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Glossary
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affective domain: The Affective Domain portion of the TFS Continuum contains descriptors that describe student behaviour within areas of attitude and motivation. Descriptors in the Affective Domain are organized across three stages related to ICT literacy: Know – Comprehend - Become Aware, Analyze – Apply - Believe, and Synthesize – Evaluate - Value.
animation: Creating animations for learning provides students with opportunities to apply new knowledge and represent concepts and ideas graphically. They may create animations to illustrate patterns, cycles, changes over time, or cause and effect relationships. The interactive and graphical nature of electronic animations provides alternative ways for students to demonstrate their learning.
See: http://www.edu.gov.mb.ca/k12/tech/imym/faqs/glossary.html
assessment: Assessment is the systematic process of gathering and interpreting information about what a student knows, is able to do, and is learning to do. Student assessment is integrated with learning and teaching, thus engaging the learning community in insightful observation, descriptive feedback, reflection, goal setting, adjusting instruction, and celebrating learning.
See: http://www.edu.gov.mb.ca/k12/tech/imym/workshops/lrngctr/assess/index.html
assessment as learning: Assessment as learning is the active engagement of the learner in the learning-teaching process. Learning and assessment are seamless as the learner reflects on the continuous process of reflecting, adjusting, and planning for the next steps. Students and teachers are co-learners and share the responsibility of learning and teaching in the classroom.
assessment for learning: Assessment for learning is formative, and involves both teachers and students in ongoing dialogue, descriptive feedback, and reflection throughout instruction.
assessment of learning: Assessment of learning is summative, and involves determining the quality of the learning that has taken place at the end of a unit or theme, term, semester, or school year. Specific learning outcomes and standards are reference points, and grade levels may be the benchmarks for reporting.
big ideas: Big ideas describe categories of descriptors in the TFS Continuum. Examples of big ideas in the TFS Continuum are Gather and Make Sense, Produce and Show Understanding, Responsibility and Ethics, and Motivation and Confidence.
checklist: A checklist used for assessment can be a list of student behaviours or a list of elements of student work. Teachers often observe students and use checklists to keep track of the presence of specific behaviours such as ability to collaborate, participation during discussions, and so on. Checklists can also be used to keep track of the presence of specific elements in student work when there is no need to score quality.
cognitive domain: The Cognitive Domain portion of the TFS Continuum contains descriptors that describe student behaviour within inquiry learning, found in language arts, mathematics, science, and social studies. Descriptors in the Cognitive Domain are organized across three stages of thinking related to ICT literacy: Know – Comprehend – Become Aware, Analyze – Apply – Believe, and Synthesize – Evaluate – Value.
collaborative learning: Collaborative learning is a classroom technique. In all situations where people come together in groups, it suggests a way of dealing with people that respects and highlights individual group members' abilities and contributions. There is a sharing of authority and acceptance of responsibility among group members for the groups’ actions. The underlying premise of collaborative learning is based upon consensus building through cooperation by group members.
See: http://www.city.londonmet.ac.uk/deliberations/collab.learning/panitz2.html
collection: Assortment of products created by a student over a period of time. They may be grouped in categories given by the teacher or chosen by the student. They form the assembled works from which students will select representative pieces for a portfolio.
competency: Areas of learning resulting from educational experiences and mastered by an individual student, which may be measured by student assessment.
concept mapping: Concept mapping for learning involves organizing ideas and information visually. This helps students identify patterns and relationships, build upon prior knowledge, and stimulate creative thinking. As students acquire new information, they can organize additional ideas graphically to integrate new knowledge, reinforce their conceptual understandings, identify misconceptions, and clarify their thinking. Strategies that use concept mapping include brainstorming (activating), developing a research plan (acquiring), and displaying new connections and relationships (applying).
See: Success for All Learners
See: http://www.edu.gov.mb.ca/k12/tech/imym/faqs/glossary.html
conferencing: Conferencing describes the process of providing one-to-one feedback to students, through in-class dialogue, in order to confirm achievement and plan the next steps for learning.
constructivism: Constructivism is a learning theory that encourages teachers to
- pose problems of emerging relevance to students - real-world context for learning
- structure learning around primary concepts - essential questions
- seek and value students' points of view
- adapt curriculum to address students' suppositions
- build on students' prior knowledge
- assess student learning in the context of teaching
See: http://members.shaw.ca/priscillatheroux/constructivism.html
context (learning): The learning circumstances in which the assessment is embedded. For example, problem solving can be assessed in the context of a specific subject (i.e., social studies) or in the context of real-life laboratory problem requiring the use of mathematical, scientific, social, or communication skills and tools.
continuum: "A continuum is a visual representation of literacy development using descriptors to depict the developmental stages of learning. The purpose of using a continuum is to monitor progress and growth in order to support learning (over time)." (Hill)
continuum of learning: A continuum of learning is the representation of learners in a classroom that evolves naturally as a result of formative assessment. When teachers reflect on their continuum of learning, they have a guide for differentiating instruction in the classroom. “Grades” may become benchmarks along the continuum of learning, which then facilitates reporting of summative assessments to parents.
