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Learning outcomes are statements that explain what students should know, understand and can do upon the completion of a period of study.

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Learning Outcomes constitute useful tools to measure and improve the Teaching and Learning Process. Evaluations gather important data about students’ knowledge and what they are able to do with this knowledge. Thanks to these results, educators can apply new or different strategies for their teaching performance.

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The importance to evaluate learning outcomes to improve the process of teaching English as a foreign language

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The importance to evaluate learning outcomes to improve the process of teaching English as a foreign language

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Evaluation is a complex process, which starts by collecting suitable and reliable information to make decisions.  It helps both educators and learners to accomplish the best results at the end of the course.

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Finding meanings of words, phrases, idioms that are used in the paragraph using application and understanding.

Concluding the passage and its points using evaluation and analysis.

Gaining details and remembering them using understanding and remembering.

Understanding the author’s tone by using the concept of evaluation.

Give a proper title for the passage using the concept of evaluation and understanding.

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The goal of an educator’s using Bloom’s taxonomy is to encourage higher-order thought in their students by building up from lower-level cognitive skills. Behavioral and cognitive learning outcomes are given to highlight how Bloom’s taxonomy can be incorporated into larger-scale educational goals or guidelines. The key phrases can be used (e.g., Example Assessments) to prompt for these skills during the assessment process.

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Why It is Important for Teachers to Use Blooms ‘Taxonomy to Write Measurable Learning Outcomes".

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Why It is Important for Teachers to Use Blooms ‘Taxonomy to Write Measurable Learning Outcomes".

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What Is Bloom’s Taxonomy?
Bloom’s Taxonomy is a categorization that defines different levels of intelligence including thinking, learning, and understanding. Institutes make use of bloom’s taxonomy to improve curriculum, assessments, and teaching methods.

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Bloom's Taxonomy: Why, How, & Top Examples

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Process of teaching English as a foreign language 

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Process of teaching English as a foreign language 

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Language Learning English As A  Foreign Language

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Language Learning English As A  Foreign Language

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*The main purpose of learning a new language is to be able to apply it in practice in a real communication environment to enable interaction in different situations.

*As students become aware of their role in completing these tasks, it is important to note that the teacher's role must be consistent in the completion of all tasks in order for students to develop their communicative skills.

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Teaching English as a foreign language. What's it like?

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Listen to this episode from Zeitgeist Banana on Spotify. Have you ever wondered what it's like to teach English as a foreign language? Are you considering this as a career yourself In this lesson Gideon and Jon talk about the good the bad and the ugly of English language teaching.

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The importance of learning of the English language

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The importance of learning of the English language

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One of the predominant languages that stands out is English, since nowadays it is a language of necessity in a globalized world helping in most social areas.

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Some steps to develop the new language, because English is a language that is uses around the world.

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How I Learn Languages | 8 Tips for Success

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Assessments serve as a way of confirming that learners have acquired new knowledge from the instruction provided, and are used to inform educators' instructional choices.

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¿When to assess learners' English language learning needs and preferences to address this lack of knowledge, skills, or both?

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¿When to assess learners' English language learning needs and preferences to address this lack of knowledge, skills, or both?

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Students should be assessed before starting a new subject and this is commonly called a diagnostic test which is based on the student demonstrating the knowledge and skills they possess; from this point, teachers assess what range they are in and what reinforcement they need. This is where the needs and preferences are evaluated and if the results are positive they can advance according to the grade they are in charge of, otherwise, they will have to do the feedback of the previous year.

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Teaching language skills (speaking, writing, listening and reading)

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1.- Performance-based assessments: based on classroom instruction and daily tasks, some methods used are oral reports, presentations, or portfolios.
2.- Portfolio assessments: with this method, you can systematically compile descriptive records of a variety of student work over time that reflect progress towards the achievement of specific curricular objectives.

Tools for assessment

Journals: reading and writing are exemplified through a journal kept by the learner.
Rubrics: similar to a chart or matrix that lists the requirements for a particular task and allows for the assessment and evaluation of projects.

