CHECKLIST FORMAT

FOR THE OBSERVATION OF A SCHOOL INSTITUTION

1. GENERAL DATA:
Municipality: ____________________________ School Zone: ________________ School Sector: ___________

Localidad: ____________________________

Name of the institution: ____________________________________________________ Clave: ___________

Observer's name: Date of filling:
Class observed: No. Observation:
Start time:
Culmination time:

OBJECTIVE: TO KNOW IN A GENERAL WAY THE PHYSICAL AND CONTEXTUAL CONDITIONS

OF THE OBSERVED INSTITUTION, THROUGH A SET OF INDICATORS ORGANIZED
CATEGORICALLY, FOR ITS ANALYSIS AND UNDERSTANDING.
INSTRUCTIONS: MARK WITH AN (X) IN THE COLUMN THAT YOU CONSIDER PERTAINS TO THE
CURRENT SITUATION OF THE OBSERVED INSTITUTION, WHICH IS INDICATED BELOW:
FEATURES TO COMPARE Yes No

INFRASTRUCTURE AND GENERAL SERVICES OF THE INSTITUTION

Common spaces and areas

1. It has its own facilities
2. It has a protected land boundary (fence).
3. It has green areas
4. It has recreational spaces
5. It has breakfast or refreshment areas.
6. It has drinking fountains
7. It has a school management
8. It has a library
9. They have a psycho-pedagogical department.
10. There is a cafeteria within the institution
11. The facilities are in an appropriate context for the development of the student.
12. There is a meeting point in the event of earthquakes or earthquakes
13. It has sports fields
14. It has specific spaces for activities (laboratory, cinema room, auditorium, meeting room, etc.).

15. Sufficient restrooms

16. Bathrooms for each sex
17. It has a warehouse for supplying materials
18. Appropriate accommodations are made for disabled students
19. Multipurpose room
Services
20. It has electricity service
21. It has potable water services
22. It has telephone services
23. It has internet services
24. Persons offering the food comply with proper hygiene standards
25. The food outlet offers junk food
26. There is the respective symbology for fire, earthquake, etc. protocols.
27. There is a symbology for each area of the institution.

HUMAN RESOURCES
28. It has a director
29. It has a deputy director
30. It has a secretary
31. It has cleaning personnel
32. It has security guards
33. It has monitoring personnel
34. Has a psychologist
35. It has a pedagogue
36. It has a psychopedagogist.
37. Has a social worker
38. It is staffed by physical education personnel
39. It has assistants for the teaching staff
40. Has arts or dance personnel
41. It has a health personnel (doctor or nurse)
42. It has the necessary teaching staff
43. The number of classrooms is proportional to the number of students.
44. Foreign or native language staff available

SECURITY MEASURES
45. Manage protocols for access to the institution for the school community and external agents.

46. Manage bullying prevention protocols

47. First aid kits are available.
48. It has fire extinguishers
49. School personnel know how to use first aid kits and fire extinguishers.
CLASSROOMS
Design and composition
50. Classrooms are in good condition for the student's PEA.
51. The environment is conducive to the learner's ASP
52. Smooth access roads
53. They are properly ventilated
54. The colors, the location of objects, the design of the educational environment and space is
appropriate for the student's learning at this stage.
55. There are materials that may represent a risk factor for the life of the students.
56. Students are exposed to natural phenomena (sunlight, rain, air, etc.).
57. It has a drinking fountain exclusively for the school group.
58. They have a first aid kit.
59. Lighting is adequate for the student's ADP
60. It is in optimal hygienic conditions.
61. It has security cameras that are constantly monitored
Furniture
62. The furniture is in good condition
63. The furniture is designed according to the age and needs of the student.
64. Furniture is sufficient for the number of students.
 Educational resources
65. They have technological resources
66. It has audiovisual resources
Didactic materials and learning corners
67. They have didactic materials
68. It has a personalized library
69. Is there any indicator of classroom norms?