See: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
copyright: It is important to keep copyright issues in mind as students use information and images from the Internet and other electronic sources, as well as from print sources. Proper permission and acknowledgement must be obtained as necessary. For detailed information on Canadian copyright laws and regulations, refer to the Department’s Instructional Resources Unit (IRU) website at: http://www.edu.gov.mb.ca/k12/iru/copyright/index.html
For more information and sample copyright-release letters, consult GrassRoots Communities at:
http://www.communities.ca/e/copyright.html
criteria: Criteria are clear descriptors of what a high-quality process, performance, demonstration, or product looks and/or sounds like. As students make meaning and gain a deeper understanding of concepts, their ability to generate criteria evolves and the quality of their student-generated criteria improves.
See: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
creative thinking: Creative thinking is divergent. It involves exploring diverse approaches and possibilities, and generating ideas.
critical thinking: Critical thinking is convergent. It involves applying criteria to judge the accuracy, relevance, credibility, fairness, and bias of information.
databases: Databases allow students to record data, analyze relationships and patterns, organize their research data, and make comparisons. As students develop skill in using databases, they are able to apply these skills in the context of analyzing issues and concepts related to their research. Students may use the database functions of spreadsheet software in a similar manner.
See: http://www.edu.gov.mb.ca/k12/tech/imym/faqs/glossary.html
demonstration (performance): Specific assessment task(s), procedure(s), or skill(s) that students are required to perform while being observed by an evaluator (teacher or other student).
descriptive feedback: Descriptive feedback is non-evaluative information given to learners to show how they are progressing in relation to criteria and/or to their learning goals. Descriptive feedback is the main outcome of formative assessment and enables reflective thinking for students and teachers.
See: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
descriptor: Descriptors are statements that describe observable student behaviour. There are 33 descriptors in the TFS developmental Continuum. The TFS descriptors are categorized as being either in the Cognitive Domain or the Affective Domains portion of the continuum. Within each domain, descriptors are organized in ‘big ideas’. Within each ‘big idea’, descriptors are placed in one of three stages: Know – Comprehend – Become Aware; Analyze – Apply – Believe; and Synthesize – Evaluate – Value.
desktop publishing: Desktop publishing provides opportunities for students to synthesize new knowledge and represent their understandings creatively, including text, images, maps, and charts, to communicate information and concepts. Students should identify the purpose of the final desktop-published product and plan to ensure it communicates the purpose effectively to their intended audience. Examples of products students can produce using desktop publishing may include brochures, posters, and newsletters.
See: http://www.edu.gov.mb.ca/k12/tech/imym/faqs/glossary.html
developmental continuum: A developmental continuum is an assessment tool that describes observable behaviours (knowledge, skills and strategies, reasoning, and attitudes) during learning processes and/or authentic performances. A developmental continuum profiles student growth and achievement over time. It can be used by students, teachers, and parents to see what learning looks like, to determine next steps or learning goals, and to report student progress and achievement.
See: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
electronic portfolio: An electronic portfolio is a student’s purposeful collection of electronic work over time, that serves as evidence of learning and achievement. Selection of items for the electronic portfolio is made with regard to student learning goals and/or teacher/student generated criteria and involves self-assessment and reflection. Portfolio assessment involves both process and product. Portfolios become powerful student-centred assessment tools to share within the learning community.
See: http://www.edu.gov.mb.ca/k12/tech/imym/faqs/glossary.html
email: Email offers authentic opportunities for students to communicate with others. Students articulate ideas and information in composing their email and analyze email responses for relevancy and accuracy. Students may use email to conduct interviews, request information, answer questions, state positions, provide feedback, or share understandings on a topic or issue. Students should identify the purpose of their email communications, use language that is respectful of others, and practice safe email behaviours.
evaluation: Evaluation is the process of interpreting assessment information, determining to what extent students have attained learning outcomes and standards, and describing the quality of student learning. Evaluation is used primarily for communicating student achievement.
See: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
evidence: Evidence is information collected from classroom observation of students using ICT to learn. Evidence can be used to support descriptors.
explicit instruction: Explicit instruction is a systematic method for presenting material in small steps, pausing to check for student understanding and eliciting active and successful participation from all students" (Rosenshine). There are six teaching functions forming a sequence in the method of explicit instruction:
- daily review
- presenting new material
- guided practice
- corrections and feedback
- independent practice
- weekly and monthly reviews.
feedback: see Descriptive feedback
formative assessment: Formative assessment is the process of gathering ongoing information (what teachers see and hear) during instruction to determine what students know and can do, and to provide descriptive feedback to improve learning and inform teaching. Feedback is generally directly connected to student learning goals and referenced to student-generated criteria.
