Simulacre Oposicions Anglès (Lengua Extranjera) #9

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.

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

Strong responses should defend criterion-referenced, transparent, and feasible assessment, integrating formative checkpoints, revision opportunities, and bias-aware rubric design.

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.