Remarks:

REGISTERED

Observer's Name and Signature

OBSERVATION INTERPRETATION SHEET

2. GENERAL DATA:
Municipality: ____________________________ School Zone: ________________ School Sector: ___________

Localidad: ____________________________

Name of the institution: ____________________________________________________ Clave: ___________

INSTRUCTIONS: Describe in prose form the overall picture of the observed institution; considering the
elements that comprise it.
 INSTRUMENT TO KNOW THE STUDENT'S FAMILY SITUATION

SACKS TEST CHILDREN

STRUCTURE OF THE TEST
Reagent designed for children and adolescents of both sexes who can read and write.
It consists of 40 stimulus phrases for children, which are the beginning of a sentence, the examinee must
complete one by one and with his own words.

MIDE
It indirectly explores difficulties and conflicts in the following areas:
a.- Family.
b.- Of heterosexual relationships.
c.- Interpersonal relations.
d.- Self-concept.

TIME
The duration of the test ranges from 30 to 40 minutes.

FORM OF APPLICATION
Individual or group.

CONSIGNA
"Complete the following sentences in neat handwriting, you have enough time. Try to complete all the sentences
at the end."

RATING
It can be fit:
-Qualitative
-Quantitative

Qualitative - The examiner must carefully analyze each of the items corresponding to the different areas in order
to determine the conflict or difficulties projected by the examinee.

Quantitative - In the correction sheet of the test are grouped the items corresponding to each of the areas.
Each of the questions should be rated from 0 to 2, according to the degree of difficulty or conflict they present in
the following way:

 There is no conflict or difficulty 0

 Mild conflict or difficulty 1
 Definite conflict or severe difficulties 2

For the total quantitative assessment, in the case of children, the values corresponding to severe or mild
difficulties must be added.
Total score greater than 60, the child demonstrates despair, which is why he/she should be submitted to a
specialized psychological examination and possibly to the respective treatment.
Score between 20 and 60, the child should receive appropriate counseling.
Score less than 20, presents a fit within the plane of normal.

SACKS TEST
 (CHILDREN OF BOTH SEXES)
RECORD PROTOCOL

Nombre_____________________________________________Edad___________________
Institución__________________________________________ Fecha__________________

Instructions:
Complete the following sentences in an orderly fashion and in neat handwriting.

1.- Sometimes my father __________________________________________________________

2.- When everything is wrong for me ________________________________________________
3.- I have always wanted and wished for _________________________________________.
4.- I know it is silly, however, I am afraid of ___________________________.
___________________________________________________________________________
5.- After some years__________________________________________________
6.- Those who command and order are _____________________________________________.
___________________________________________________________________________
7.- When I was younger (a)______________________________________________
___________________________________________________________________________
8.- Compared to other families, my family _________________________________
___________________________________________________________________________
9.- If I could send ______________________________________________________
10.- I feel better in the company of _____________________________________.
11.-Sometimes my scares and fears_________________________________________
12.- A sincere and true friend_________________________________________
___________________________________________________________________________
13.- I would be very happy________________________________________________________
14.- I think that many children (as)___________________________________________
___________________________________________________________________________
15.- When I can send the others I ______________________________________
16.- My classmates do not know that _________________________________________
___________________________________________________________________________
17.- In class, my teachers_________________________________________
___________________________________________________________________________
18.- MY mother and I___________________________________________________________
19.- What is going to happen to me_____________________________________________________
20.- I really dislike that ___________________________________________________.
21.- I don't like people that ____________________________________________
22.- MI madre_______________________________________________________________
23.- When I don't find it a job___________________________________________
24.- I would like to have ________________________________________________________
25.- My family treats me as _________________________________________________
26.- When I am a senior citizen_____________________________________________
27.- I think marriage_______________________________________________
28.- If my father would like to ______________________________________________________
29.- I remember very well _____________________________________________________
30.- When I see the teacher arriving ____________________________________________
___________________________________________________________________________
31.- I love my father but _________________________________________________
32.- I would like to lose my fear of ________________________________________________
33.- I think I have the capacity____________________________________________
34.- When I was younger my family ___________________________________
___________________________________________________________________________
35.- I hope that ___________________________________________________________
___________________________________________________________________________
36.- When I see two lovers______________________________________________
___________________________________________________________________________
37.- MY biggest fault has been _______________________________________________.
38.- When an injustice is done to me ___________________________________________
___________________________________________________________________________
39.- I would be happy if my father __________________________________________
___________________________________________________________________________
40.- A good child (a) ______________________________________________________
___________________________________________________________________________