See: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
geographical information systems: Geographical Information Systems (GIS) offer students the opportunity to visualize geographical data by building maps consisting of political, demographic, meteorological, and geographic layers. As geographers, students can interpret and analyze second-hand data to support or refute their hypotheses. They can also gather and interpret their own first-hand data using Geographical Positioning System (GPS) devices.
See: http://www.edu.gov.mb.ca/k12/tech/imym/faqs/glossary.html
goal setting: The process of establishing a focus or purpose for the learning.
gradual release of responsibility: Gradual release of responsibility encourages students to take increasing responsibility for their own learning and to become self-directed rather than teacher-directed learners. It can be divided into three stages 1. modelling and scaffolding 2. guided practice 3. application and metacognition
graphic organizer: Graphic organizers are tools that assist students to think, organize, comprehend, and represent texts. Types of graphic organizers include thinking frames, webs, thinking maps, mind maps, semantic maps, and concept maps.
See: Success for All Learners
graphics: Students may use graphics software to illustrate, and label where appropriate, concepts and ideas they are exploring. Students can create images that they can then import into other software applications such as word processor or presentation software. Students may change and adapt previously created images to reflect new understanding as additional information is acquired and knowledge built.
See: http://www.edu.gov.mb.ca/k12/tech/imym/faqs/glossary.html
Internet safety: Student safety is an issue whenever students have online access to ICT. Most school divisions have developed an Acceptable Use Policy that outlines for students and parents the types of student behaviours that are acceptable or not acceptable when using ICT, including the Internet.
journal or log: booklet(s) in which students record ideas, responses, reactions, and emotions. In terms of assessment, they are primarily useful for student self-assessment, but they can also be very useful for formative assessment purposes.
learning community: A school learning community consists of students, parents, teachers, and administrators.
literacy, ICT: ICT literacy is choosing and using ICT responsibly to support critical and creative thinking about textual, numerical, visual, and aural information in order to plan and question, gather and make sense, produce and show understanding, communicate, and reflect on learning. Being ICT literate is part of being a literate person.
metacognition: Refers to an individual's ability to think about his/her own thinking and to monitor his/her own learning. Metacognition is integral to a learner's ability to actively partner in his or her own learning and facilitates transfer of learning to other contexts.
See: http://www.sabes.org/assessment/glossary.htm
model of explicit instruction: See explicit instruction
multimedia presentations: Multimedia presentations provide opportunities for students to synthesize new knowledge and communicate their understandings. Students can use multimedia presentations to represent their understandings creatively by combining text, images, sound clips, and links to additional sources, to support their ideas. Multimedia presentations are often collaborative in creation and intended to be shared with a broader audience. In planning their multimedia presentations, students should consider how the structure and format of their presentation will allow them to communicate most effectively with their intended audience.
See: http://www.edu.gov.mb.ca/k12/tech/imym/faqs/glossary.html
observable behaviour: Albert Bandura's learning theory states that much human learning occurs through our observation of the behaviour of others. This theory is now often called the "social learning" model or theory. An observable behaviour should be recorded using positive understandable language that describes what the active learner CAN do. The descriptors in the TFS Continuum were created from teacher observations of students using ICT to learn in Manitoba classrooms.
observation: Observation is a purposeful, systematic, and cumulative classroom assessment method that focuses on what the learner knows and can do in a variety of authentic contexts in order to inform instruction, improve learning, and assess or evaluate achievement.
See: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
performance tasks: Performance tasks are authentic processes, performances, demonstrations, or products by which students demonstrate or apply the knowledge, skills and strategies, and attitudes that they have acquired as a result of instruction and practice. Assessment of performance tasks is based on criteria that, for summative assessment, may be extended into a rubric to describe the quality of the performance.
See: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
performances: Performances are authentic demonstrations by which students show how they have applied the knowledge, skills and strategies, and attitudes that they have acquired as a result of instruction and practice. Assessment of performances is based on criteria that, for summative assessment, may be extended into a rubric to describe the quality of the performance.
See: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
plagiarism: Plagiarism is the theft of intellectual property and the representation of another person’s thinking as one’s own. The issue of plagiarism becomes especially important as students begin using the Internet and other electronic sources, as information can easily be copied and pasted into an electronic file.
privacy: Privacy and protection of privacy is an important concept in the age of instant information and communication. As students begin to email information to other sites or to publish on the Internet, it is important to keep in mind the school division’s Acceptable Use Policy regarding the publication of pictures, text, and names of students.
problem-based learning: Problem-based learning is an approach to learning that focuses on the process of solving a problem and acquiring knowledge. The approach is also inquiry-based when students are active in creating the problem.
