26835647
Descripción
Mapa Mental por jaime torres, actualizado hace más de 1 año
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Creado por jaime torres
hace más de 3 años
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Language, communication, assessment, and grading.
- Grading
- It entails giving a score or mark for promotion,
however, it cannot perform the assessment roles.
- A culture that does not fulfill what
Colombians need to be competent in.
- A culture that does not fulfill what
Colombians need to be competent in.
- Focuses on measuring
(summative) instruments
- Promoted by national and international institutions
(World bank, UNICEF, pruebas Saber, PISA) .
- Encouraging students and education agents to focus on
test-taking techniques, instead of measuring
competences.
- References: Martinez, J.D. (2020). Assessment subculture vs. grading subculture: an educative conflict in Colombia.
- References: Martinez, J.D. (2020). Assessment subculture vs. grading subculture: an educative conflict in Colombia.
- Encouraging students and education agents to focus on
test-taking techniques, instead of measuring
competences.
- Promoted by national and international institutions
(World bank, UNICEF, pruebas Saber, PISA) .
- It entails giving a score or mark for promotion,
however, it cannot perform the assessment roles.
- Assessment
- It allows the development of
learning strategies:
- Through cognitive and metacognitive
processes and production.
- Its objective is the improvement of
any program at any educative level.
- Through cognitive and metacognitive
processes and production.
- It allows the development of
learning strategies:
- Language and communication
- Competencies
- Communicative language competencies.
- Linguistic competence
- Lexical competence
- Grammatical competence
- Semantic competence
- Phonological competence
- Orthographic competence
- Orthoepic competence
- Reference: Council of Europe (2001). Common European framework of reference for languages: Learning, teaching,
assessment. Cambridge, UK: Cambridge University Press.
- Reference: Council of Europe (2001). Common European framework of reference for languages: Learning, teaching,
assessment. Cambridge, UK: Cambridge University Press.
- Lexical competence
- Pragmactic competence.
- Functional competence
- Discourse competence
- Functional competence
- Sociolinguistic competence.
- Linguistics markers competence of social relations
- Expressions of folk wisdom
- Politeness conventions
- Register differences
- Dialect and accent
- Linguistics markers competence of social relations
- Linguistic competence
- Communicative language competencies.
- Competencies
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