Domínguez Ramírez Adriana Selene
February 7th, 2013
GLOSSARY
1.- Attitude: It is an expression of favor or disfavor toward a person, place, thing, or event. It
forms part of the qualitative part of evaluation by competences. It aims to determine progressively
the achievements students continue to have as they progress in their different class modules. A
student has a competence when he is in conditions to solve a situation or a problem with
motivation, ethic, theoretical knowledge, and abilities he possess. According to Crosson (2004)
the evaluation by competences takes into account knowledge, attitudes and performance all
together .
2.-Competence: According to the study plans of basic education competences include knowledge,
attitudes, and values aimed to carry on concrete objectives; competences are more than knowing
because they include many aspects and are manifested in actions. A competence indicates
sufficiency of knowledge and skills that enable someone to act in a wide variety of situations to
visualize a problem, put into practice the knowledge needed to solve it, restructuring it in benefit
of the situation, as well as being aware of something else needed for a particular situation or
problem. Weinert (2001, p. 45) introduces competence in general ‘as a roughly specialized system
of abilities, proficiencies, or skills that are necessary or sufficient to reach a specific goal’ and he
works out seven approaches by which competence has been defined, described, or interpreted:
(a) General cognitive competences as cognitive abilities and skills (e.g. intelligence);
(b) Specialized cognitive competence in a particular domain (i.e. chess or piano playing);
(c) The competence-performance model used by the linguist Noam Chomsky (1980) differentiating
linguistic ability (= competence) enabling creation of an infinite variety of novel, grammatically
correct sentences (= performance);
(d) Modifications of the competence-performance model which assume that the relationship
between competence and performance is moderated by other variables such as cognitive style,
familiarity with the requirements, and other personal variables (i.e. conceptual, procedural,
performance competence);
(e) Cognitive competences and motivational action tendencies in order to realize an effective
interaction of the individual with her/his environment; i.e. competence is a motivational concept
combined with achieved capacity;
(f) Objective and subjective competence concepts distinguishing between performance and
performance dispositions that can be measured with standardized scales and tests (objective) and
subjective assessment of performance-relevant abilities and skills needed to master tasks
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3.- Knowledge: it can be either theoretical of practical and it forms part of the evaluation by
competences because students should demonstrate what they have learned in all the essential
aspects of the competence in the appropriate level of development according to the reference
indicators. In this type of evaluation not only knowledge is taken into consideration but also
practical skills and social abilities when there is no theoretical knowledge or vice versa.
4.- Construct: According to Zavala, M. (2003) competences are a complex concept or construct
and that implies the use of different evaluation processes that are complex as well such as
qualitative: achievements, and quantitative: numerical level of progresses made.
5.- Descriptor: Specific measurements contained in the evaluation by competences that describe
the steps to define the indicators of achievements in a particular way following a process to obtain
a response through learning and that is manifested in accomplishments ( Zavala, M. 2003).
In the following figure the descriptors are the ones following the indicators.
6.- Skill: It’s the efficiency is to perform a task. The effort made by the subject when performing
the movement. Is the level of efficiency in the execution of a reasonably complex and specific
motor activity.
7.- Field journal: Is a written record, permanent, made by the teacher about the planning,
development and evaluation of educational activities. It is a description of the classroom into
action that allows the teacher to make explicit the relationships and interactions that occur when
learning is being encouraged (developed later on).
8.- Domains: It refers to the field of knowledge and capacities of which the formative contents are
derived. The knowledge and skills associated to content and practical training, skills and abilities
specifically, are specified.
9.- Assessment by competence:
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1) It is a dynamic and multidimensional process undertaken by different educational agents
involved (teachers, students, institutions and society itself).
2) It takes into account both the process and learning outcomes.
3) Gives feedback results both quantitatively and qualitatively.
4) Its horizon is to serve the students’ ethical project of life (needs and goals, etc.).
5) Recognizes the potential, multiple intelligences and the zone of proximal development of each
student.
