Un libro para hablar sobre los fundamentos de enfermería, Lecture notes of Electromagnetic Engineering

Download Un libro para hablar sobre los fundamentos de enfermería and more Lecture notes Electromagnetic Engineering in PDF only on Docsity! Colegio Nacional de Educación Profesional Técnica CENG-03 92/ 105 d. Assessment matrix or rubric ASSESSMENT MATRIX OR RUBRIC Siglema: CENG-03 Name of the module: Specialized Communication in English Student´s name: Teacher evaluator: Group: Date: Learning outcome: 1.1 Express obligations, advice, predictions and concerns about scientific or technological situations presented in informative texts, using modals Activity of evaluation: 1.1.1 A short conversation about something they are worried about and use a piece of advice like possible solution. (Professor-evaluation) INDICATORS % C R I T E R I A Excellent Sufficient Insufficient Content 4.2, 4.4, 4.5 20% • Selects a topic that concerns the population • Analyzes the problem by identifying causes and consequences • Proposes alternative solutions • Clearly presents the problem, those involved and their interests • Analyzes the implications of the proposed solution and evaluate if it was the most appropriate alternative • Selects a topic that concerns the population • Analyze the problem identifying causes and consequences. • Proposes alternative solutions • Clearly presents the problem, those involved and their interests • Selects an irrelevant topic for the population. • Analyzes the problem identifying only causes or only consequences. • Fails to propose alternative solutions. • Skips proposing alternative solutions. Colegio Nacional de Educación Profesional Técnica CENG-03 93/ 105 INDICATORS % C R I T E R I A Excellent Sufficient Insufficient Dialogue 4.1, 4.2, 4.4 30 • Writes a dialogue that includes ten questions and an exchange of answers about: − Request and issuance of information on causes and consequences of the problem presented − Request and issuance of information on alternative solutions. • Writes the questions and answers in dialogue format. • Uses the short question and answer • Promotes interaction and respect for the change of participation shifts • Writes a dialogue that includes ten questions and an exchange of answers about: − Request and issuance of information on causes and consequences of the problem presented − Request and issuance of information on alternative solutions. • Writes the questions and answers in dialogue format. • Uses the short question and answer • Writes a dialogue that includes fewer than ten questions about: − Request and issuance of information on causes and consequences of the problem presented − Request and issuance of information on alternative solutions. • Fails to write questions and answers in dialogue format. Grammar 4.1, 4.3, 4.4, 5.3 20% • Expresses probabilities of an event happening using correctly the manners may, might, can and could • Expresses prohibitions or recommendations using the modals must and should correctly • Avoids misspellings. • Reduces grammatical or structure errors. • Expresses probabilities of an event happening using correctly the manners may, might, can and could • Expresses prohibitions or recommendations using the modals must and should correctly • Avoids misspellings. • Reduces grammatical or structure errors. • Expresses probabilities of an event happening using incorrectly the manners may, might, can and could • Expresses prohibitions or recommendations using the modals must and should incorrectly Colegio Nacional de Educación Profesional Técnica CENG-03 96/ 105 INDICATORS % C R I T E R I A Excellent Sufficient Insufficient ideas in a message Attitudes (Peer- assessment) 1.6, 7.2, 8.3 10% • Shows perseverance in correcting mistakes made in previous activities to improve those that follow • Shows responsibility when delivering on the date established by the teacher • Participates in teamwork, and decision making • Shows skills such as analysis, synthesis and evaluation of information • Shows perseverance in correcting mistakes made in previous activities to improve those that follow • Shows responsibility when delivering on the date established by the teacher • Participates in teamwork, and decision making • Shows lack of perseverance in correcting mistakes made in previous activities to improve those that follow • Shows lack of responsibility when delivering at a later date than that established by the teacher, or omits the delivery of the work. 100 Colegio Nacional de Educación Profesional Técnica CENG-03 97/ 105 Siglema: CENG-03 Name of the module: Specialized Communication in English Student´s name: Teacher evaluator: Group: Date: Learning outcome: 1.3 Express behavior in hypothetical situations present in narrative texts, using the grammatical structure of the second and third conditional Activity of evaluation: 1.3.1 Make a short comic strips using the second and third conditional. INDICATORS % C R I T E R I A Excellent Sufficient Insufficient Content 4.1, 4.2, 4.4 40% • Expresses a hypothetical, unrealistic or unlikely situation to occur (Second conditional) • Describes a situation that did not happen and the result is imaginary (Third conditional) • Draws the characters according to their mood and the role they play in the comic • Uses bullets, signs and balloons according to their function • Draws the stage according to the environment in which the comic takes place • Expresses a hypothetical, unrealistic or unlikely situation to occur (Second conditional) • Describes a situation that did not happen and the result is imaginary (Third conditional) • Draws the characters according to their mood and the role they play in the comic • Uses bullets, signs and balloons according to their function • Fails to express a hypothetical, unrealistic or unlikely situation (Second conditional) • Fails to describe a situation that did not happen and the result is imaginary (Third conditional) • Draws the characters without considering their mood and the role they play in the comic. • • Omits the use of bullets, signs and balloons according to their function. Grammar 4.1, 4.3, 5.3 30% • Uses the simple past tense, in the first action