REMARKS
You can write what you want______________________________________________
___________________________________________________________________________
Things I dislike are_______________________________________________
___________________________________________________________________________

APRECIACION PSICOLOGICA___________________________________________________

PROFESIONAL RESPONSABLE:_________________________________________________

CORRECTION SHEET FOR THE SACKS TEST FOR CHILDREN

 FAMILY AREA
a) ATTITUDES TOWARDS FATHER AND MOTHER
ITEM RATING
P1
P28
P39
M18
M22
M31

b) ATTITUDES TOWARDS THE FAMILY GROUP

ITEM RATING
8
25
34

AREA OF HETEROSEXUAL RELATIONS

ITEM RATING
14
27
36

AREA OF SELF-CONCEPT

a) ATTITUDES TO OWN ABILITIES

ITEM RATING
2
15
23
33
40

b) FEARS AND FEARS

ITEM RATING
4
11
20
32

c) ACTIONS TOWARDS THE PAST

ITEM RATING
7
29
37

AREA OF INTERPERSONAL RELATIONS

a) SUPERIOR
 ITEM RATING
6
9
17
30

b) FRIENDS AND ACQUaintances

ITEM RATING
10
12
16
21
38

c) ATTITUDES TOWARDS THE FUTURE AND VALUES

ITEM RATING
3
5
13
19
24
26
35
 CHECKLIST FORMAT FOR OBSERVATION OF TEACHING PRACTICE

Observer's name: No.

Observation:

Name of teacher observed: Start time:

Culmination
time:

Subject observed: Class

observed:

OBJECTIVE: To evaluate teaching practice through a set of indicators for analysis and
interpretation.

Indicators Yes No

1. The teacher is in good mental and physical health.

2. Hygienic and pleasing presentation to your classes

3. The teacher has self-control of his/her emotions

4. The teacher presents him/herself with the appropriate clothing and footwear for
his/her job.

5. Teachers face their mistakes with humility

6. The teacher assertively resolves conflicts that arise in the classroom.

7. The teacher attends classes regularly and punctually.

8. The teacher acts in an ethical and professional manner within his or her
educational environment.

9. Maintains good communication with parents

10. Maintains a good relationship with the administrative part of the institution.

11. The teacher corrects students appropriately.

12. The teacher considers the age of the students for each of the activities he/she
promotes.

13. Plans and adheres to the planned contents of the subject.

14. The teacher generates learning environments and situations in the classroom.

15. The teacher uses some teaching method.

16. Implements dynamics for the motivation or integration of the group.

17. Uses appropriate teaching strategies with their students.

18. Uses the three moments of evaluation for the improvement of its classes
(diagnostic-formative-final).

19. The teacher includes socialization activities in his/her classes.

20. Produces didactic material with a focus on the respective subject.

21. The teacher encourages student participation

22. The teacher adequately articulates the words with the appropriate tone of
voice.

23. The teacher uses obscene and vulgar language in his classes.

24. The teacher praises and recognizes the achievements of his students.

25. Teachers care for and protect their students.

26. The teacher is empathetic with his students

27. The teacher offers comfort or support to students when they are sad or
frightened.

28. Use keywords for certain indications.

29. The teacher promotes values in the classroom

30. The class has a sequence.

31. He uses speech very frequently to develop his class.

32. The teacher relates his subject with examples to achieve a better
understanding by the student.

33. Responds to students' doubts.

34. The teacher is creative in the development of his classes.

35. The teacher uses technical language appropriate to the subject matter.

36. Prioritizes order on the part of the students.

37. Proposes activities that promote creativity in their students.

38. Classify students according to their learning.

39. It helps students to perform their exercises.

40. The teacher encourages students' interest in the subject he/she teaches.

41. Provides a suitable environment for learning in the classroom.

42. The teacher maintains a cordial and respectful relationship with his/her
students.

43. The teacher imposes activities, tasks and exercises on the students.

44. The teacher makes excessive use of technological resources for the
 development of his class.

45. The teacher allows the student to actively participate in the proposal of tasks
and activities for their training.

46. The teacher is confident in delivering his teaching content.

47. The teacher is proficient in the subject he/she teaches.

48. The teaching provided by the teacher integrates the three levels of mastery in
student learning (theoretical, attitudinal and procedural).

