The document outlines the agenda and discussion topics for a meeting focused on developing timetable models and identifying objectives for an educational program. It includes discussions around organizing student learning into strands, courses, modules and other structures over time periods like semesters and years. Examples of possible timetable structures are provided for different learning areas like English. The group will look at accommodating student and teacher needs, as well as flexibility, measurable outcomes and other factors to consider in the timetable models.
This document appears to be written in Spanish and discusses spring 2007. It mentions Salmaia and Imma Tobe単as but does not provide enough contextual information to summarize the key details in 3 sentences or less.
19.03.13 alternative assessment in teacher educationjaoverla
油
The document discusses portfolio assessment models used in teacher education programs in Norway. It presents a three-phase model of portfolio processes: collection, reflection, and selection. The model is used to analyze portfolio implementation at two Norwegian institutions. Both sites emphasize social learning but individual work dominates. Developing criteria and student self-assessment could improve learning potential. While portfolios enhance formative assessment, summative assessment relies more on traditional exams. Greater emphasis on student participation and negotiation in assessment is recommended to better utilize portfolios' learning benefits.
Assessment in Education: Principles, Policy & Practicejaoverla
油
Presentasjon av artiklene:
Black, Paul and Wiliam, Dylan:油Assessment in Education: Principles, Policy & Practice; Mar1998, Vol. 5 Issue 1, p7,
Black, P. & Wiliam, D. (1998): Inside the black box.油Raising Standards Through Classroom