Writing Indicators of Learning in Academic High School


These guidelines intend to provide High school English teachers  with important information on how effectively write indicators and create assessment instruments for their Self-Study Guides (GTA) and the assessment promotion strategy or estrategia de promoción in Spanish. It includes sample rubrics and performance scales for summative and formative assessment in oral and written comprehension and oral and written production. All the indicators and instruments will help teachers to measure the goals and the three learnings (Learn to Know, Learn to Do, Learn to Be and Live in Community) set in the new English curriculum when designing tasks. As a result, learners can achieve the expected level of performance in the target language according to the CEFR.

We believe that you know your students best and therefore we encourage you to adapt and contextualize what you find here so that it responds to the needs of your learners.