6) It is based on objectives and socially consensual evidence, further recognizing that there is
always subjective dimension throughout the evaluation process.
7) It is linked to the improvement of the quality of education as it is a tool that provides feedback
on the level of acquisition and mastery of skills and also reports on the actions needed to
overcome deficiencies in them.
10.- Formative assessment: Formative assessment is utilized to immediately determine whether
students have learned what the instructor intended. This type of assessment is intended to help
instructors identify material which needs to be clarified or re-taught and should not be used to
evaluate or grade students. Results of formative assessment can assist instructors to ascertain
whether curriculum or learning activities need to be modified during a class session or before the
next class meets; is part of the instructional process. When incorporated into classroom practice, it
provides the information needed to adjust teaching and learning while they are happening. In this
sense, formative assessment informs both teachers and students about student understanding at
a point when timely adjustments can be made. These adjustments help to ensure students achieve
targeted standards-based learning goals within a set time frame. Although formative assessment
strategies appear in a variety of formats, there are some distinct ways to distinguish them from
summative assessments.
11.- Formative assessment: Formative assessment is utilized to immediately determine whether
students have learned what the instructor intended. This type of assessment is intended to help
instructors identify material which needs to be clarified or re-taught and should not be used to
evaluate or grade students. Results of formative assessment can assist instructors to ascertain
whether curriculum or learning activities need to be modified during a class session or before the
next class meets; is part of the instructional process. When incorporated into classroom practice, it
provides the information needed to adjust teaching and learning while they are happening. In this
sense, formative assessment informs both teachers and students about student understanding at
a point when timely adjustments can be made. These adjustments help to ensure students achieve
targeted standards-based learning goals within a set time frame. Although formative assessment
strategies appear in a variety of formats, there are some distinct ways to distinguish them from
summative assessments.
12.- Summative assessment: Summative assessment is cumulative in nature and is utilized to
determine whether students have met the course goals or student learning outcomes at the end
of a course or program; are given periodically to determine at a particular point in time what
students know and do not know. Many associate summative assessments only with standardized
tests such as state assessments, but they are also used at and are an important part of district and
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classroom programs. Summative assessment at the district/classroom level is an accountability
measure that is generally used as part of the grading process. The list is long, but here are some
examples of summative assessments:
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State assessments
District benchmark or interim assessments
End-of-unit or chapter tests
End-of-term or semester exams
Scores that are used for accountability for schools (AYP) and students (report card grades).
The key is to think of summative assessment as a means to gauge, at a particular point in time,
student learning relative to content standards. Although the information that is gleaned from this
type of assessment is important, it can only help in evaluating certain aspects of the learning
process. Because they are spread out and occur after instruction every few weeks, months, or
once a year, summative assessments are tools to help evaluate the effectiveness of programs,
school improvement goals, alignment of curriculum, or student placement in specific programs.
Summative assessments happen too far down the learning path to provide information at the
classroom level and to make instructional adjustments and interventions during the learning
process. It takes formative assessment to accomplish this.
13.- Thinking skills: Thinking Skills are the mental processes we use to do things like: solve
problems, make decisions, ask questions, make plans, pass judgments, organize information
and create new ideas. Often we're not aware of our thinking - it happens automatically - but if we
take time to ponder what's going on then we can become more efficient and more creative with
our minds.
Thinking skills are ways in which humans exercise the sapiens part of being homo sapiens.
A skill is commonly defined as a practical ability in doing something or succeeding in a task. Usually
we refer to skills in particular contexts, such as being ‘good at cooking’ but they can also refer to
general areas of performance, such as having a logical mind, good memory, being creative and so
on. A thinking skill is a practical ability to think in ways that are judged to be more or less effective
or skilled. They are the habits of intelligent behavior learned through practice, for example
children can become better at giving reasons or asking questions the more they practice doing so.
If thinking skills are the mental capacities we use to investigate the world, to solve problems and
make judgments then to identify every such skill would be to enumerate all the capacities of the
human mind and the list would be endless.
Bloom's taxonomy of thinking skills (what he called ‘the cognitive goals of education’) has been
widely used by teachers in planning their teaching. He identifies a number of basic or ‘lower order’
cognitive skills - knowledge, comprehension and application, and a number of higher order skills –
analysis, synthesis and evaluation. The following are the various categories identified by Bloom
and processes involved in the various thinking levels.
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Bloom’s Taxonomy (Bloom & Krathwohl 1956)
Cognitive goal ------------------------- Thinking cues
1 Knowledge -----------------------------Say what you know, or remember, describe, (knowing and
remembering) repeat, define, identify, tell who, when, which, where, what
2 Comprehension ---------------------- Describe in your own words, tell how you feel (interpreting and
understanding) about it, what it means, explain, compare, relate
3 Application ----------------------------How can you use it, where does it lead, apply (applying, making
use of) what you know, use it to solve problems, demonstrate
4 Analysis -------------------------------- What are the parts, the order, the reasons why, (taking apart,
being critical) the causes/problems/solutions/consequences
5 Synthesis ----------------------------- How might it be different, how else, what if, (connecting, being
creative) suppose, put together, develop, improve, create your own
6 Evaluation ---------------------------- How would you judge it, does it succeed, will it (judging and
assessing) work, what would you prefer, why you think so
13.- Development index: The EFA Development Index (EDI) is a composite index that provides an
overall assessment of a country’s education system in relation to the EFA goals. Due to data
constraints the composite index currently focuses only on the four most easily quantifiable goals:
universal primary education (goal 2), measured by the primary adjusted net enrolment ratio
(ANER); adult literacy (first part of goal 4), measured by the literacy rate for those aged 15 and
above; gender parity and equality (goal 5), measured by the, gender-specific EFA index (GEI), an
average of the gender parity indexes of the primary and secondary gross enrolment ratios and the
adult literacy rate; quality of education (goal 6), measured by the survival rate to grade 5.
Performance Indicators provide comparative data on the performance of institutions in widening
participation, student retention, learning and teaching outcomes, research output and
employment of graduates. Performance expectations and indicators are observable and
measurable statements about what leaders do to ensure effective teaching and successful learning
by every student. Therefore performance expectations and indicators identify what effective
education leaders do to promote quality teaching and every student learning. They describe how
leaders approach their work in ways that are observable and measurable.
14.- Mediation: School mediation is a conflict management tool especially suited for solving
conflicts amongst pupils. Its two methods are: Peer mediation, where pupil mediators help the
parties of the conflict to find a solution to their conflict by themselves and thus change their
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behavior, and Adult-led mediation, where trained mediation supportive adults guide the parties to
find a common agreement to the conflict.
15.- Metacognition: is thinking about thinking. More specifically, Taylor (1999) defines
metacognition as “an appreciation of what one already knows, together with a correct
apprehension of the learning task and what knowledge and skills it requires, combined with the
ability to make correct inferences about how to apply one’s strategic knowledge to a particular
situation, and to do so efficiently and reliably.”
The more students are aware of their thinking processes as they learn, the more they can control
such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation. If
students are aware of how committed (or uncommitted) they are to reaching goals, of how strong
(or weak) is their disposition to persist, and of how focused (or wandering) is their attention to a
thinking or writing task, they can regulate their commitment, disposition, and attention (Marzano
et al., 1988). For example, if students were aware of a lack of commitment to writing a long
research assignment, noticed that they were procrastinating, and were aware that they were
distracted by more appealing ways to spend their time, they could then take action to get started
on the assignment. But until they are aware of their procrastination and take control by making a
plan for doing the assignment, they will blissfully continue to neglect the assignment.
16.- Level of performance:
Cognitive performance levels include two closely related aspects:
• The degree of complexity that we want to measure cognitive performance.
• The magnitude of learning achievements reached in a given subject.
