English Competition Results 
Laureate International Universities Teaching Competition 2013
Sponsored by Cambridge University Press, Cambridge English Language Assessment, and Bell
Results

John Oporto - First Award:
Two-week Bell teacher course
at Homerton College in
Cambridge, U.K.
John Oporto
Universidad Peruana de Ciencias Aplicadas (UPC)


Using Facebook for Formative Assessment – Facebook secret groups are used to deliver assessment to take advantage of students’ accessibility to Facebook and smartphones. They tend to check their profiles more than three times a day. John thought it could be a good way to deliver assessment and at the same time to motivate them to keep improving in the target language. He created tasks which helped students improve their writing, conversation strategies and communicative skills. Please see relevant Prezi presentation for more information.
Carlos Octavio Aguilar
Second Award
IATFL Membership for one year
Carlos Octavio Aguilar
Universidad del Valle de México


Advanced Simulation and Assessment – Through Advanced Simulation in Healthcare, we manage to accomplish adequate self -evaluation using video recording. The students develop an advanced simulation exercise that is recorded for posterior evaluation (peer to peer and self-evaluation), using observation guides and rubrics established by the teacher. This evaluation tool considers leadership, emotional aspects, knowledge and ability (skills) that must be demonstrated throughout the exercise. At the end the teacher offers additional assessment from its experience, helps the student to improve using facilitating teacher role.
Z. Sinem Eskiköy
Third Award
TESOL Membership for one year
Z. Sinem Eskiköy
İstanbul Bilgi University


Integrating Technology in Assessment – Using technology through various tools in giving feedback (FB) is a must. For instance, in writing lessons, Sinem sometimes uses fodey.com to create a newspaper article that has a provocative idea like “students should work part time after school” and start a discussion, then students enter wikispaces.com and write a paragraph to refute the idea written in the article. Sinem hands out a checklist and puts students into pairs or small groups. They read each other’s work and send twits to my account which appears on WB to give feedback on the written work. Therefore, they can help each other in pairs and as a whole. Finally, she uses wikispaces to give fb on their paragraph. See http://www.fodey.com/generators/newspaper/snippet.asp