GratisEnglish
Simulacre Oposicions Anglès (Lengua Extranjera) #11
- 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 speaking assessment, feedback literacy, and reliable 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.
- Justify pedagogical decisions with LOMLOE, CEFR, inclusion, and assessment validity.
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 puntosT45T43T47
Reading Comprehension
Read the text and answer the questions.
**From Grading to Learning: Feedback in Secondary EFL**
In many schools, speaking assessment still relies on occasional performances followed by
a number. Students know whether they "passed" but not how to improve. This model can be
efficient for reporting, but it is weak for learning.
Formative assessment shifts the focus from isolated judgment to progress. Teachers collect
evidence across short speaking tasks, interaction routines, and mediation moments. Instead
of waiting for final exams, they provide specific, actionable feedback linked to clear
criteria such as intelligibility, interaction management, and linguistic range.
Feedback quality matters more than quantity. Comments like "good job" or "needs practice"
rarely change performance. Effective feedback identifies one strength, one priority area,
and one next action. Students also need time to apply feedback in a second attempt; without
re-performance, feedback becomes information without impact.
Reliability remains essential. If criteria are vague or applied inconsistently, students may
perceive speaking assessment as subjective. Practical safeguards include concise rubrics,
anchor samples, and occasional co-assessment among teachers to calibrate standards.
Preguntas
1. Why is a grade-only speaking model limited for learning? (1 point)
Respuesta modelo
Because it reports performance but does not explain improvement pathways; students receive
outcomes without actionable guidance.
2. What are two features of effective formative feedback in EFL speaking? (1 point)
Respuesta modelo
It is criterion-linked and actionable (strength + priority + next step), and it is followed
by opportunities to re-perform and apply feedback.
3. How can teachers improve reliability in speaking assessment? (0.5 points)
Respuesta modelo
By using concise shared rubrics, anchor samples, and calibration/co-assessment routines.
E23 puntosT45T43T7
Written Composition
Write a 400-500 word essay:
**"Can formative speaking assessment improve results without increasing teacher overload?"**
Your response must:
- Present a clear position
- Propose a realistic classroom assessment cycle
- Include at least two feedback routines for ESO/Batxillerat
- Address one reliability risk and one mitigation strategy
Respuesta modelo
Strong responses should defend a feasible evidence cycle: short tasks, transparent criteria,
focused feedback, and re-performance opportunities, while explicitly protecting reliability
through rubric calibration and shared standards.
E32.5 puntosT31T45T43
Mediation Task (Catalan/Spanish to English)
El departament d'anglès iniciarà un sistema d'avaluació formativa de l'expressió oral a 4t d'ESO.
En lloc d'una única prova final, l'alumnat completarà diverses microtasques al llarg del trimestre:
interaccions guiades, presentacions breus i activitats de mediació.
Cada tasca es valorarà amb una rúbrica breu i transparent. El professorat donarà feedback específic
(fortalesa + millora prioritària + següent pas) i els estudiants tindran una segona oportunitat per
demostrar progrés. L'objectiu és millorar l'aprenentatge i fer l'avaluació més justa i fiable.
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
Formative speaking assessment in EFL under LOMLOE
2
Feedback literacy and learner autonomy in secondary English classrooms
3
Reliability and fairness in oral EFL assessment
4