Quality Assessment LE2

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Across
  1. 3. is triggered by something we observe, coloured by our background and/or experience
  2. 4. assessment for learning
  3. 5. a process that leads to decisions of a learner’s performance
  4. 8. assessment daily monitoring of the learner’s progress, as opposed to formal assessment
  5. 9. awareness promotes a cycle of inquiry
  6. 13. attainment of knowledge for learners with significant cognitive disabilities
  7. 14. cognitive distance between what learners know and what they potentially can know
  8. 15. is integral to assessment
  9. 16. learning comes before integrated assessment
  10. 17. assessment as learning
  11. 20. assessment about the elements of the four dimensions of the productive pedagogies framework, mainly on matters dealing with instruction
  12. 21. attainment of knowledge for learners with disabilities who are working on grade-level content, covered in general assessment
  13. 22. quality refers to extent which learners are deliberately engaged in learning activities that requires, encourage and teach the kinds of thinking used by successful adults in the world
  14. 24. goals (academic & social) are necessary to equip learners for the demands of the world (present & future)
Down
  1. 1. assessment of learning
  2. 2. raise consciousness
  3. 6. classroom environment classroom environment that supports all learners to achieve their full potential
  4. 7. classroom practices that value and recognise learners’ background experiences, and make deliberate attempts to connect with their worlds beyond the classroom
  5. 10. attainment of knowledge for learners with disabilities or learning difficulties who need testing formats that provide them with equal opportunities
  6. 11. approach sitting beside learners and bringing out their potential
  7. 12. curricula based on a certain understanding of what educational process try to achieve
  8. 18. and purposes of assessment should consciously support and enhance learning through learning programme
  9. 19. scoring guides containing criteria used to evaluate a learner’s performance for a task
  10. 23. uses variety of procedures to recognise differences in teaching methods, and learners’ abilities, and needs and learning styles