49. The teacher promotes good habits in the classroom.

50. The teacher is qualified to teach at this level.

NAME OF THE INSTITUTION: KEY:

OBSERVER'S NAME: GROUP:

START TIME: CULMINATION TIME: DATE:

NO. OF OBSERVATION:

OBJECTIVE: To evaluate the student in a comprehensive manner; through a set of indicators

organized in categories, in order to have a more timely approach to the student's reality.

INSTRUCTION: MARK WITH AN (X) THE BOX THAT YOU CONSIDER BELONGS TO
THE SITUATION IN WHICH THE STUDENT FINDS HIMSELF/HERSELF.

CHECKLIST FOR 3-YEAR-OLD CHILDREN IN PRESCHOOL EDUCATION

SCALE
CODE INDICATORS
YES NO
PERSONAL SOCIAL AREA
1.1. Perform gross movements in directed activities: Climbing, jumping
and running freely
2.1. They point out the parts of their body: head, trunk and extremities:
upper and lower.
2.1. Point out parts of the head: eyes, nose, mouth and ears.
2.2. Identify themselves as a boy or girl
2.3. They say their name
2.4. Wash hands with soap and water.
2.4. Notice to make use of the restrooms
2.5. Participate in classroom cleanup
3.1. They say where they study
3.2. Participate in group sharing of materials
3.2. Participate in collective games: Respect rules and understand
directions
3.3. His father and mother are identified
3.3. They say the name of their teacher and of some classmates.
SCIENCE AND ENVIRONMENT AREA
2.1. They name the animals in their community
2.1. They name some of the plants in their community
MATHEMATICAL AREA
1.2. Identify geometric figures: circle, square, circle, square
1.2. Relate objects in the classroom by similarity: Color
1.2. Differentiate objects: bigger, smaller
1.4. Use quantifiers: A lot, a little, none
2.3. Point to objects: Up-down, inside-outside

COMMUNICATION AREA
1.2. They express themselves clearly and spontaneously.
 1.2. Communicate spontaneously with others
3.1. Describe a figure
5.2. Free modeling
5.2. Beginners in drawing
5.5. Interpret simple songs
5.9. Imitate some well-known characters
TOTAL
REMARKS:

Registered
Observer's name and signature

NAME OF THE INSTITUTION: KEY:

OBSERVER'S NAME: GROUP:

START TIME: CULMINATION TIME: DATE:

NO. OF OBSERVATION:

OBJECTIVE:

INSTRUCTION: MARK WITH AN (X) THE BOX THAT YOU CONSIDER BELONGS TO
THE SITUATION IN WHICH THE STUDENT FINDS HIMSELF/HERSELF.

CHECKLIST FOR 4-YEAR-OLD CHILDREN IN PRESCHOOL EDUCATION

SCALE
CODE INDICATORS
YES NO
PERSONAL SOCIAL AREA
1.7. Perform gross movements in directed activities: Climbing,
jumping, free running, and maintaining balance
2.1. Point out parts of their body: head, trunk and extremities: upper and
lower
2.1. Point out parts of the head: Eyes, eyebrows, nose, mouth, ears and
hair.
2.2. Identify themselves as a boy or girl
2.2. They say their name and surname
2.5. Wash face and hands with soap and water.
2.5. Use toilets with autonomy
2.6. Waste is placed in the garbage can
3.1. They say where he studies
3.2. His father and mother are identified
3.2. They say the name of their teacher and of some classmates.
3.3. Participate in collective games: Respect rules and understand
indications.
3.3. Participate in group sharing of materials
SCIENCE AND ENVIRONMENT AREA
2.1. Name the physical characteristics of animals in their community.
2.1. Identify the plants in your community
2.4. Identify some natural phenomena: rain, hail, lightning, rainbows,
etc.

