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- What’s competence? Competence<\/strong> is the ability<\/strong> to use our knowledge<\/strong>\u00a0and\u00a0skills, <\/strong>in a crosswise<\/strong> and interactive<\/strong> way, in contexts and situations that require the use of knowledge <\/strong>linked to different areas, which involves comprehension<\/strong>, reflection<\/strong>\u00a0and\u00a0discernment<\/strong> processes, taking into account the social dimension<\/strong>\u00a0of each situation.<\/li>\n
- 8 Key competences for lifelong learning.<\/strong> Recommendation of the European
\nParliament and of the Council, 2006:![\"\"](\"https:\/\/serveiseducatius.xtec.cat\/vallesoccidental8\/wp-content\/uploads\/usu1103\/2020\/03\/EUKeyCom2018-300x250.png\")
<\/a><\/li>\n- Difference between FL Competences, Key Competences and FL Dimensions.<\/li>\n
- Assessment for Learning:
\n<\/strong><\/strong>1-Activities associated with\u00a0summative assessment<\/em><\/strong>\u00a0(Assessment\u00a0of\u00a0<\/em>Learning) result in an evaluation of student achievement – for example, allocation to a level or standard or allocation of a letter or numerical grade, which might later appear in a report.
\n<\/strong><\/strong>2-Activities associated with\u00a0formative assessment<\/em><\/strong>\u00a0(Assessment\u00a0for\u00a0<\/em>Learning) do not result in an evaluation. Information about what a student knows, understands and is able to do is used by both the teacher and the learner to determine where learners are in their learning and how to achieve learning goals.<\/li>\n- Main Ideas:
\n1- Meaningful goals and mesures
\n2- Formative feedback
\n3- Summative Assessment
\n4- Performance Assessment
\n5- Student ownership<\/li>\n- Assessment tools:
\n1- Digital tools<\/a>
\n2- Xarxa CB<\/a><\/li>\n<\/ul>\n - 8 Key competences for lifelong learning.<\/strong> Recommendation of the European
![\"\"](\"https:\/\/serveiseducatius.xtec.cat\/vallesoccidental8\/wp-content\/uploads\/usu1103\/2020\/03\/EUKeyCom2018.png\")
<\/a><\/li>\n