In line with these considerations, then the function is recognized categorizing performance levels
that allow different hierarchies and define that label. Here we consider three levels of cognitive
performance:
1 - First level: student's ability to use the basic instrumental operations of a given subject. They
should recognize, describe, sort, and interpret texts paraphrase concepts so that literally
translates the essential properties that this is sustained.
2-Second level: student's ability to establish relationships of different types, through concepts,
images, procedures, where they have to recognize, describe and interpret, the same shall apply to
a practical situation posed, framed it in situations that have a pathway known solution and reflect
on their internal relations.
3 - Third level: student's ability to solve problems themselves, creating texts, transformation
exercises, identifying contradictions, seeking partnerships through lateral thinking, among others.
17.- Portfolio: an evaluation system consisting of the collection of products developed by a
student. In this way, the teacher can assess student work. The collection of evidence must be
periodically to show progress in the various curriculum areas. The portfolio of evidence, therefore,
is a dynamic tool that transcends traditional objective evidence (such as written or oral exams),
but that does not exclude them.
Domínguez Ramírez Adriana Selene
February 7th, 2013
18.- Product: refers to the result of any process in order to reach a goal.
19.- Benchmarks / Reference points: A start point from which to measure what you seek or take it
as the origin of something.
20.- Anecdotal record: anecdotal record is a tool which describes important student behaviors in
everyday situations. In the same records the observations made about the most significant actions
of a student everyday situations of teaching-learning process.
21.- Didactic Sequence: A didactic sequence is a group of activities created in order to reach an
objective. Those activities must follow an order and an organization. That means that each activity
has its own purpose and all of them work together in order to reach a bigger objective.
Another characteristic of didactic sequences is that they must have a rhythm too.
According to Zabala Vidiella, didactic sequences must have the following characteristics:
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“They must test the previous knowledge of the pupils and adapt the class to the level of
knowledge of students.” (Rodriguez, n.d)
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“The contents of the class must be meaningful and must represent a challenge for
students.” (Rodriguez, n.d)
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“They promote mental activity and construction of new concepts.” (Rodriguez, n.d)
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“They promote autonomy and met cognition.” (Rodriguez, n.d)
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The didactic sequence must develop in students knowledge, abilities and attitudes. And
must help the student to take his abilities outside the school. (Obaya, n.d)
A didactic sequence for English must have four main elements:
1. Activities: “What students will be doing in the classroom.” (Harmer, 2006)
2. Skills: “Which language skills se wish our students to develop”
3. Language: “What language students will practice, research or use”
4.
Content: “Select content which has a good chance of provoking interest and
involvement.
22.- Projective Techniques: Projective techniques are unusual and often intriguing for
respondents to complete, permitting them to express thoughts and feelings which can be difficult
to access by direct and structured questioning. This is achieved by presenting respondents with
ambiguous verbal or visual stimulus materials, such as bubble cartoons, which they need to make
sense of by drawing from their own experiences, thoughts, feelings and imagination, before they
can offer a response. Importantly, projective techniques can be fun and engaging for respondents,
especially when they become involved in their analysis and interpretation. The various types of
projective techniques are described and their benefits and drawbacks examined. A project
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involving students completing a range of projective techniques is used to illustrate these benefits
and drawbacks.
23.- Zone Of Proximal Development: The zone of proximal development is a concept created by
seminal psychologist Lev Vygotsky. According to Vygotsky, the zone of proximal development "is
the distance between the actual development level as determined by independent problem
solving and the level of potential development as determined through problem solving under
adult guidance or in collaboration with more capable peers." (Vygotsky, 1978) In other words, it is
the range of abilities that a person can perform with assistance, but cannot yet perform
independently.
Vygotsky believed that peer interaction was an essential part of the learning process. In order for
children to learn new skills, he suggested pairing more competent students with less skilled ones.
When a student is in this zone of proximal development, providing them with the appropriate
assistance and tools, which he referred to as scaffolding, gives the student what they need to
accomplish the new task or skill. Eventually, the scaffolding can be removed and the student will
be able to complete the task independently.