Computers Made Easy

They had allowed to know what was the starting point for constructing new knowledge, know how the process of learning and, finally, determine the promotion or not students marched. These aspects, explained the modalities which assumes the evaluation, are classified by Maria Isabel Bonta * 1, in: diagnostic evaluation, evaluation of process and product evaluation. There was a purpose, strongly communicated by the teacher, which served as the ultimate goal (utility). From this, assessing learning, exist as a basis an assessment programme supported by instruments that ensure the validity, reliability and practicality of the moment evaluating. These characteristics, in terms of Bertoni, Poggi and Theobald, are indispensable to the meta-evaluation * 2 or in the words of Alicia Camilloni: to evaluate the effectiveness of an evaluation; to obtain data which transformed into information, serve to make an assessment about the same evaluation.

Through tests of multiple Choice type, true or false or correct option selection, together with others in developing written and oral, the teacher sought a balance between reliability and validity, interspersed with a logical positivist paradigm with another mostly interpretive. On occasions was intended to exact knowledge of an objective concept, while equal or different topics required one greater subjective and personal development. On the other hand, the corrections cross between students, group presentations and other similar instruments, facilitated the computation and analysis of the results. Much of the evaluations were rated during the process of teaching. THE fifteen premises are evident in the story of reference, the vast majority of the points that offer us Betoni, Poggi and Theobald: evaluations compatible with the teaching process, quantitative and qualitative, with a focus on the knowledge acquired and not purchased (errors and/or omissions), expressed in results, without leaving therefore pay particular attention to the process, the context and values each student attitudinal.

The unit is a not a Sudoku puzzle. The country is a not a Sudoku puzzle. The country is a complex body, not a set of disabled teams who chose to bound and restricted – no more compete with each other but do the same computer. Players of computers are few. The country is a complex crowd, a quilt, a body, the crowd that should appeal to resolve the puzzle through his frame to reinstate the original figure. The original figure of this puzzle, the image that appears when it is weapon, called country, called Venezuela.

It is the crowd that makes the decisions, the first structured, the second producing answers. Armed puzzle is the unit. There is no other drive. This is the unit. You must remember to the Venezuelan people that we are a nation.

You must remember to the Venezuelan people that we are a people. You must remember to Venezuelans that the fact of living here has given us an initial culture which has been being fractured unionization to the point of becoming million pieces of an immense puzzle. It must be remembered to the Venezuelan people that we need to restore the attraction of the magnet that we carry in our being and return to with other conjugate us to then make disappear the seams and transmitting again the idea of a social body that knows how to manage the necessary contradictions and get points conjunction and run. It is necessary to warn Venezuelans of purposes and goals. Needed to say to the compatriots in the political system that we are going to set up when you pass the interregnum as we are going to do with the economic system that this arises and as we will once and for all to take off to the full force of the 21st century. We must begin by unit, below, in our be Venezuelan.