MINIPROJECT: SABER PRO (Test on the quality of higher education)
GOAL:
To use the grammar
to communicate effectively and appropriately in real life situationand and evaluate the development of the four language skills:
Reading, Listening, Speaking
and Writing.
INTRODUCCIÓN: (Interpreta el siguiente video explicativo)
WHAT IS SABER PRO TEST? (National systems evaluate student)
The tests on the quality of undergraduate in Colombia, now called SABER PRO, have been suggested as standardized external evaluation instruments that are part of a set of processes undertaken by the National Government in an attempt to assess the quality of public education and do inspection and surveillance.1 The test is administered to students who are about to complete their college education and is obligatory as a prerequisite for graduation.You upload this video to the facebook group called "ASSESSMENT group" and then share the link or link in topic 9 of Virtual Campus.
SABER PRO EXAM STRUCTURE
The Saber Pro test has a mandatory first sitting consisting of five modules that assess general competencies: critical reading (30 questions); quantitative reasoning (30 questions); citizenship skills (30 questions); written communication (1 question); and English (45 questions). Test takers may also opt for a second sitting made up of specific modules, which, in the case of teachers in training, are educating, teaching and evaluating. For the written communication module, the test poses an open-ended question or a topic, based on which students are asked to write an argumentative text. The other modules pose multiple choice questions with only one possible answer.
SABER PRO EXAM STRUCTURE:
-A Not enough to allow for any meaningful inferences about the candidate’s ability.
A1 Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.
A2 Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job- related language.
B1 Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.
B+ Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively.Can understand and interpret critically virtually all forms of the written language.
CONCLUSIONS
The very low level of English communicative competence shown in the period 2007-2017 from the ECAES, and Saber Pro exams for university professional programs concerning the English module reveals a relative stagnation of the development of the linguistic and communicative competencies showing the real difficult situation of English in the Colombian educational system. Despite the overestimated goals of the MEN that insisted on a “mastery” of English in Colombia for 2019, the evidence shown by the results in this study is more than alarming. With the overall importance attributed to the knowledge and mastery of English as a lingua franca for the purpose of internationalization, student and teacher mobility, research and openness to other cultures, there would be no major change and development in the future without the redesigning of an effective foreign language educational policy and innovations and suggestions for teachers’ professional development at local and national levels as those proposed from research and implementation by Alvarez et al. (2015), Cadavid et al. (2015), and Cárdenas et al. (2015).
In conclusion, a macro research project by the universities in the country is needed. One starting in every institution that encourages awareness of the need for analysis of the situational context using the information available from the ICFES databases. This effort would launch a joint improvement proposal for a medium and long-term intervention strategy as an active and permanent mechanism for a foreign language education policy of development and the use of English in higher education. This course of action should eventually involve and impact the basic and secondary education cycles through the Municipal and Departmental Secretariats of Education.
2. LESSON MATERIALS (read the following texts)
Revisa el siguiente material interactivo: https://demoplexi.icfes.gov.co/preIcfes#no-back-button
Revisa el siguiente material explicativo: https://altopuntaje.com/prueba-icfes-estudiar-examen-ingles/3.1 Write the 4 exercises
about the types of questions practicing in our class. 3.2 CREATE A BROCHURE USING MICROSOFT PUBLISHER. (Crear un
prospecto (tríptico) ecoturístico seleccionando una población o municipio de
nuestro departamento de Sucre. Luego, crea un prospecto tuístico en el formato
Publisher de acuerdo al siguiente ejemplo). https://www.mediafire.com/file/4f0zx5wasz8m8s9/cartagena_4.pub/file3. WORKSHEET: (Answer the following
activities in your NOTEBOOK and send the evidences in a document
PDF, WORD of JPG images)
GOOD LUCK!