GratisEnglish
Simulacre Oposicions Anglès (Lengua Extranjera) #9
- Duración
- 4h 30min
- Idioma
- English
- Parte A
- 70% - Practical exercises (reading, writing, mediation, use of English)
- Parte B
- 30% - Topic development
Descripción
Full mock exam for Foreign Language (English) teacher candidates (Catalunya 2026).
Official structure: Part A practical tasks (70%) + Part B topic development (30%).
Focus of this edition: formative assessment literacy, feedback quality, and fair oral/written evaluation.
Instrucciones
Generales
- Total time: 4h 30min.
- Suggested timing: 2h 45min for Part A and 1h 45min for Part B.
- Write all responses in English.
- Support didactic decisions with curriculum and assessment coherence (LOMLOE + CEFR).
Parte A
Complete all 4 exercises. Total marks: 10 points (70% of final grade).
Exercise 1: Reading Comprehension (2.5 points)
Exercise 2: Written Composition (3 points)
Exercise 3: Mediation Task (2.5 points)
Exercise 4: Use of English (2 points)
Parte B
Choose ONE topic and develop it in 6-8 pages.
Total marks: 10 points (30% of final grade).
PART A: Practical Exercises (70%)
E12.5 puntosT33T43T47
Reading Comprehension
Read the text and answer the questions.
**From Grading to Learning: Rethinking Assessment in Secondary EFL**
In many classrooms, assessment still appears mainly at the end of instruction, when a test is used to
classify students. This model can produce clear rankings, but it often provides limited guidance about
how learners can improve. By contrast, formative assessment is built into teaching sequences and seeks
to generate evidence that informs next instructional steps.
Effective formative assessment requires explicit learning goals, transparent success criteria, and
feedback that is actionable. Comments such as "good" or "needs work" are usually too vague. Students
make more progress when they receive specific guidance about what they did well, what is not yet secure,
and what concrete action they should try next.
In language education, classroom assessment should combine product and process evidence: final written
texts, oral performances, drafts, revisions, and interaction records. This broader evidence base reduces
the risk of one-shot judgments and allows teachers to identify progress over time.
However, formative assessment is not automatic. If criteria are unclear or workloads are unmanageable,
feedback cycles collapse. Schools therefore need feasible routines: short checkpoints, focused rubrics,
and opportunities for self- and peer-assessment. The goal is not to assess everything, but to assess
what matters for learning.
Preguntas
1. Why is end-only testing considered insufficient for learning improvement? (1 point)
Respuesta modelo
Because it mainly classifies students after instruction and often does not provide timely,
specific guidance that helps them improve during the learning process.
2. Name two conditions for effective formative assessment and justify them briefly. (1 point)
Respuesta modelo
Transparent success criteria and actionable feedback. Criteria clarify expected quality,
while actionable feedback gives concrete next steps that students can apply.
3. Why does combining process and product evidence improve fairness? (0.5 points)
Respuesta modelo
It avoids overreliance on a single performance and captures development over time,
reducing one-shot bias.
E23 puntosT7T43T47
Written Composition
Write a 400-500 word essay:
**"Can oral and written assessment in ESO/Batxillerat be both rigorous and inclusive?"**
Your response must:
- Present a clear thesis
- Distinguish formative and summative functions
- Propose at least two feasible classroom assessment routines
- Address one equity risk and one mitigation strategy
Respuesta modelo
Strong responses should defend criterion-referenced, transparent, and feasible assessment,
integrating formative checkpoints, revision opportunities, and bias-aware rubric design.
E32.5 puntosT31T43T46
Mediation Task (Catalan/Spanish to English)
L'equip docent d'anglès implementarà un nou protocol d'avaluació a 4t d'ESO. Durant el trimestre,
l'alumnat tindrà evidències variades: tasques escrites finals, esborranys revisats, presentacions orals
curtes i activitats d'interacció en parelles.
Per garantir la transparència, es compartiran rúbriques simplificades abans de cada tasca i es reservaran
10 minuts setmanals per autoavaluació i coavaluació guiada. L'objectiu és que l'avaluació no sigui només
una nota final, sinó una eina per orientar la millora contínua.
E42 puntosT14T15T16
Use of English
PART B: Topic Development (30%)
Choose ONE topic and produce a structured 6-8 page development with theoretical grounding,
critical perspective, and didactic projection for ESO/Bachillerato (LOMLOE).
1
Assessment literacy in EFL teaching: validity, reliability, and fairness
2
Formative feedback cycles in oral and written production
3
Mediation tasks as evidence of communicative competence
4