School Year Teaching Planning Case Study

The assessment pattern chosen to be applied throughout the present School Year Teaching Planning may be briefly described as a formative and integrative model of assessing learners’ second language learning process.
To begin with, it can be described as a formative assessment pattern because, as research has shown, formative assessment is a term used to refers to a wide variety of methods that teachers can use to assess student comprehension, learning needs, and academic progress during a lesson, unit, or course whose main goal is to collect detailed information that can be used to improve instruction and student learning process while it is taking place (The Glossary of Education Reform, 2014) and, as may be observed, this School Year Teaching Planning is mainly aimed to promote a student-centered teaching/learning process and, consequently, learners will be actively performing different tasks and participating in class. This is the reason why students will be assessed every day. In other words, learners will not only be assessed by means of passing a final exam, although they should be able to pass an end unit test as well as a final term test in order to check the acquisition of the new knowledge that has
To consciously use the acquired knowledge about language use by means of inducting or deducting the applicable rules and to employ linguistic elements of reference that facilitate the learning process. This criterion is intended to assess progress in the management of grammatical structures that express higher degree of syntactic maturity, lexical expansion, improved phonological features and orthography. Likewise, it will value students’ ability to use, in an autonomous way, the reference resources and materials need to transfer operating rules of the target language to new situations. Moreover, students’ ability to value their own learning process will be also assessed in order to correct and amend their own and their peers’ oral and written