See: http://annettelamb.com/tap/topic43.htm
product: A tangible result of student achievement as an outcome of learning.
profile: A profile is an outline or portrait of the knowledge, skills and strategies, reasoning, and attitudes of an individual student at any point in time. promising practice: Promising practice is learning and teaching that is theoretically grounded in the research base of current curricula (social constructivism).
question, essential or guiding: An essential or guiding question is one that require students to make a decision or plan a course of action. Writing the essential or guiding question helps students focus their inquiry. The essential or guiding question will be the focus of the student's research.
See: http://www.biopoint.com/ibr/askquestion.html
See: http://www.fno.org/nov97/toolkit.html
question, foundation: A foundation question is one whose answer provides the facts used to answer the essential question. Foundation questions are typically the "What is" questions.
See: http://www.biopoint.com/ibr/askfq.html
question, initial: Initial questions are the first questions that students ask as they begin their inquiry. These questions arise from students’ prior knowledge and curiosity.
See: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
question, student-generated: Generating their own questions provides students with opportunities to focus and plan their inquiry and identify purposes in their learning. When students search for answers to questions they believe to be important, they are better motivated to learn, and the result is deeper understanding.
reflection: A student’s review of lessons-learned which has implications for future teaching and learning. See also Metacognition.
See: http://www.smcm.edu/msde-pt3/eportresource/glossary.htm
reporting: The process of summarizing and clearly communicating, to students, parents, and administrators, the data collected through assessment and evaluation. Reporting may take the form of a progress report or a final report depending on the time of the school year and can be done formally or informally. Through the process of reporting, teachers, parents, students, and administrators are encouraged to discuss a student's performance and identify strategies for future progress and achievement.
See: http://www.edu.gov.mb.ca/k12/docs/policy/reporting/intro.html
rubric: A rubric is a set of criteria that describes levels of performance (what it should look or sound like). Rubrics should be developed from student-generated criteria and with student involvement. Rubrics can be used to measure achievement for summative assessments at the end of a theme, unit, semester, term, or school year. Marks may be calculated by allocating numeric values to each performance level.
See: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
scaffolding: Scaffolding includes instructional approaches or strategies that activate prior knowledge of a topic or concept; or that provides adjustable and temporary assistance or support to the student in his or her learning.
See: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
selection: Process by which a student reflects on a collection of works to choose representative pieces, based on criteria and on self-reflection.
simulations: Students can interact with simulation software to explore new concepts and ideas. Simulations provide an environment where students can explore, experiment, question, and hypothesize about real life situations which would otherwise by inaccessible in the classroom. Simulations allow students to visualize complex and dynamic interactions and to develop deeper understandings than may be achieved simply by reading.
See: http://www.edu.gov.mb.ca/k12/tech/imym/faqs/glossary.html
snapshots: Snapshots are groupings of descriptors. There are four snapshots in the Literacy with ICT Continuum, based on developmental expectations for K-8 students.
sorting and classifying: Sorting is the process of identifying unique characteristics within a set and dividing the items based on their differences. Classifying involves identifying common characteristics and grouping items/ideas that share these characteristics into labeled categories. Sorting and classifying help students make sense of new information.
spreadsheets: Spreadsheets allow students to record data, calculate values, and create graphs to analyze relationships and patterns. As students develop skill in using spreadsheets, they are able to apply these skills in the context of analyzing issues and concepts related to their research.
See: http://www.edu.gov.mb.ca/k12/tech/imym/faqs/glossary.html
stage: There are three developmental stages in the TFS Developmental Continuum. These are Know – Comprehend – Become Aware; Analyze – Apply – Believe; and Synthesize – Evaluate – Value. These stages follow Bloom’s and Krathwohl’s Taxonomy of Educational Objectives.
summative assessment: Summative assessment is the celebration, summary, evaluation, or judgement reached at the end of a topic, theme, unit, semester, term, or school year based on performances/products and formative assessment data.
See: http://www.edu.gov.mb.ca/k12/docs/support/multilevel/index.html
web page creation: Creating web pages allows students to demonstrate their learning to an authentic audience. It provides a realworld opportunity for students to synthesize new knowledge and represent their understandings creatively by combining text, images, sound clips, and links to additional sources, to support their ideas.
See: http://www.edu.gov.mb.ca/k12/tech/imym/faqs/glossary.html
word processing: Word processing supports students through the writing process and encourages them to revise initial drafts and to organize their writing to best represent what they understand to their intended audience. Students may take advantage of standard word processing features to improve their writing, including spell check, grammar check, thesaurus, formatting, etc.
See: http://www.edu.gov.mb.ca/k12/tech/imym/faqs/glossary.html