MEP Idoneidad Docente: Costa Rica teaching foundations key terms

The connection among an intended learning objective, instructional activity and the evidence used to judge whether the objective was achieved.

Temporary support adjusted to a learner’s actual task and gradually reduced as independence develops, without automatically changing the target capability.

Use of knowledge or skill in a changed context, which requires more evidence than repeating the wording of a familiar example.

Information used during learning to identify next steps, whose educational function is not established merely by assigning or withholding a mark.

Evidence gathered to investigate relevant prior knowledge or difficulties, interpreted with context rather than as a complete label of ability.

Consistency of a measurement under specified conditions, which does not by itself prove that the intended interpretation is valid.

The support for a particular interpretation and use of assessment results, dependent on evidence and purpose rather than a universal test label.

Adjustment of tasks or support to relevant learner needs, avoiding fixed stereotypes and preserving clarity about the intended objective.

A statement of the knowledge or capability sought, which must be distinguished from the activity used to pursue it.

The practical enactment of a plan, involving resources, interpretation and participation that can differ from the original written design.

A result relevant to the intended purpose, distinguished from a completed activity or output that may not demonstrate the desired change.

A consequence defined by an increase in future behavior under the relevant conditions, rather than by whether an adult regards it as pleasant.

Removal or avoidance of a condition that increases a behavior, distinguished from punishment by its effect on future behavior.

A consequence defined by a reduction in a behavior, which must be distinguished from negative reinforcement and considered within ethical and legal limits.

A belief about one’s capacity for a specific task, which can influence engagement without being identical to skill, self-esteem or guaranteed success.

Monitoring and regulation of one’s own thinking and learning, including recognizing a gap and selecting an appropriate strategy.

Engagement related to interest or satisfaction in the activity itself, distinguished from engagement directed only toward a separable external outcome.

A limit supporting appropriate educational relationships and responsibilities, including recognition of needs that require another qualified role.

Organized protection of learners from harm through the applicable local framework, without assuming one universal reporting procedure or deadline.

Appropriate protection of sensitive information subject to relevant purposes and obligations, not a promise of absolute secrecy in every circumstance.

A situation in which another interest may compromise or appear to compromise professional judgment, requiring transparent handling under the applicable rules.

Deliberate examination of action and evidence to improve professional judgment, rather than repeating experience without testing its assumptions.

Meaningful access and contribution supported by attention to barriers, not merely the formal offer of identical materials to everyone.

A predictable procedure supporting coordinated activity, whose purpose and flexibility should relate to learning, access and dignity.