Assessment methods and approaches to teaching English as a Second Language.

I chose the third assignment as the strongest or the one I am most proud of, for three major reasons. First of all, by doing this work on my own, I could do and redo its parts several times, until I was pleased with what I was doing. Secondly, being the last product of a learning process, I develop enough personality and confidence to ask for all my doubts to be solved, to make sure that what I was doing was right. And finally, I chose this work as the best of my performance, even without knowing the mark, because I feel that it is the result of the knowledge that I could acquire during the course and that I know will be useful for me, as a future teacher, to create a diversity of activities and evaluate them correctly.

The work I feel was my weakest or my worst, despite the grade, was the second one. After analyzing the corrections given, I understood that while I should be concerned about the context in which the activities were to be applied, as well as the instructions to be given, explaining them in ways that all students could understand, I did not pay the necessary attention to the scoring instruments (which, was actually, the main focus of the work). Throughout the course, I understood that not only in second language teaching but in everything, it is necessary to create a balance, where all parts must be done correctly, in order for them to work. Just as when we buy food, we look for a good relationship between quality, quantity and price, when it comes to teaching it is the same. Even if an activity is carried out as expected, both the context and the evaluation must be in line with the proposed activity. Clearly, if I could redo the second assignment, I would pay more attention to all parts of the balance. The following are some actions that as a future teacher I will know from heart, after this course: adapt, adopt, create, and improve. Always trying to improve.