 Information Gap Activities: Students work in pairs. Each has different
information and they must listen to each other to complete a task.
 Predicting Content: Students listen to the beginning of a story and guess
what will happen next.
 Short Audio Clips + Multiple Choice: Students listen to short audio and
choose the correct answer from pictures or written options.

Strategies to asess reading skills

Reading assessment should focus on word recognition, sentence comprehension,

and engagement with texts.

 Word-Picture Matching: Provide words and pictures for learners to match

correctly.
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  Sentence Completion: Use simple fill-in-the-
blank exercises (e.g., "The cat is ___" with options like "big/small/blue").
 Reading Aloud with Comprehension Questions: Ask students to read
short sentences or paragraphs and answer basic questions.
 Ordering Events: Give students mixed-up sentences from a familiar story
and ask them to put them in order.
 Find the Word: Provide a simple text and ask students to underline or circle
specific words they hear or read.

Self-Learning Activity 1.
Read the information in the following chart and write the grade in which these
activities can be implemented.

Skill Assessment Type Activity Example Grade

Identify differences between minimal

Listening Discriminating Sounds
pairs

Listening Understanding Main Ideas Summarize a short spoken passage

Answer specific questions after

Listening Recognizing Supporting Details
listening

Identify the purpose of a spoken

Listening Identifying Speaker’s Intent
message

Note down key details from an audio

Listening Listening for Specific Information
clip

Listening Predicting Content Predict the next part of a story

Infer emotions from a spoken

Listening Making Inferences
dialogue

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 Match
Reading Word Recognition
words with pictures

Understanding Main Ideas and

Reading Summarize a text and list the details
Details

Reading Making Inferences Infer meaning from a passage

Reading Identifying Author’s Purpose Determine the purpose of a text

Reading Using Reading Strategies Skim and scan a text for information

Reading Recognizing Text Structure Identify how a text is organized

Identifying Cohesion and

Reading Locate linking words in a passage
Coherence

Self- Learning Activity 2:

In group of 4. Design an assessment tool to assess listening or reading or both.

Then, discuss with your colleagues considering the following questions:

What listening sub-skills are going to be developed?

Does this assessment tool is according to the aim?

Assignment

Ask for one of the most recent lesson plans from one of your colleagues and then
check which subskills of the receptive skills are being developed. Ask him/her for a
rubric in which it is reflected, how these skills are assessed. Then, in a sheet of
paper provide feedback to your colleagues.

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V. Bibliography

 Vanbuel, M., & Deygers, B. (2024). Assessing Receptive Skills in an Adult L2

Learner Population with Diverse Educational Backgrounds. Language Assessment
Quarterly, 1–25. https://doi.org/10.1080/15434303.2024.2438151

 Palaming, J. (2018). The Role of Receptive Skills in English Language

Learning. International Journal of Language Education.

 Gabrielatos, C. (1997). Developing Listening Skills for Young Learners. British

Council ELT Documents.

 Babaeva, N. (2024). Linking Receptive and Productive Skills in Young EFL

Learners. Journal of Language and Education.

 Council of Europe. (2020). Common European Framework of Reference for

Languages (CEFR) – Companion Volume with New Descriptors.

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