# data[].attributes.headline
When evaluate student's needs and preferences in Learning English

# data[].attributes.subject
When evaluate student's needs and preferences in Learning English

# data[].attributes.attachment_link.title
How evaluate student's needs and preferences in Learning English

# data[].attributes.body
Another component with a factor that helps to achieve a global understanding of the learning of the English language, are the support tools, which become important to guide the content of the class, since, as indicated (Batista and Salazar, 2003; Vergara and Alegría, 2010), it is common for a teacher to adapt his class to the guidelines provided by the tools. Clearly, the choice of appropriate tools must be based on the learning objectives and competencies already defined (Derakhshan et al., 2015). The content and assessment tools of these instruments help students develop four skills that represent the goal of acquiring English as a second language: speaking, understanding oral language, reading and writing

# data[].attributes.body
The needs analysis proposal that we present is based on an action-oriented, learner- and process-centered approach. The student,
considered as an active agent, it constitutes the starting point from the
which course program will be developed
“The action-based approach (…) takes into account cognitive resources,
emotional and volitional, as well as with the whole series of specific capacities that an individual applies as a social agent "

# data[].attributes.headline
How evaluate student's needs and preferences in learning English.

# data[].attributes.subject
How evaluate student's needs and preferences in learning English.

# data[].attributes.attachment_link.title
How evaluate student's needs and preferences in learning English.

# data[].attributes.body
When evaluate student´s needs and preferences in learning English
The question of needs analysis regarding the establishment and
development of a program within the curriculum of a language class has
been studied extensively. Munby (1978) argues that a good analysis of
needs consists of two parts: needs focused on the goal, it is
that is, in the specific situations in which the student is going to use the language
who will learn, and on the other hand, the needs centered on the student, is
that is, the knowledge and deficiencies that the student possesses when the
course.

# data[].attributes.body
To carry out this process according to Tim Slade (2018), just need three steps:
1.Determine the desired level of performance: It is a time-consuming process in which you take all the parts and determine what students can do or performance or what we think they are capable of and set the goals that we are trying to complete.

2.Determine the current level of performance: This step can be done even by observing the development of the class and recording the current level of performance.

3.Determine the cause of the performance gap: This step is critical and sometimes leads beyond the lack of skills or knowledge such as the degree of motivation, the environment, the tools in learning, that is, it may be affecting the correct performance

# data[].attributes.body
When evaluate student´s needs and preferences in learning English .

The evaluation will be before the school program begins to identify the needs and preferences in learning English of the students, it is very important because it becomes the basis for the development of an adequate teaching program and obtain a specific and true result according to the needs. When the needs of the students are not identified, the program may lack the necessary teaching components for students to achieve mastery of the language and the academic achievements raised for this reason is to do it before starting the study program.

# data[].attributes.attachment_link.title
Where are they now? Assessing students’ needs and lacks [Advancing Learning Webinar]

# data[].attributes.body
For a better performance of this process, is recommended development before starting the school year, in this way real data are collected on what students keep learning and first off determine what knowledge gaps the students possess.

# data[].attributes.body
Why evaluate student´s needs and preferences in learning English .

The information obtained on the demands of the goal situation and the wishes of the students, together with the data on their professional aspirations and their motivation to study English, will provide us with important clues about what the communicative situations in which they will have to function well could be. This will serve as a guide to formulate appropriate objectives and content for the different teaching groups. However, as already argued, identifying the demands and wishes of learners alone is not enough.

# data[].attributes.headline
Why evaluate student´s needs and preferences in learning English

# data[].attributes.subject
Why evaluate student´s needs and preferences in learning English

# data[].attributes.body
To find out what students are learning. An important reason to assess student learning is to find out how well students are learning what we say we are teaching—to what degree are they accomplishing the learning outcomes we hold for them. Information from assessments can tell instructors, programs, and institutions if they need to make changes in what they teach or how they teach it.

# data[].attributes.headline
Why evaluate student's needs and preferences in Learning English

# data[].attributes.subject
Why evaluate student's needs and preferences in Learning English

# data[].attributes.attachment_link.title
Why evaluate student's needs and preferences in Learning English

# data[].attributes.headline
How evaluate student´s needs and preferences in learning English .

# data[].attributes.subject
How evaluate student´s needs and preferences in learning English .

# data[].attributes.body
Learning takes place in students’ heads where it is invisible to others. This means that learning must be assessed through performance: what students can do with their learning. Assessing students’ performance can involve assessments that are formal or informal, high- or low-stakes, anonymous or public, individual or collective.
How?

Creating assignments

Creating exams

Using classroom assessment techniques

Using concept maps

Using concept tests

Assessing group work

Creating and using rubrics

# data[].attributes.attachment_link.readable_text
Learning takes place in students' heads where it is invisible to others. This means that learning must be assessed through performance: what students can do with their learning. Assessing students' performance can involve assessments that are formal or informal, high- or low-stakes, anonymous or public, individual or collective.

Here we provide suggestions and strategies for assessing student learning and performance as well as ways to clarify your expectations and performance criteria to students.

CONTACT US to talk with an Eberly colleague in person!

# data[].attributes.attachment_link.title
Assessing Student Learning - Eberly Center - Carnegie Mellon University

# data[].attributes.attachment_link.description
Learning takes place in students' heads where it is invisible to others. This means that learning must be assessed through performance: what students can do with their learning. Assessing students' performance can involve assessments that are formal or informal, high- or low-stakes, anonymous or public, individual or collective.

# data[].attributes.body
Who evaluate student´s needs and preferences in learning English .

• Determine the audience to confirm the information and illuminate the purposes of the process.

• Identify the target population from whom the information will be collected in order to determine it by sampling a representative group of the total population in terms of homogeneity (skills, attitude and knowledge).

• Select the approach to collect the information.

• In addition, there are various tools and techniques for collecting data when conducting a Needs Analysis process.

Example:

• Questionnaires

• Self-assessments.

• Interviews.

• Meetings.

•Observation.

• Task analysis.

• Collection of samples of the student's language.

• Task analysis,

• Case studies.

• Analysis of available information

# data[].attributes.attachment_link.title
Using Assessment and Evaluation Strategies to Support Students

# data[].attributes.body
Adjusting to the results obtained by collecting data on the needs and preferences of the students, it is possible to detect in which areas the student needs to improve and what knowledge is strong. Thus, with the correct design of a study plan for the class or for the student, gaps in knowledge are covered.

# data[].attributes.body
How to Conduct a Needs Analysis