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In teacher training, internships are a fundamental aspect that contributes to increasing the vocation of each educational space, since the priority is to make observations on the teaching-learning processes, enabling our future teaching role, including challenges, inclusion and the quality of educational practices at the teaching levels.

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Transfer the previous knowledge incorporated during the development of the career and the pedagogical professional exercise.

Incorporate theoretical and instrumental tools that enable people to reflect and investigate their own pedagogical experience in order to improve the quality of the process and the impact on social reality.

Develop skills for the observation, analysis and evaluation of educational practices.

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Scenario 4_  Assessment Analysis _ 518023_Lidia  Calderon 

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https://lidiacalderon2009.wixsite.com/misitio-1

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https://lidiacalderon2009.wixsite.com/misitio-1/evaluations

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I have had the opportunity to work with the students in face-to-face space and now that it is virtual it is totally new for me, knowing that I can guide someone I do not know and be part of their learning is rewarding.

Another important part of this process is that I was able to realize that there are a number of virtual methodologies that we as teachers can use to make our classes more creative and interesting.

Technology and virtual spaces offer strategies that make learning processes more dynamic.

The role of the teacher in the virtual classroom is the same in terms of guiding, stimulating and collaborating with the student in their learning process, in addition to evaluating the results obtained.

But I see a change in terms of our role, I believe that guidance no longer prevails so much but that we become facilitators of learning, changing our role from teacher in class time, to being a guide or a partner in the complete process of training, directing the student through the materials, debates, forums, cases and simulations that are reflected in a continuous evaluation of the activities carried out individually or in groups, relying on numerous electronic tools provided by the virtual platforms on the virtual campus.

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Assessment is a sometimes stressful, anxiety-ridden process that is frustrating for students.

It is very important that the teacher takes into account, when evaluating that each student is different and therefore their way of learning and the time it takes to assimilate the new concepts, will not be the same as the way of learning of another student . A consequence of not taking these aspects into account is that the teacher makes a mistake when evaluating and the student becomes discouraged or thinks that she is not good for the subject if she has made an effort to understand and apply the concepts in the best possible way . If the case is repeated, the student could become seriously frustrated in the subject, causing her to not understand the topics well and for this reason she becomes mentally blocked, creating difficulties to advance in her learning process.

The evaluation has two main objectives: to analyze the extent to which the objectives have been met in order to detect possible flaws in the process and overcome them, and the second, to encourage students to reflect on their own learning process. To achieve these objectives, the evaluation must be participatory and Complete, it must cover all the important steps of the teaching-learning process and it must be continuous.

The evaluation is a fundamental tool to know if the student could understand the topics developed and objectives reached by the teacher during the classes, assimilate these concepts and transform them into learning. This will determine the future of the student and the image he has of himself in terms of his abilities and capacities.

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Assessment is a sometimes stressful, anxiety-ridden process that is frustrating for students.

It is very important that the teacher takes into account, when evaluating that each student is different and therefore their way of learning and the time it takes to assimilate the new concepts, will not be the same as the way of learning of another student . A consequence of not taking these aspects into account is that the teacher makes a mistake when evaluating and the student becomes discouraged or thinks that she is not good for the subject if she has made an effort to understand and apply the concepts in the best possible way . If the case is repeated, the student could become seriously frustrated in the subject, causing her to not understand the topics well and for this reason she becomes mentally blocked, creating difficulties to advance in her learning process.
The evaluation has two main objectives: to analyze the extent to which the objectives have been met in order to detect possible flaws in the process and overcome them, and the second, to encourage students to reflect on their own learning process. To achieve these objectives, the evaluation must be participatory and Complete, it must cover all the important steps of the teaching-learning process and it must be continuous.
The evaluation is a fundamental tool to know if the student could understand the topics developed and objectives reached by the teacher during the classes, assimilate these concepts and transform them into learning. This will determine the future of the student and the image he has of himself in terms of his abilities and capacities.

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FORMATO DE ASISTENCIA AL LUGAR DE PRÁCTICA No. 4 teachin to children adoslescents and adults  lidia calderon

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PLAN DE TRABAJO CURSO DE PRÁCTICA PEDAGÓGICA LIDIA CALDERON GAONA. testing and evaluation in elt (2)

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Evaluation is a process of obtaining information that allows us to create judgments that will help us make decisions in educational processes.
The evaluation of student learning generally allows assessing the degree of fulfillment of educational objectives, diagnosing conceptual errors, skills, abilities and attitudes, the way in which students develop them, it is also evaluated to analyze the causes of learning deficient and take timely action.
It is essential that the assessment is able to effectively assess comprehensive learning and not just memorization, it is more important to develop language skills or aptitudes for the skills involved in learning a language such as reading, writing, listening, oral expression and pronunciation.

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https://www.youtube.com/watch?v=ULd5AJAgtHY

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Bibliografía Diker, G. & Terigi, F. (1997). La formación de maestros y profesores: hoja de ruta. Buenos Aires: Paidós. Sayago, Z. (2006a). Modelos de colaboración entre universidad y escuelas básicas: implicaciones en las prácticas profesionales docentes. Educere, 10 (33), pp. 303-313. Sayago, Z. & Chacón, M. (2006b). Las prácticas profesionales en la formación docente: hacia un nuevo diario de ruta. Educere, 10 (32), pp. 55-66. Tallaferro, D. (2006). La formación para la práctica reflexiva en las prácticas profesionales docentes. Educere, 10 (33), pp. 269-273. Universidad Autónoma de Baja California. (2011). Reglamento interno para las prácticas profesionales. Facultad de Pedagogía e Innovación Educativa.