GLOSSARY Definitions of the most frequently used terms in the Quality Improvement scheme

Transcription

1 GLOSSARY Definitions of the most frequently used terms in the Quality Improvement scheme 1. Appraisal 2. Appraisal interviews 3. (Self)Assessment 4. Autonomous 5. Benchmarking 6. Can do descriptors 7. CEFR 8. Competences 9. Core Inventory 10. Curriculum 11. Dossier 12. ELP 13. European Profiling Grid 14. Extensive Reading 15. FCE 16. Generic benchmarking 17. Induction procedure 18. Leadership 19. Lifelong learning 20. Mission statement 21. Monitoring 22. Motivation 23. Observations 24. Organogram 25. Peer-assessment 26. Portfolio 27. Schemes of work 28. Stimuli 29. Subordination 30. Syllabus 31. Target level 32. Task-based approach

2 1. Appraisal Impartial analysis and evaluation conducted according to established criteria to determine the acceptability, merit or worth of somebody. 2. Appraisal interviews Is a management and personnel development tool. According to the personnel regulations, supervisors must conduct an appraisal interview with their employees at least once a year. This is to help identify the current situation, assess performance and support personnel development. 3. (Self)Assessment Continuing process through which managers at all levels evaluate the effectiveness of their performance in all areas of responsibility, and determine what improvements are required. 4. Autonomous Not controlled by others or by outside forces; independent. 5. Benchmarking In simplistic terms it is the process where you compare your process with that of a better process and try to improve the standard of the process you follow to improve quality of the system, product, services etc. 6. Can do descriptors Statements of language ability taken from the Common European Framework of Reference.

3 7. CEFR A Council of Europe document proposing an approach to language education and a way of describing communicative competence and language ability across six main levels. 8. Competences A cluster of related abilities, commitments, knowledge and skills that enable a person to act effectively in a job or situation. 9. Core Inventory The Inventory represents the core of English language taught at Common European Framework of Reference (CEFR) levels A1 to C1 in English. 10. Curriculum An overall description of the aims, content, length, organization, methods and evaluation of an educational course. 11. Dossier It is a collection of papers or other sources, containing detailed information about a particular person or subject, together with a synopsis of their content. 12. ELP A personal record of progress and achievement in language learning based on the language levels described in the Common European Framework of Reference (CEFR), which is regularly updated by course participants.

4 13. European Profiling Grid It is a tool for mapping and assessing language teacher competencies internationally. It contains sets of descriptors organised over six stages of professional experience as a language teacher (novice to very experienced) and summarises the main competencies of language teachers and the background in training and experience that would be expected at each stage. 14. Extensive Reading It usually means reading a lot of self-selected easy, interesting texts, and doing few or no exercises afterwards. 15. FCE First, also known as First Certificate in English (FCE), is an upper-intermediate level qualification. It proves you can use everyday written and spoken English for work or study purposes. 16. Generic benchmarking Method of comparing the performance and processes of organizations in unrelated industries. Benchmarking is used to improve performance and processes as well as create new standards. It is one of four different types of benchmarking. 17. Induction procedure The process of introducing new teachers to their new job and their responsibilities and to the institution s system and procedures.

5 18. Leadership The activity of leading a group of people or an organization, or the ability to do this. 19. Lifelong learning Lifelong learning is the ongoing, voluntary, and selfmotivated pursuit of knowledge for either personal or professional reasons. 20. Mission statement A written declaration of an organization s core purpose and focus that normally remains unchanged over time and communicates a sense of intended direction to the entire organization. 21. Monitoring Supervising activities in progress to ensure they are on course and on schedule in meeting the objectives and performance targets. 22. Motivation Internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal. 23. Observations The purposeful examination of teaching and/or learning events through systematic processes which are documented. They include short pop-in observations (also called buzz observations ) for basic quality control, longer developmental observation by managers, and peer

6 observation. 24. Organogram A diagram showing the way in which the staffing of an institution is organized. 25. Peer-assessment Assessment of an employee s performance or future success by his or her peers. 26. Portfolio A personal record of progress and achievement in language learning based on the language levels described in the Common European Framework of Reference (CEFR), which is regularly updated by course participants. 27. Schemes of work A plan that indicates what will be taught over a period of time for example a module, a term/semester or a specific number of days or weeks. 28. Stimuli Something that rouses or encourages a person to action or greater effort. 29. Subordination To be of a lower rank and/or be subject to the commands of another.

7 30. Syllabus A written description of the content of a course of instruction and the order in which skills and/or knowledge are to be taught, usually including an indication of the time to be allocated to main elements. 31. Target level The level one is aiming to achieve. 32. Task-based approach Task -based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't predetermine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages