TASK 5. “ETHICS” - Translator

TRANSLATOR: Sandra Marín Soto

1. Digital tool: 

By digital tools we mean software and platforms for teaching and learning that can be used with computers or mobile devices to work with text, images, audio, and video. Tools for language learning and teaching may include: programmes for editing digital materials (e.g., audio, video), and platforms for collaborating and sharing resources.

Many tools designed for other fields of education, or not specifically for educational purposes, are nonetheless eminently suited to language education. Similarly, many language teachers use digital tools for different purposes, for instance to prepare teaching materials and set homework assignments; collect samples of learners’ work and provide feedback; and streamline other aspects of their professional lives. Many of them may be viewed in web browsers without having to download anything, and you can do so at home or at work. The perfect online learning experience is created by combining digital resources such as websites, applications, and extensions with dynamic activities.

https://www.quora.com/search?q=what%20is%20criteria 

2. Criteria:

Criteria is the plural of criterion—a standard or principle for judging, evaluating, or selecting something. Criteria are the ideals or requirements on which a judgment, evaluation, or selection is based. The plural of criterion can also be criterions, but this is rarely used.

Criteria are often the particular requirements that someone or something must meet in order to be considered or qualify for something. An applicant for a job may be evaluated based on several criteria, including their education, experience, and reference, these are standards of criterion. Your grade in a class may be based on certain criteria, such as your test scores, your grades on homework and other assignments, and your participation in class. Similarly, a gymnast’s score is based on several criteria involving how well they performed certain moves.

The word criteria is often used with the word meet, as in Your entry meets all of our criteria for inclusion in the exhibit. Sometimes, people try to use criteria as a singular noun (like how data is sometimes used), but this is generally considered not the right way to use it.

https://www.dictionary.com/browse/criteria 

https://www.merriam-webster.com/dictionary/criterion  

3. Accesibility:

When websites and web tools are properly designed and coded, people with disabilities can use them. However, currently many sites and tools are developed with accessibility barriers that make them difficult or impossible for some people to use.

Making the web accessible benefits individuals, businesses, and society. International web standards define what is needed for accessibility.

Accessibility is something very useful in the educational field, because with so much diversity in the classroom we have to be able as teachers to make sure that all our students have easy access to the tools we tell them to use. 

https://www.w3.org/WAI/fundamentals/accessibility-intro/ 

4. Rubric:

In the Anglo-Saxon world, the term "rubric" has become widely used to refer to what in Spain we have traditionally called "descriptive scales".

to refer to what Spain we have traditionally called "descriptive scales".

These are scales that establish different grades or levels, usually 4 or 5.

At each level there are descriptions as precise as possible of the characteristics that a student's production may have, or of the possible behaviors of the student, or of the possible behaviors of the student, or of the possible behaviors of the student, or of the possible behaviors of the student.

of a learner, or of the possible answers to a question or learning activity. 

It allows teachers to obtain an approximate measure of both the product and the process of students in different tasks. There are two types of rubrics: global or holistic and analytical.

The rubric is used to:

Determine the criteria against which student performance is to be graded.

Show students the different levels of achievement they can reach in a performance or work done, according to each criterion.

Advise students on the specific aspects to be improved.

Enable self-evaluation and co-evaluation as students gain experience in their use.

In addition, the following steps must be followed to correctly elaborate a rubric:

Determine the criteria to be evaluated.

The levels of performance that the student can reach in each criterion are established, from the highest to the lowest. 

The analytical rubric describes what is expected from the student in each criterion according to each of the levels.

A value is assigned to each level of performance.

A space is left to write down the points obtained in each criterion.

https://cnbguatemala.org/wiki/R%C3%BAbrica_(Herramienta_pedag%C3%B3gica) 

https://buleria.unileon.es/bitstream/handle/10612/7054/cap.%203.pdf?sequence=1&isAllowed=y 

5. Assessment: 

Assessment is a word you hear a lot around schools — an assessment is an evaluation, and one type of assessment is used to measure what someone knows or has learned. Tests and term papers can be assessment tools. 

When you assess a person, thing, or situation, you consider them in order to make a judgment about them. In this case the term asses is directed to the teachers who are the ones who perform this action, during the whole task the focus has always been on evaluating the students since the rubric is an evaluation method in itself. This part is the most important of the whole task since it is where it is verified that the knowledge has been integrated in the students, being able to be able ourselves to help those who need it.

Specific question:

Weaknesses of the topic, methodology and the tool of the task.

 

During this task we wanted to be especially involved, it is one of the most interesting tasks we have completed so far. That's why we prepared so much and had no doubts about what each one of us had to do, so we organized ourselves very well. The most difficult part of the task was the fact that there were some things in the rubric that were very difficult for us to understand, for example the part that deals with cognitive learning. 

There were also a lot of words that we didn't understand and didn't know at all, so the time we spent looking up everything in the translator ,Deepl, was long. 

Even so I think we did quite well, by the way we organized it in a way that each one took his/her two digital tools and did the rubric, and every time someone did not understand something or had the slightest doubt we used our Whatsapp group to communicate and tell everyone the opinion we had about that doubt. 

So we all collaborated to solve the doubts of our classmates and it has become much more dynamic and less boring than doing it all separately. We have all given our opinion in each of the headings at least once and I think this makes the work much richer.

As always the tool we have used to carry out all the work has been Google Documents, but in addition to this, as I mentioned before, it is worth mentioning the great use we have all made of Whatsapp.