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In conclusion, it is important that the institution allows the teacher to evaluate the student's knowledge of the English language, to know what strategies and study plan should be applied and meet the needs of the different groups of students that belong to each level of English according to their knowledge.

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E. (2017, 18 abril). Evaluación del Aprendizaje en los alumnos con necesidades educativas especiales. Educrea. https://educrea.cl/evaluacion-del-aprendizaje-en-los-alumnos-con-necesidades-educativas-especiales/#:%7E:text=La%20evaluaci%C3%B3n%20del%20aprendizaje%20consiste,para%20orientar%20las%20actividades%20did%C3%A1cticas.

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At the time of having already identified which is the lack of knowledge or ability of the student, we must have a strategy ready that helps the student to develop the skills in which he had problems, we can use didactic materials, implement fun games that allow them to learn in a better way and obtain the desired knowledge. You can also do outdoor activities to share with your classmates while learning the English language in a fun way.

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It is important to evaluate the learning needs and preferences because this way we will know the level of knowledge that the student has in the English language, to be able to give support and provide effective learning with solid bases.

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We must take into account that each student is different so they will learn differently, in these cases this is the reason why teachers must make an evaluation of their situation before starting the course. Knowing how much each student has advanced is the important point to guide the didactic activities of the language to be learned. It is important that teachers guide the student's path to have good results and reach the expected purpose.

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Moreno, A. (n.d.). ANÁLISIS DE NECESIDADES PARA EL AULA DE LENGUA INGLESA EN FILOLOGÍA INGLESA: UN ESTUDIO DE CASO. Retrieved from https://core.ac.uk/download/pdf/39074397.pdf

Teaching mixed-ability classes 1. (2021). Retrieved  from TeachingEnglish | British Council | BBC website: https://www.teachingenglish.org.uk/article/teaching-mixed-ability-classes-1

colorincolorado. (2016). Having enough data to look at progress over time [YouTube Video]. Retrieved from https://www.youtube.com/watch?v=UH52ll_CjH8&t=1s

colorincolorado. (2015). Assessment for ELLs [YouTube Video]. Retrieved from https://www.youtube.com/watch?v=q6fG4FmibEQ&t=3s

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Espe. (2021) Learning Experiences: Learning Outcomes Evaluation, Resources Management, Strategies and environment

Needs Analysis and Preferences

https://www.youtube.com/watch?v=Ge7c7otG2mk

https://www.slideegg.com/gap-analysis-template

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Moreno, A. I. (s.f.). NEEDS ANALYSIS FOR THE CLASSROOM. Retrieved from https://core.ac.uk/download/pdf/39074397.pdf

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When assessing we should consider these questions
which will help us establish timelines according to the objective set from the beginning.
How will it be sequenced
how will time and resources be allocated
how the gap will be improved
how the project will be developed

No skipping steps, I can't evaluate something I haven't taught you.
Resources must be commensurate with the activities I can't spend class time doing a 5-question evaluation.
A project requires several days of preparation and its evaluation would be with a brief explanation through a demonstration.

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Because by learning about their real reasons for learning English as a foreign language we learn about students' interests and backgrounds we diagnose the presence of a gap between educators' and students' perspectives on learning a second language.

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When we want to know the percentage of what the student has learned, it should generally be done continuously after each subject, not to stress the student, but to know as teachers if our knowledge is being well imparted or if we are failing.
Diagnostic tests at the beginning of the school year help the teacher to mark a ranking of what they are learning.

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In conclusion, by knowing the teaching-learning context, it is important that the type of support is appropriate to the type of need the student has. It is essential to ensure that the type of support allows the student to demonstrate their learning and also to value the student's achievements during the process, without discouraging them or minimizing their learning.

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The evaluation should be permanent and continuous, allowing the student to be placed in the level according to their skills achieved during the teaching-learning process.

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When learning a new language, and in this case, English helps students develop not only their language skills but also their life skills. Therefore, conducting an analysis of the student's needs and preferences helps teachers to put in place the best strategy to make them feel comfortable while learning English and also to achieve the desired results.
"English is a tool to be able to communicate it does not necessarily have to be perfect for communication, but it does have to be perfect for teaching" Mariana Pascal.

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First of all, we should know the learning needs of the students, that is to say, their preferences in terms of the English learning process:

1. - Group size

2. - Learning strategies

3. - Usefulness of activities to improve oral fluency

4. - Method of writing texts

5. - Homework correction techniques

6. - Assessment systems and tests, etc

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A serious problem can arise when students use ineffective learning strategies and non-participatory and teacher-dependent attitudes.
The cultural learning experience at school influences the level of use of language learning, that is why learning styles are related to cultural experience and in case of cultural differences, there is a danger of conflict, especially when the learner is not willing to change his or her learning processes.
It is when these needs are assessed that the starting situation is identified and the type of learner to be taught is defined, taking into account the learner's motivation towards the English language.

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To know the wishes of the students, that is to say to try to find out which specific areas of English use should receive more training within the general program, taking into account the interests of the students. And finally it is necessary to know the deficiencies of the students, to ensure the success of the progress in the subject it is necessary to establish levels of competence for each of the skills and tasks assigned.

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In summary, we can say that knowing the students' English levels will allow the teacher to be aware of their real skills and competencies. We know that it is not easy to determine how well students master English, especially if we do not have practical and efficient tools to perform a good needs analysis.

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By knowing the learner's learning needs, we try to predict what the learner needs to do in the English language in his or her present and future situation, this set of needs will provide clues as to what might be the communicative domains or areas in which the learner should develop.

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Having enough data to look at progress over time

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Once the needs have been identified, they will be transformed into learning objectives, development, teaching materials, learning activities and assessments, since any curricular program must be developed using these important data. Therefore, we can evaluate the learning needs of each student through the size of the working groups in the classroom, the learning strategies, the usefulness of certain activities to improve oral fluency, the method of learning to write compositions, the way of studying the subject. To have all this information, we will have to use an instrument such as self-assessments in which students can evaluate their competence by themselves and also address the lack of knowledge through the results that reflect the same.

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It is important because the educational practice in English language teaching needs to improve efficiently, what is the first step of curriculum development. In addition, assessing needs helps teachers to select, create and apply the most useful tools to improve the teaching and learning process, which will undoubtedly help them to address the lack of second language skills and find out the learning needs of those learners, i.e. their preferences in terms of analysis will serve not only to obtain information about what is useful to learners but also to get an idea of what produces certain knowledge for them.

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It should be done at the beginning of a course, program or academic activity, since at the beginning of the program the teacher can identify the learner's needs, appropriate learning styles, know the gaps to identify the English level of each learner and to ensure the knowledge acquired during instruction. There are several reasons why we should assess students' needs and preferences, as they help teachers to put in place the best strategy for students to feel comfortable while learning English and to achieve the desired results as well. Therefore, it is essential that teachers conduct a requirements analysis process in their classes to help students be able to participate in their learning process.