Guided practice · Práctica guiada

Complete 13 questions with feedback. · Resuelve 13 preguntas con retroalimentación.

Read the complete context before choosing. · Lee el contexto completo antes de elegir.
Feedback remains visible. · La retroalimentación permanece visible.
Official items and OGA exercises are clearly identified. · Los ítems oficiales y ejercicios OGA están diferenciados.

Fuente del balotario: 3 ítems oficiales verificables; cada uno conserva concurso, forma e ítem.

Accesibilidad DUATexto 100%

PRÁCTICA GUIADA

Balotario completo de la sesión

Responde a tu ritmo y revisa la explicación de cada alternativa.

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✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 25

1. Victor’s third-grade students have written a text in which they give advice to a friend. Now, the teacher is correcting the students’ texts. Here is a comment he has written in one of the students’ texts: “This is a great text. You have included really useful pieces of advice to help your friend solve a problem. However, you could have used more of the expressions to give advice we studied in our previous sessions.” Based on the comment above, what was Victor’s feedback focus?

a) Organization.b) Accuracy.c) Range.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 39

2. Alejandro’s fifth-grade students are going to write a paragraph on “The advantages and disadvantages of working out.” He wants his students to follow the process writing approach. Here is the sequence he has designed: • The teacher plays a video of people working out at a gym. In the video, a reporter interviews those people. The teacher writes the following questions on the board: - How often do the interviewees work out? - What are the advantages and disadvantages of working out that they mentioned? • Then the teacher pairs up the students and tells them to discuss the questions on the board. • After the students discuss the questions, some volunteers share their ideas with the whole class. • Next, the teacher tells the students to draw a chart in their notebooks. The chart should contain two labels: “advantages” and “disadvantages” of working out. Individually, the students write some ideas under each label. • The teacher tells the students to write a paragraph using the ideas from their charts. Once the students are done writing, the teacher pairs them up. • After that, the teacher asks the students to exchange their paragraphs, check whether the message is clear and whether the purpose has been achieved. Additionally, the students identify misspelled words, punctuation mistakes, etc. Then they give each other oral feedback on how to improve their paragraphs. • Finally, they return each other’s paragraphs and make the improvements they consider necessary. Then they submit their paragraphs for correction. Which writing stage has been best promoted in the sequence above?

a) Planning.b) Drafting.c) Revising.

✓ ÍTEM OFICIAL VERIFICADO · Ascenso Docente 2025 · EBR Secundaria Inglés como Lengua Extranjera · A28-EBRS-11 · Forma 1 · Ítem 43

3. Shared situation for questions 41, 42, 43: Basilio wants his students to write a text about the places they can find in their towns using the task-based learning method. He has planned the following activities. During the post-task stage, Basilio collects his students’ writings in order to provide feedback. Which of the following strategies displays reflective feedback?

a) Give guiding comments such as “Make sure the verb and noun agree in number,” “What could be the best way to say this idea using plural?,” and some others. Then ask the students to make improvements to their texts using the comments as guidelines.b) Focus on the positive characteristics of the writings to encourage and motivate the students. Use phrases such as “Well done! You have included lots of interesting ideas,” “Your sentences are very clear. Keep up the good work!,” and some others.c) Show the list of correction codes to the students and explain what they mean. Then mark all the grammar, vocabulary and spelling mistakes using these codes and ask the students to rewrite their texts following the corrections made.

OGA · English / Inglés · Session / Sesión 9 · Item / Ítem 1

4. A teacher works on assessment and reflective feedback / evaluación y retroalimentación reflexiva. Which first action is most appropriate? / ¿Qué primera acción es la más pertinente?

a) Share clear criteria. / Comparte criterios claros.b) Give the final answer immediately. / Entregar inmediatamente la respuesta final.c) Ask learners to memorize isolated definitions. / Pedir que memoricen definiciones aisladas.