and the modal verbs would, could and might, to express the possibility of doing something or of something • Uses the simple past tense, in the first action and the modal verbs would, could and might, to express the possibility of doing something or of something • Skips using the past simple tense, in the first action and the modal verbs, could and could, to express the possibility of doing something or something happening, and the Colegio Nacional de Educación Profesional Técnica CENG-03 98/ 105 INDICATORS % C R I T E R I A Excellent Sufficient Insufficient happening, and the verb of the result in the present tense simple •(Second conditional) • Uses the perfect past tense after 'if' and then “would have” and the past participle in the second part of the sentence (Third conditional) • Uses connectors to link two ideas in a message happening, and the verb of the result in the present tense simple • (Second conditional) • Uses the perfect past tense after 'if' and then “would have” and the past participle in the second part of the sentence (Third conditional) verb of the result in the present simple tense • (Second conditional) • Omits using the perfect past tense after 'if' and then 'would have' and the past participle in the second part of the sentence (Third conditional) Creativity 20% • Expresses the hypothetical situation in a new and original way • Enriches the expression of the characters through the use of exclamation and question marks • Recreate the comic using onomatopoeias to imitate sounds or noises from reality. • Expresses the hypothetical situation in a new and original way • Enriches the expression of the characters through the use of exclamation and question marks • Copies the hypothetical situation from some other source • Fails to enrich the expression of the characters through the use of exclamation and question marks Colegio Nacional de Educación Profesional Técnica CENG-03 101/ 105 INDICATORS % C R I T E R I A Excellent Sufficient Insufficient Grammar 4.1, 4.3, 5.3 30% • Uses the auxiliary verb “to have” in addition to “been” (the past participle of the verb “to be”) plus the verb + ing. + (gerund ”in Spanish) • Uses correctly affirmative and negative sentences in present continuous perfect • Uses of present continuous perfect in different contexts. • Uses the auxiliary verb “to have” in addition to “been” (the past participle of the verb “to be”) plus the verb + ing. + (gerund ”in Spanish) • Uses correctly affirmative and negative sentences in present continuous perfect • Skips using the auxiliary verb “to have” in addition to “been” (the past participle of the verb “to be”) plus the verb + ing. + (gerund ”in Spanish) • Uses in correctly affirmative and negative sentences in present continuous perfect Attitudes (Self assessement) 1.6, 7.2, 8.3 10% • Shows perseverance in correcting mistakes made in previous activities to improve those that follow • Shows honesty by giving true information. • Assumes a constructive attitude, congruent with the knowledge and skills that it has within different work teams. • Shows perseverance in correcting mistakes made in previous activities to improve those that follow • Shows honesty by giving true information. • Shows lack of perseverance by taking advantages of mistakes marked in previous activities to improve the ones that follows. • Shows lack of honesty by giving true information. 100 Colegio Nacional de Educación Profesional Técnica CENG-03 102/ 105 Siglema: CENG-03 Name of the module: Specialized Communication in English Student´s name: Teacher evaluator: Group: Date: Learning outcome: 2.2 Describe actions or activities related to work occupation using the reported speech and passive voice Activity of evaluation: 2.2.1 Write sentences that focus on the action rather than the subject. INDICATORS % C R I T E R I A Excellent Sufficient Insufficient Content 4.1, 4.2, 4.4,6.4 45% • Writes sentences that focus on the action rather than the subject • Gives more importance to the object of the action than to the agent of the action • Uses connectors to link two ideas in a message • Writes sentences that focus on the action rather than the subject • Gives more importance to the object of the action than to the agent of the action • Skips writing sentences that focus on action rather than topic. • Gives more importance to the agent of the action than to the object of the action. Grammar 4.1, 4.3, 5.3 45% • Uses the object of the sentence as a subject. • Correctly presents the structure of the passive voice: Object (makes Subject) + verb "to be" conjugated + past participle + complement. • Forms the passive voice with the corresponding verb tense to be followed by the past participle of the verb that is being conjugated. • Uses the object of the sentence as a subject. • Correctly presents the structure of the passive voice: Object (makes Subject) + verb "to be" conjugated + past participle + complement. • Forms the passive voice with the corresponding verb tense to be followed by the past participle of the verb that is being conjugated. • Uses the subject of the sentence as an object. • Incorrectly presents the structure of the passive voice: • Fails to form the passive voice with the corresponding verb tense followed by the past participle of the verb that is conjugated. INDICATORS % C R I T E R I A Colegio Nacional de Educación Profesional Técnica CENG-03 103/ 105 Excellent Sufficient Insufficient • Makes the object (things or people on whom the action falls) take center stage of the action. Attitude 1.6, 7.2, 8.3 10% • Shows perseverance in correcting mistakes made in previous activities to improve those that follow. • Shows organization and responsibility by delivering work on a deadline given. • Shows skills such as analysis, synthesis and evaluation of information • Shows perseverance in correcting mistakes made in previous activities to improve those that follow. • Shows organization and responsibility by delivering work on a deadline given. • Shows lack of perseverance by not correcting mistakes marked in previous activities • Shows lack of responsibility by delivering work after the deadline given or not delivering work at all. 100