MATHEMATICAL AREA
1.2. Group objects according to their own criteria: color, size, shape,
etc.
1.4. They use quantifiers: a lot, a little, one, none.
1.5. They differentiate objects according to their properties: long-short,
big-small, big-small, tall-short.
1.7. Recognize number of objects up to 5
2.1. Point out geometric figures: circle, square, triangle, etc.
 2.5. Locate objects in relation to their body: up-down, in-out, front-
back.
COMMUNICATION AREA
1.6. Express themselves clearly with their peers
1.7. They communicate with other people through dialogues.
3.1. Describe simple images
5.2. They give your modeling a name
5.2. They draw freely
5.5. Interpret simple songs following the rhythm
5.9. Imitate some well-known characters
TOTAL
REMARKS

Registered
Observer's name and signature

NAME OF THE INSTITUTION: KEY:

OBSERVER'S NAME: GROUP:

START TIME: CULMINATION TIME: DATE:

NO. OF OBSERVATION:

OBJECTIVE:

INSTRUCTION: MARK WITH AN (X) THE BOX THAT YOU CONSIDER BELONGS TO
THE SITUATION IN WHICH THE STUDENT FINDS HIMSELF/HERSELF.

CHECKLIST FOR 5-YEAR-OLD CHILDREN IN PRESCHOOL EDUCATION

SCALE
CODE INDICATORS
YES NO
PERSONAL SOCIAL AREA
1.5. Perform gross movements in directed activities: climb and jump,
run freely and maintain balance.
2.1. Point out parts of their body: head, trunk and extremities: upper and
lower
2.1. Point out parts of the head: eyes, eyebrows, eyelashes, nose, mouth,
ears and hair.
2.3. Identify themselves as a boy or girl
2.3. They state their personal data: full name and surname, age, address
and home address.
2.4. They say where they study
2.4. They say the name of their teacher and of some classmates.
2.6. They wash their faces and hands, making use of the toilet utensils.
2.6. Use toilets with autonomy
2.7. Contribute to the maintenance and cleanliness of the classroom.
3.2. Participate in group sharing of materials
3.1. Participate in collective games: Respect norms and rules.
3.3. They name their family members
SCIENCE AND ENVIRONMENT AREA
1.2. Practice and discuss the importance of body hygiene, tooth
brushing, change of clothes, etc.
2.1. Name the physical characteristics of animals in their community.
2.1. Name the parts of the plant
MATHEMATICAL AREA
1.1. Recognize similarities and differences in a grouping of objects:
color, shape, size, etc.
1.3. Use quantifiers: many, some, a few, a little, one, none
1.8. Differentiate properties of objects: thick-thin, tall-low, hard-white,
soft-rough, cold-hot, etc.
1.9. Groupings with up to 9 elements
2.1. Identify geometric figures: circle, square, triangle, rectangle,
rhombus, etc.
2.4. Locate objects in space: up-down, inside-outside, left-right, left-
 right.
COMMUNICATION AREA
1.3. They express themselves clearly with different interlocutors.
1.11. Communicate with others using telephone and cellular phones
3.4. Describe plates: main and secondary details
5.2. They give your modeling a name
5.2. Assign a name to the drawing
5.5. They interpret songs accompanied by gestures and movements.
5.9. Imitating well-known community and television personalities
TOTAL
REMARKS

Registered
Observer's name and signature
Name of institution: __________________________________________________Clave: _______________Grupo:______________
CHECKLIST FOR 3 YEAR OLD BOYS AND GIRLS

SURNAME AND FIRST NAME

CODE

INDICATORS

PERSONAL SOCIAL AREA

1.1. Performs gross movements in directed activities: climbs, jumps, and
runs freely.
2.1. Point out parts of your body: head, trunk and extremities: upper and
lower
2.1. Point out parts of the head: eyes, nose, mouth and ears.
2.2. Identifies as a boy or girl
2.3. Says his name
2.4. Washes hands with soap and water
2.4. Notify to make use of the restrooms
2.5. Participate in classroom cleanup
3.1. Tells where you study
3.2. Participate in group sharing of materials
3.2. Participates in collective games: Respects rules and understands
indications.
3.3. Identifies his father and mother
3.3. She says the name of her teacher and of some of her classmates
SCIENCE AND ENVIRONMENT AREA
2.1. Name the animals in your community
2.1. Name some plants in your community
MATHEMATICAL AREA
1.2. Identifies geometric figures: circle, square, square
1.2. Relates objects in the classroom by similarity: Color
 1.2. Differentiate objects: Larger, smaller
1.4. Uses quantifiers: A lot, a little, none
2.3. Points to objects: up-down, inside-outside
COMMUNICATION AREA
1.2. Expresses himself clearly and spontaneously
1.2. Communicates spontaneously with others
3.1. Describes a figure
5.2. Model freely
5.2. Begins in drawing
5.5. Performs simple songs
5.9. Imitates some well-known characters
YES
TOTALLINDIVIDUAL
NO
Remarks :

