What are the three functions of Assessment?, Diagnostic, Formative, Summative, When does Diagnostic Assessment occur?, At the beginning of the learning process, When does Formative Assessment occur?, During the learning process, When does Summative Assessment occur?, At the end of the learning process, Diagnostic Assessment takes place at the beginning of learning, True, Formative Assessment takes place during learning, True, Summative Assessment takes place at the end of learning, True, What is Authentic Assessment?, Assessment based on real-life tasks and the application of competences, Which statement about Authentic Assessment is NOT correct?, It checks when students improved their competence in real life, Which sentence is NOT referred to Authentic Assessment?, It checks students' prerequisites at the beginning of a learning activity, Which element is NOT part of a rubric?, Portfolio, Which element cannot be assessed?, Emotions, What is Peer Assessment?, Students evaluate and provide feedback to their peers, Which statement about Peer Assessment is NOT correct?, It helps students assign scores and marks to their peers, What is Feedback?, Information provided by an agent regarding aspects of performance or understanding, When is Feedback effective?, When it reduces the gap between the current performance and the desired one, What do students have to do to make Feedback effective?, Engage in an appropriate action to close the gap between current and desired performance, Feedback is NOT effective when students compare their performance with peers, True, Feedback is NOT effective when students..., Compare their performance with their peers, What are the four levels of Feedback?, Task, Process, Self-regulation, Self, Select all the levels at which effective Feedback can work, Task level, Process level, Self-regulation level, Self level, What is Task Level Feedback?, Feedback focused on the correctness and completion of a task, What is Process Level Feedback?, Feedback focused on the processes needed to perform tasks, What is Self-Regulation Feedback?, Feedback focused on monitoring and regulating learning actions, What is Self-Level Feedback?, Personal evaluations directed at the learner, What are the three questions of effective Feedback?, Where am I going? How am I going? Where to next?, Which question is NOT essential to create effective Feedback?, Where should I be?, Effective Feedback promoting self-regulation provides high-quality information about learning, True, Effective Feedback promoting self-regulation helps teachers shape their teaching, True, Effective Feedback promoting self-regulation defines the features of a good performance, True, What does effective Feedback promoting self-regulation do?, Provides high-quality information, helps teachers shape teaching, defines good performance, What is Automatic Formative Assessment?, The use of formative assessment in a Digital Learning Environment through automatic processing of students' answers and feedback, How can Automatic Formative Assessment be defined?, The use of formative assessment in a DLE through automatic elaboration of students' answers and provision of feedback, What are the four phases of Automatic Formative Assessment?, Designing tests, Delivering tests, Automatic processing, Automatic feedback, What are the main elements of the DELTA model?, Contextualisation, Availability, Immediate Feedback, Questions based on algorithms, Why is contextualisation important?, It connects learning to real contexts and deeper understanding, What is Learning Analytics?, The measurement, collection, analysis and reporting of data about learners and their contexts, What is the goal of Learning Analytics?, Understanding and optimizing learning and learning environments, Learning Analytics uses data generated randomly on the Internet, False, Learning Analytics uses data generated by students' activities, True, Learning Analytics is used in several contexts, such as pre-application to university, True, Learning Analytics can strengthen active learning processes, True, Learning Analytics is based on assessment, True, What should Learning Analytics support?, Active monitoring and dynamic decision-making, Can Learning Analytics help identify students at risk?, Yes, Can Learning Analytics improve learning processes?, Yes, What is Social Network Analysis?, A process used to identify and understand relationships between people or communities, What are Recommendation Engines?, Filtering tools that provide personalized suggestions based on users' past behaviour and preferences, What is Predictive Modelling?, The prediction of future outcomes using patterns in data, What is Usage Tracking?, Monitoring how applications and resources are used, What is Content and Semantic Analysis?, Understanding the meaning of words, expressions and texts through context, What does SNAPP stand for?, Social Networks Adapting Pedagogical Practice, What is SNAPP used for?, To indicate the extent to which a learning community is developing within a class, Why is Learning Analytics useful in providing feedback that moves learners forward?, Because data analysis can evaluate the effectiveness of interactive feedback, Why is Learning Analytics helpful in activating students as owners of their own learning?, Because it helps evaluate the effects of interactive activities on engagement, Which statement about Learning Analytics and peer interaction is NOT correct?, It is possible to control every aspect of real interactions and relationships between students, Which statement about the Realignment Course of Mathematics in Orientamente is correct?, The materials made available were effective, Why may data on the use of materials and interactive activities be useful?, Because they can be related to assessment data to evaluate effectiveness, Select all the Formative Assessment key strategies, Clarifying learning intentions; Engineering discussions; Providing feedback; Activating students as resources; Activating students as owners of learning, What are the Formative Assessment key strategies?, Clarifying and sharing learning intentions and criteria for success; Engineering effective classroom discussions; Providing feedback that moves learners forward; Activating students as instructional resources for one another; Activating students as owners of their own learning, Clarifying and sharing learning intentions and criteria for success means, Students know what will be evaluated, Engineering effective classroom discussions means, The teacher creates tasks that elicit evidence of student understanding, Providing feedback that moves learners forward means, Showing students how to improve, Activating students as instructional resources for one another means, Students become resources for themselves and their peers, Activating students as owners of their own learning means, Students are at the centre of the learning process, What was the result of the Mathematics Grade 8 Interactive Technologies Project?, Engagement was elicited through interaction and automatic assessment

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Entry 2- LO1- Formative assessment- Forms
Entry 2- LO1- Formative assessment- Forms
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Types of assessment and evaluation
Types of assessment and evaluation
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Forms of Assessment
Forms of Assessment
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Outcomes Beginner Additional questions Unit 2
Outcomes Beginner Additional questions Unit 2
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Formative Assessment vs Summative Assessment
Formative Assessment vs Summative Assessment
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PDST - Digital Portfolios - Forms of Assessment
PDST - Digital Portfolios - Forms of Assessment
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Componentes de la evaluación formativa.
Componentes de la evaluación formativa.
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Formative assessment
Formative assessment
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