OGA · English / Inglés · Session / Sesión 9 · Item / Ítem 2

5. In this situation / En esta situación: “A teacher marks a writing draft with guiding questions and asks learners to revise their choices. / Una docente revisa un borrador mediante preguntas orientadoras y solicita que los estudiantes mejoren sus decisiones.” What shows meaningful learning? / ¿Qué evidencia un aprendizaje significativo?

a) Repeating a rule without using it. / Repetir una regla sin usarla.b) Using criterion · criterio to complete the task and explain the choice. / Usar criterion · criterio para resolver la tarea y explicar la decisión.c) Copying the teacher's model word for word. / Copiar literalmente el modelo docente.

OGA · English / Inglés · Session / Sesión 9 · Item / Ítem 3

6. Which feedback best promotes learner autonomy? / ¿Qué retroalimentación promueve mejor la autonomía?

a) A guiding question linked to a clear criterion. / Una pregunta orientadora vinculada con un criterio claro.b) Only the final score. / Únicamente el puntaje final.c) A complete answer to copy. / Una respuesta completa para copiar.

OGA · English / Inglés · Session / Sesión 9 · Item / Ítem 4

7. Which task shows transfer? / ¿Qué tarea evidencia transferencia?

a) Repeating the same example. / Repetir el mismo ejemplo.b) Listing vocabulary without context. / Enumerar vocabulario sin contexto.c) Applying the strategy in a new communicative situation and explaining why it works. / Aplicar la estrategia en una nueva situación comunicativa y explicar por qué funciona.

OGA · English / Inglés · Session / Sesión 9 · Item / Ítem 5

8. Which closing question promotes metacognition? / ¿Qué pregunta de cierre promueve metacognición?

a) Who finished first? / ¿Quién terminó primero?b) Which strategy helped you, what evidence shows it, and where could you use it again? / ¿Qué estrategia te ayudó, qué evidencia lo demuestra y dónde podrías volver a utilizarla?c) How many words did you copy? / ¿Cuántas palabras copiaste?

OGA · English / Inglés · Session / Sesión 9 · Item / Ítem 6

9. What should be prioritized in a communicative English lesson? / ¿Qué debe priorizarse en una sesión comunicativa de inglés?

a) A meaningful purpose, interaction and understandable language support. / Un propósito significativo, interacción y apoyo lingüístico comprensible.b) Translation of isolated sentences only. / Solo la traducción de oraciones aisladas.c) Correction before learners express any idea. / Corregir antes de que expresen una idea.

OGA · English / Inglés · Session / Sesión 9 · Item / Ítem 7

10. Which resource best supports assessment and reflective feedback / evaluación y retroalimentación reflexiva?

a) A resource selected for the purpose and learners’ needs. / Un recurso seleccionado según el propósito y las necesidades de los estudiantes.b) The longest worksheet regardless of the goal. / La ficha más larga sin considerar la meta.c) A resource that prevents learners from making decisions. / Un recurso que impide tomar decisiones.

OGA · English / Inglés · Session / Sesión 9 · Item / Ítem 8

11. What should the teacher observe while teaching assessment and reflective feedback? / ¿Qué debe observar el docente mientras enseña evaluación y retroalimentación reflexiva?

a) Evidence of participation, understanding and the need for an adjustment. / Evidencias de participación, comprensión y necesidad de ajuste.b) Only silence and speed. / Solo silencio y rapidez.c) Whether every learner uses exactly the same strategy. / Si todos usan exactamente la misma estrategia.

OGA · English / Inglés · Session / Sesión 9 · Item / Ítem 9

12. Which decision is coherent with criteria, evidence, feedback and learner revision? / ¿Qué decisión es coherente con criterios, evidencias, retroalimentación y revisión?

a) Describe evidence without labeling the learner. / Describe evidencias sin etiquetar al estudiante.b) Ignore the communicative purpose. / Ignorar el propósito comunicativo.c) Assess a product unrelated to the task. / Evaluar un producto que no corresponde a la tarea.

OGA · English / Inglés · Session / Sesión 9 · Item / Ítem 10

13. How can learners demonstrate criterion · criterio in a new situation? / ¿Cómo pueden demostrar criterion · criterio en una situación nueva?

a) By using it to communicate and explaining the decision. / Usándolo para comunicarse y explicando la decisión.b) By copying a model without adapting it. / Copiando un modelo sin adaptarlo.c) By naming the concept without applying it. / Nombrando el concepto sin aplicarlo.