My glosary

e-learning: es una plataforma virtual y una experiencia de voz y de audio que ademas se puede conectar las camaras.Se luce en alumnos que estan en distancia nos permite comunicaros de una manera rapida y eficaz y economica porque es mucho mas grato que una conversar por telfefono.Evento donde el comtrol del mismo evento de la clase lo tiene un moderador o un comoderador.Se pueden enviar notas al tener alguna duda.Que pasa cuando el profe tiene que verificar, el profesor desde una opcion (over the shoulder) puede ir a ese alumno en particular y ver desde su maquina lo que esta haciendo, , se pueden ver las notas que el alumno escribio.

EVALUATION: is the process by which the course instructor determines how well the students' performance fulfills the course competencies. Evaluation is based on a pre-determined set of examinations, research projects, and term.

ASSESSMENT: is the process the college uses to evaluate student skills in areas such as reading, writing and mathematics and English as a Second Language

TESTING: the act of giving students or candidates a test (as by questions) to determine what they know or have learned.

FORMATIVE ASSESSMENT: Ongoing observations and methods of evaluation designed to measure student comprehension of a concept or task in order to identify areas that require enhanced or adapted instruction.

SUMMATIVE ASSESSMENT: Evaluation administered at the conclusion of a unit of instruction to comprehensively assess student learning and the effectiveness of an instructional method or program.

PERFORMANCE ASSESSMENT: Assessment that measures student performance on concrete tasks or activities as opposed to standardized multiple-choice tests. Students are expected to apply a range of skills and knowledge to solve a problem. Assessment is based not only on the results of the task but also on the processes of task.

NEGOTIATED ASSESSMENTSASSINGMENT: unsupervised pieces of work that often combine formative and summative assessment tasks. They form a major component of continuous assessment in which more than one assessment item is completed within the semester.

EXAMINATION: an examination defines the conditions under which student abilities will be tested. They usually restrict the time and place (the examination conditions) where the assessment task will be performed.

METHODOLOGY: (19/03/07)"the analysis of the principles of methods, rules, and postulates employed by a discipline" or "the development of methods, to be applied within a discipline" "a particular procedure or set of procedures".

PEDAGOGY:(19/94/07)is the art of science of teaching, the instruction in teaching.

PRODUCTIVES SKILLS: (28/04/07)they are speaking and writing

RECEPTIVE SKILLS : (28/03/07)they are listening and reading.

MENTOR: (02/04/07)Usually an ordained Sacar or Doyen who is responsible for personally tutoring and advising a Circle Leader during their training for the priesthood. Also a Docent responsible for tutoring apprentice Visars. This position presupposes that the person is already skilled in the job that they are teaching. It's not a formal office but is a formal responsibility. Technically any skilled person may enter into a Mentor.

EVALUATION : (04/04/07)Evaluation is the process of determining significance or worth, usually by careful appraisal and study. **Evaluation is the analysis and comparison of actual progress vs. prior plans, oriented toward improving plans for future implementation. It is part of a continuing management process consisting of planning, implementation, and evaluation; ideally with each following the other in a continuous cycle until successful completion of the activity.***Evaluation is the process of determining the worth or value of something. This involves assigning values to the thing or person being evaluated.

ASSESSMENT : (04/04/07)Assessment is a process of gathering information to meet a broad range of evaluation needs. Assessment is the process of observing and measuring learning. Assessments provide faculty with a better understanding of what students are learning and engage students more deeply in the process of learning geoscience content.

TESTING: (04/04/07)is a measuring tool to determine academic progress and potential. Though there is much debate about 'Standardized Testing' and its appropriate use, testing has and will continue to improve educational expectations, accountability and performance results at both the student, teacher, school, state, and provincial levels.

TEACHER BELIEFTS: (09/04/07)are related to student learning through some event or sequences of events, mediated by the teacher, that happen in the classroom. These events might be said to "cause" student learning in the sense that the events in the classroom lead, in the case of effective teaching, to student learning.

STRATEGY: (09/04/07)is that which top management does that is of great importance to the organization. Strategy refers to basic directional decisions, that is, to purposes and missions. Strategy consists of the important actions necessary to realize these directions. Strategy answers the question: What should the organization be doing? Strategy answers the question: What are the ends we seek and how should we achieve them?

SKILLS:(09/04/07)This is used in two ways: (i) the four main language skills are listening, speaking, reading and writing (ii) "enabling" skills, which are sub-skills.

APPROACH:(09/04/07)ideas or actions intended to deal with a problem orsituation; "his approach to every problem is to draw up a list of pros and cons"; "an attack on inflation"; "his plan of attack was misguided" [syn: attack, plan of attack].

FORMATIVE ASSESSMENT:(16/04/07) Formative assessment is often done at the beginning or during a program, thus providing the opportunity for immediate evidence for student learning in a particular course or at a particular point in a program. Classroom assessment is one of the most common formative assessment techniques. The purpose of this technique is to improve quality of student learning and should not be evaluative or involve grading students. This can also lead to curricular modifications when specific courses have not met the student learning outcomes.

SUMMATIVE ASSESSMENT:(16/04/07)Summative assessment is comprehensive in nature, provides accountability and is used to check the level of learning at the end of the program. For example, if upon completion of a program students will have the knowledge to pass an accreditation test, taking the test would be summative in nature since it is based on the cumulative learning experience. Program goals and objectives often reflect the cumulative nature of the learning that takes place in a program.

PERFORMANCE ASSESSMENT: (16/04/07)Any activity undertaken by a student provides an opportunity for an assessment of the student's performance. Performance assessment often implies a more formal assessment of a student as he or she engages in a performance-based activity or task. Students are often provided with apparatus and are expected to design and conduct an investigation and communicate findings during a specified period of time. For example, students may be given the appropriate material and asked to investigate the preferences of sow bugs for light and dark, and dry or damp environments.

PROCEDURE:(16/04/07)A learning contract is an agreement between a student and a staff adviser that the student will undertake a specified activity and produce evidence that the activity was successfully completed.
LEARNING CONTRACT:(16/04/07)A learning contract is a structured method whereby each student, in consultation with a staff advisor, designs and implements manageable learning activities. The emphasis is on making each activity relevant to those professional and personal needs of the student which are consistent with the aims of the course and/or subject.

REFLECTIVE JOURNALS:(20/04/07)As methods of developing an awareness of processes, these techniques serve a very useful purpose and reveal a wealth of student knowledge and skills not detected by other methods, especially those that concentrate on outcomes. However, they can be very time consuming to grade.

Integrating skills:

This is when we do a sequence of exercises with our students using different skills, transferring information from one skill to another.Example:
Identifying the key words in a reading text about the climate of North America.
Using the key words to write a summary of the text.
In pairs, asking and answering questions about the climate of North America.
Listening to a tape of a person talking about the climate of North America and identifying the new information in the tape, compared with the reading text. This sequence of activities integrates all four skills of reading, writing, speaking and listening.