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dc.contributor.advisorMurcia, Johana Lizette-
dc.creatorGonzalez Meneses, Ivonne Nathalia-
dc.creatorCorrea Forero, Ricardo-
dc.description.abstractFormative assessment should be the main purpose nowadays in schools, and students´ interest must lie in the quality of the information given by teachers and the way this information is been taught, and not in the manner they are assessed or evaluated. The quantity and the quality of the knowledge that students could receive in classrooms is the only significant thing that matters in the whole educational process. Over the years there have been different techniques to enhance the teaching processes at school resulting in bad, regular, or excellent approaches at the time of improving the students’ competencies and skills. This research was an attempt to determine the importance of using portfolios as a tool of the formative assessment to improve writing skills. Using instruments like participant observation and rubrics, this research pretends to show an interesting way to implement strategies to improve second-grade students´ writing skills. Keeping in mind how difficult is teaching English to a public-type population, this paper shows some simple teaching strategies that can be applied to primary children, particularly to second-grade students, to foster a better approach to assess using formative
dc.publisherUniversidad Cooperativa de Colombia, Facultad de Ciencias Sociales, Licenciatura en Lengua Castellana e Inglés, Bucaramangaes
dc.subjectEvaluación formativaes
dc.subjectObservación participativaes
dc.subject.classificationTG 2021 LCI 33204es
dc.subject.otherFormative assessmentes
dc.subject.otherparticipatory observationes
dc.titleFormative Assessment, using Portfolios in the EFL Classroom to Improve writing
dc.typeTrabajos de grado - Pregradoes
dc.rights.licenseAtribución – No comercial – Sin Derivares
dc.publisher.programLicenciatura en Lengua Castellana e Ingléses
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Appears in Collections:Lengua Castellana e Inglés

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