Relier Pairs Topic 20.2Version en ligne quotes par Tania Alcázar Martín 1 Evaluation types according to the agents assessing the TLP) 2 DISTRIBUTION of space, GROUPINGS, TIMING and MATERIALS 3 EDUCATIVE PROJECT 4 MOMENTS OF EVALUATING 5 EVALUATION CRITERIA: 6 Educative project includes... 7 LOMLOE art 121 8 Curricular Proposal includes... 9 RD 126/2014 art 15 10 METHODOLOGY DEFINITION 11 ATTENTION TO DIVERSITY MEASURES 12 SCHOOL CURRICULAR PROJECT (curricular proposal) 13 Evaluation criteria according to the LEGAL framework, should be... 14 Multiplicity principle FORMATIVE (guiding the proces, providing info to improve TLP) CONTINUOUS (detecting diff) MEANINGFUL (within real situations and contexts) GLOBAL (reference to KC and general objectives, sts progress) planning instrument that specifies a set of decisions related to the basic educational options and the general organisation of the school, which are accepted by all the school community, being elaborated by the management team and approved by the Director, and not the Teaching Cloister (as stated by LOMCE, art 132) INITIAL (extract essential info from the stds and families CONTINUOUS (checking to what extent objectives are being achieved) SUMMATIVE (checking to what extent objectives have been achieved) constitute the reference for determining the degree of acquisition of the key competences and the achievement of the Stage objectives within the continuous and final evaluation of the foreign language area. WHAT must be taught, WHEN must it be taught, HOW must it be taught and WHAT must be ASSESSED. analysis of the socio-cultural context of the centre, the identity signs of the school, the educational objectives and action priorities, the general organisation of the school , collaboration among the different members of the school community, as well as other institutions, the specifications of the curriculum established by the educative admin. adjustment of the precripstive curriculum to the characteristics of the school and included the specification of the objectives, contents, methodological principles and evaluation criteria SELF -EVALUATION. value their own construction of K CO-EVALUATION, HETERO-EVALUATION (t evaluates process) META-EVALUATION set of strategies, procedures, and actions consciously and reflectively planned by the teacher, in order to facilitate the student's learning and the achievement of the objectives. hasn't changed so Educative project is the concretion of the curriculum with the teaching cloister fixing and approving the concretion. classroom: individual and shared tasks. Alternative spaces: inside the centre (computer classroom, library and outside the centre (park, sports cente ...) - Flexible, heterogeneous, horseshoe arrangement. - Flexible (allowing T to teach without gaps) - Varied, stimulating, examples: textbook, flashcards...) advocates there is not an only valid method, but methodology rather varies according to the content, objectives, students, teacher, context. centres will develop and complete the curriculum GENERALoffer common education of quality , ORDINARY - negative evaluation, lately incorporated, learning difficulties and resit), SPECIFIC adopted when ordinary are not sufficient(extraordinary measures: specific support, retake, flexible cv...), EXCEPTIONAL permanence of one more course ACNEEs, special education schooling, flexible schooling for gifted sts)
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