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Sheltered Instruction for English Language Learners (ELLs) - Course Session 15 HD

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During the assessment process the following results can be produced :

Individual support

Task reduction

The information obtained will be used for

Adjust the curriculum

Improved test design

Develop didactic material

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Why assess learners' needs and preferences in English language learning to address this lack of knowledge, skills or both?

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Why assess learners' needs and preferences in English language learning to address this lack of knowledge, skills or both?

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Because it helps us to determine the extent to which the quality goals set out in the standards, associated with the learning that students are expected to achieve as they learn a new language, are being met, as well as the skills required.

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How to evaluate student´s needs and preferences in learning English to solve this absence of knowledge, skills.

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How to evaluate student´s needs and preferences in learning English to solve this absence of knowledge, skills.

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·         Thinking and learning styles should be taken into account in the teaching and assessment process. The way in which they can be evaluated is through tasks and activities that contain real situations associated with these cognitive styles: learning preferences, individual or group work; learning by memory, obtaining information through problem-solving activities. Finally, the results are evidenced in evaluations such as written tests, personal opinion, etc.

·         Another way is through the quality of oral communication is the basis of the best relationships between English speakers. Moreover, in schools, the quality of oral communicative competence does not develop on its own, but is built on the foundation. increasingly accurate and appropriate methods.

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Aziz, A. A., Yusof, K. M., & Yatim, J. M. (2012). Evaluation on the effectiveness of learning outcomes from students’ perspectives. Procedia-Social and Behavioral Sciences, 56, 22-30. https://doi.org/10.1016/j.sbspro.2012.09.628

Banana, Z. (2020). Teaching English as a foreign language. What's it like? [Recorded by Spotify].

Beltrán, M. (2017). Learning english as a foreign language. Redipe Bulletin, 6 (4), 91-98: https://dialnet.unirioja.es/servlet/articulo?codigo=6119355

Bloom’s Taxonomy. University of Central Florida. (2020) Recuperated from: https://fctl.ucf.edu/teaching-resources/course-design/blooms-taxonomy/

Bloom's Taxonomy: Why, How, & Top Examples. Teachings in Education Channel. (2017). recuperated from: https://www.youtube.com/watch?v=OOy3m02uEaE

Chávez, M., Saltos, M., & Saltos, C. (August 2017). The importance of learning and knowledge of the English language in higher education.  Retrieved from Proficiency in Science, 3, (3), pp. 759-771: https://dialnet.unirioja.es/servlet/articulo?codigo=6234740

Integrating Technology with Bloom’s Taxonomy. By Obiageli Sneed. Arizona State University. May 9, 2016. Recuperated from: https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/

Lahuerta, A. (1997). Proposed needs analysis distinguishing between objective and subjective needs in English for specific purposes. Journal of Languages for Specific Purposes, 4, 95-114: https://dialnet.unirioja.es/servlet/articulo?codigo=175335

Macías, F. (2017). Methodological strategies to improve the speaking and listening skills in English.  Science Mastery, 3(4), 2, pp. 588-641: https://dialnet.unirioja.es/servlet/articulo?codigo=6236193

Schiller , A. (2021). Assessment Methods for English Language Learners. Obtenido de https://hctutorial.com/assessment-methods-for-english-language-learners/

Syatriana, E., & Erwin, A. (2021). Investigating learning outcome based on a model of English teaching of Indonesian elementary students. JEES (Journal of English Educators Society), 6(2). https://doi.org/10.21070/jees.v6i2.1110

What Is Bloom's Taxonomy? Applications & Importance of Bloom's Taxonomy. Mastersoft – Accelerating Education. (2021). Recuperated from: https://www.iitms.co.in/blog/blooms-taxonomy-importance-applications.html#:~:text=Bloom's%20Taxonomy%20helps%20the%20teachers%20to%20understand%20the%20objectives%20of,develop%20critical%20thinking%20among%20teachers.

YouTube. (June 2022). How I Learn Languages- 8 Tips for Success. Belle: https://www.youtube.com/watch?v=gmm2b0KFg9g&ab_channel=Bella

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