Date : ______________________ Observer name:__________________________________________________________________

Name of the institution: _______________________________________________________Clave:_______________________Grupo:_____

CHECKLIST FOR 4 YEAR OLD BOYS AND GIRLS

SURNAME AND FIRST NAME

CODE

INDICATORS

PERSONAL SOCIAL AREA

1.7. Performs gross movements in directed activities: climbs, jumps,
runs freely and maintains balance.
2.1. Point out parts of your body: head, trunk and extremities: upper
and lower
2.1. Point out parts of the head: Eyes, eyebrows, nose, mouth, ears
and hair
2.2. Identifies as a boy or girl
2.2. It says your name and surname
2.5. Washes face and hands with soap and water.
2.5. Uses toilets with autonomy
2.6. Place the waste in the garbage can
3.1. Says where he studies
3.2. Identifies his father and mother
3.2. She says the name of her teacher and of some of her classmates
3.3. Participates in collective games: Respects rules and understands
indications.
3.3. Participate in group sharing of materials
 SCIENCE AND ENVIRONMENT AREA
2.1. Name the physical characteristics of animals in your
community.
2.1. Identifies the plants in your community
2.4. Identifies some natural phenomena: rain, hail, lightning,
rainbows, etc.
MATHEMATICAL AREA
1.2. Groups objects according to its own criteria: color, size, shape,
etc.
1.4. Uses quantifiers: A lot, a little, one, none
1.5. Differentiates objects according to their properties: long-short,
big-small, big-small, tall-short.
1.7. Recognizes number of objects up to 5
2.1. Point out geometrical figures: circle, square, triangle, etc.
2.5. Places objects in relation to his body: up-down, inside-outside,
forward-backward
COMMUNICATION AREA
1.6. Expresses him/herself clearly to his/her peers
1.7. Communicates with other people through dialogues
3.1. Describes simple images
5.2. Gives a name to your modeling
5.2. Draw freely
5.5. Performs simple songs following the rhythm
5.9. Imitates some well-known characters
TOTALLINDIVIDUAL YES
NO
Remarks:

Date : ______________________ Observer's name:__________________________________________________________________

 NAME OF INSTITUTION: __________________________________________________KEY: ____________GROUP:_________
CHECKLIST FOR 5 YEAR OLDS IN PRESCHOOL EDUCATION

SURNAME AND FIRST NAME

CODE

INDICATORS

PERSONAL SOCIAL AREA

1.5. Performs gross movements in directed activities: climbs and
jumps, runs freely, and maintains balance.
2.1. Point out parts of your body: head, trunk and extremities:
upper and lower
2.1. Point out parts of the head: eyes, eyebrows, eyelashes, nose,
mouth, ears and hair.
2.3. Identifies as a boy or girl
2.3. Personal information: Full name, age, address and home
address.
2.4. Tells where you study
2.4. She says the name of her teacher and of some of her
classmates
2.6. Washes face and hands, making use of the toilet facilities.
2.6. Uses toilets with autonomy
2.7. Contributes to the maintenance and cleanliness of the
classroom.
3.2. Participate in group sharing of materials
3.1. Participates in collective games: Respects norms and rules.
3.3. Name the members of your family
 SCIENCE AND ENVIRONMENT AREA
1.2. Practice and discuss the importance of body hygiene, tooth
brushing, change of clothes, etc.
2.1. Name the physical characteristics of animals in your
community.
2.1. Name the parts of the plant
MATHEMATICAL AREA
1.1. Recognizes similarities and differences in a grouping of
objects: color, shape, size, etc.
1.3. Uses quantifiers: many, some, a little, one, none
1.8. Differentiates properties of objects: Thick-thin, tall-low,
hard-white, soft-rough, cold-hot
1.9. Performs groupings with up to 9 elements
2.1. Identifies geometric figures: circle, square, triangle,
rectangle, rhombus, rhombus, etc.
2.4. Locates objects in space: up-down, in-out, left-right, left-
right.
COMMUNICATION AREA
1.3. Expresses him/herself clearly with different interlocutors
1.11. Communicates with others using telephone and cellular
phones
3.4. Describes plates: main and secondary details
5.2. Gives a name to your modeling
5.2. Assigns a name to the drawing
5.5. Performs songs accompanied by gestures and movements
5.9. Imitates well-known characters from the community and
television.
TOTALLINDIVIDUAL YES
NO
Remarks:

Date: ______________________ Observer's name: __________________________________________________________________

 SEMESTER EVALUATION OF THE SUBJECT OF METHODS AND TECHNIQUES OF THE TEACHING-LEARNING PROCESS I
FOURTH SEMESTER OF THE COURSE IN PEDAGOGY
Teacher's name:
NAME: _______________________________________ TEST VALUE: 100% QUALIF. ___________FIRMA:__________

OBJECTIVE: To evaluate the learning obtained during the development of the semester in the subject.

Instruction 1: Underline the answer that you consider belongs to each of the questions. (Value of 1 point).

1. These are the different sequences of actions of the teacher that tend to provoke certain actions and modifications in the learner in
order to achieve the proposed objectives:
a) Teaching methods
b) Teaching methodology
c) Teaching techniques
d) Learning strategies
2. It is the means used by the didactics for the orientation of the PEA, its main characteristic is the direction towards the learning
objectives:
a) Teaching method
b) Teaching technique
c) Didactic method
d) Teaching strategy
3. It is the logical and unitary set of didactic procedures that tend to direct learning from the presentation and elaboration of the
subject matter to the verification and rectification of learning:
a) Teaching method
b) Teaching technique
c) Didactic method
d) Teaching strategy
4. This is the feedback phase, which is the part of the method that allows readjustments to be made to the content or to the method
itself in order to improve the result:
a) Diagnosis
b) Planning
c) The execution
d) The evaluation
5. This is the phase in which the objectives and the didactic actions to achieve them are determined and can be carried out by the
teacher, by the students themselves or by both:
a) Diagnosis
b) Planning
c) The execution
d) The evaluation
6. This phase contemplates the motivation of the group, the presentation of the topic, the realization of the actions indicated by the
method, the elaboration and the conclusions drawn by the student:
a) Diagnosis
b) Planning
c) The execution
d) The evaluation
7. In this period, the humanist current arose, where education was opposed to the severity of ecclesiastical discipline, and a
pedagogical thinking was already in place:
a) The antiquity
b) The reform
c) Feudalism
d) The renaissance
8. At this time the condition of learning was teaching based on religion and the maintenance of the traditions of the people:
a) The reform
b) The antiquity
c) Feudalism
d) The renaissance

9. One of the methods used during this time was lecture reading, where the professor would read through a textbook and comment
on it and also discussions were organized on the basis of paper theses that were assigned to be examined.
 a) The reform
b) The Counter-Reformation
c) The renaissance
d) Feudalism
10. At this time appeared John Amos Comenius, who was the first to propose the term didactics, in his book "Didactica Magna".
a) The reform
b) The Counter-Reformation
c) The renaissance
d) Feudalism
11. The theoretical model conceives teaching as a critical activity and the teacher as an autonomous professional who researches and
reflects on his or her practice, perceiving error as an indicator and analyzer of intellectual processes:
a) Constructivism
b) Critical pedagogy
c) Behaviorism
d) Traditionalism

12. It is the theoretical model where the means are given to reach the expected behavior and verify its attainment; it does not
guarantee that the external behavior corresponds to the mental behavior.
a) Constructivism
b) Critical pedagogy
c) Behaviorism
d) Traditionalism
13. This author considers that objectives are goals that refer to the modification of student behavior:
a) Benjamin Bloom
b) Robert Gagné
c) Romey
d) Guilford
14. This author proposes a classification of objectives for the teaching and development of verification tests:
a) Benjamin Bloom
b) Robert Gagné
c) Romey
d) Guilford
15. This author considers the importance of incorporating motor skills in the writing of learning objectives.
a) Benjamin Bloom
b) Robert Gagné
c) Romey
d) Guilford
16. The verbs "to generate" and "to know" are action verbs:
a) Not observable
b) Ambiguous
c) Observable
d) Didactics

17. The verbs "predict" and "write" are action verbs:

a) Not observable
b) Ambiguous
c) Observable
d) Didactics
The verbs "verbalize" and "separate" are action verbs:

a) Not observable
b) Ambiguous
c) Observable
d) Didactics

19. It consists of the evaluation between individuals belonging to the same peer group.

a) Heteroevaluation
b) Self-evaluation
c) Co-evaluation
d) Verification

20. It consists of evaluation among different educational actors.

a) Heteroevaluation
b) Self-evaluation
c) Co-evaluation
d) Verification
Instruction 2: Complete each of the sentences by writing on the line the Didactic Principles or the phases of the Didactic Action Plan as
appropriate. (Value of each item 1 point).

1. This principle refers that any method provides learners with a defined guide for safe learning: _________________.
2. This principle refers to the fact that every didactic method must be conditioned to the data of the subject to the capacity
of the students: ____________________.
3. This principle recommends that all teaching procedures have in view the application of what has been learned in new
situations of knowledge of the learner: ____________________.
4. This principle foresees that the learner is led to assume an active and not a passive attitude in his or her learning in school
tasks: ____________________
5. This principle recommends placing the learner in problematic situations whose solution is an effort:
__________________.
6. This principle seeks to make the learner deploy the minimum effort to achieve maximum performance in studies:
_____________________.
7. This principle seeks to respect individual differences by not demanding the same performance from all learners:
____________________________.
8. At this point the teacher performs a sequence of tasks for the application of methods and techniques:
____________________.
9. At this point the teacher chooses the methods and techniques that are most conducive to achieving the objectives:
________________________.
10. At this point the teacher makes the teaching-learning process effective: ____________________________

Instruction 3: Relate both columns by writing the letter inside the parenthesis, as appropriate. (value 1 point)
( ) This Planning is situated in the philo-socio-political sphere since it represents the orientation of a A) The Curriculum
government on the education of a country.
( )In an educational sense it tends to the modification of the learner's behavior. B) Didactic
objectives
( ) This planning seeks to provide systematization in a horizontal and vertical way in the fields of school C) The Teaching
performance according to the age and conditions of the student.
( )Represent behavioral expectations regarding the learner. D) Program
Content
( )This planning aims to make the teaching more conscious and understood in order to indicate the E) The Coordinator
objectives to be achieved.
( )They represent forms of behavior to be achieved in a rather long or medium term. F) Educational
objectives
( )This planning consists of bringing disciplines closer together so that reality is perceived as a whole, G) The Educational
facilitating learning.
( )In the general teaching scheme it represents the object of study by means of which the objectives are H) Educational
expected to be achieved purposes
( )These are abstract formulations referring to the results of education to be obtained in the long term. I) The didactic
action
( )In the general scheme of teaching represents the methods the methods and techniques of teaching J) The objective
and the arrangement of the same for the programmatic study.

Instruction 4: Answer each of the questions clearly and precisely. (Value 3 points)

1. Mention the five necessary points to consider when defining a teaching method.
2. Mention the three questions that can be asked in order to identify a Teaching Model.
3. What is the difference between the history of education and the history of pedagogy?
4. Mention which learning pathways should be emphasized in the teaching methodology.
5. Mention which are the considerations to be taken by the teacher for the operationalization of the objectives.
6. Mention the levels of analysis used by Bloom for writing objectives.
7. Mention the levels of analysis considered by Hilda Taba for the drafting of objectives.
8. Mention the three conditions that must be considered for an objective to be operational according to Mager
9. Mention 4 requirements for personalized instruction.
10. Mention 4 difficulties encountered when drafting objectives
11. Mentions programmed instruction models applicable to teaching.
12. Mentions the methods of programmed instruction applicable to teaching.
13. Mention which are the moments considered to write the objectives.
14. Mention the types of verification that can be performed.
15. Mention the types of evaluation that can be performed.
16. What is the validity of a written test?
17. Mention the types of items presented in a written test.
18. Mention each of the items that are integrated in the table of specifications.
19. Mention each of the steps for the presentation of an oral examination.
20. Mention the elements that are integrated in the design format of the written test.