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“video-on-demand” casts, or online delivery of video content that is one form of a podcast

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core thinking skills that involve connecting or combining information

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document that lays out the expectations for an assignment by listing criteria that serve as guidelines of learners and as scoring points for grading

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analyzing a perplexing or difficult situation for the purpose of generating a solution

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a situation in which the student reformulates the information in his or her own words

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a statement of what the learners will be expected to do when they have completed a specified course of instruction, stated in terms of observable performances

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a set of encoding strategies that involve linking bits of information together through visual or semantic connections

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awareness and control of one's thinking, including commitment, attitudes, and attention

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a broad, general statement of an instructional intent, expressed in terms of what learners will be able to do

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information provided to learners about the correctness of their response to practice questions in the instruction

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a systematic, planned, and purposeful activity of judging the merit, worth, value, or effectiveness of an instructional program or product, for the purpose of enhancing knowledge and decision making

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Difference Between Assessment and Evaluation

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Difference between assessment and evaluation . , . . . . Assessment focuses on learning, teaching and outcomes. It provides the table below summarizes key differences between assessment and evaluation here are some more compilation of topics and latest discussions relates to this video, which we found thorough the internet.

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distinguishing one stimulus from another and responding differently to the various stimuli

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an instructional strategy that divides information into manageable “chunks,” or units, which are ultimately combined to construct a more complex lesson

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change in the delivery of instruction, and/or the conceptual difficulty and content to assist an individual to learn in the least restrictive environment

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statement that describes, what learners should be able to do forever after experiencing a distinct unit of instruction

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a term used to describe entry skills and/or knowledge necessary for taking the instruction

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theory in psychology, which describes the needs that motivate human behavior

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significant and persistent disparity in academic performance or educational attainment between different groups of students

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ability to use and apply knowledge and skills learned in one situation or environment to another situation or environment

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person who is an authority in a particular area or topic

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any individual or group with a "stake" or interest in the instruction being designed and developed

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physical or mental power to do something

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helps trainers to measure the effectiveness of their training in an objective way

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diverse physical locations, contexts, and cultures in which students learn

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an instructional systems design (ISD) framework that many instructional designers and training developers use to develop courses

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application of scientific knowledge to the practical aims of human life or, as it is sometimes phrased, to the change and manipulation of the human environment

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creating of a plan or convention for the construction of an object, system or measurable human interaction

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a set of connected things or parts forming a complex whole

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process of acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences

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detailed information telling how something should be done, operated, or assembled