CPD Scotland
Glossary
This glossary explains terms used in CPD - Continuing Professional Development. It is not intended to be exhaustive in educational terms, nor does it include an explanation of every word used in the case study extracts. Instead, it seeks to clarify meanings in order to remove potential barriers to understanding and help the reader to appreciate the messages intended more fully.
Keyword search
| Range of evidence (of learning) | For improved learning and teaching within a coherent assessment system a range of assessments over a period of time is required as evidence. This range of evidence should include formative and summative assessment, provided by both teachers and the pupils themselves, and may take a number of forms: drawings, artefacts, solo talks, musical performance. It does not necessarily need be written. |
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| Recording (of learning) | Recording is the continual process of summarising evidence gathered through a range of assessment activities as learning and teaching take place. It should not be the responsibility of teachers only: learners should be involved where possible or appropriate. It is important to be clear about the difference between assessment evidence and recording. |
| Reliability (of assessment) | This is about how well an assessment actually measures what it is intended to measure and how precisely an assessment measures a pupil's level of ability, depth of knowledge, mastery of skill, or whatever the test or teacher's rating scale is intended to measure. The process of assessment rarely, if ever, results in exact measures of learning, for a variety of reasons. A single score from a single test used on a single occasion is unlikely to be a precise measure of a pupil's level of knowledge, ability or skill. Test reliability can be increased by increasing the length of the test or narrowing the focus – this, though, risks compromising content validity and curriculum relevance. Standardised tests are designed to be highly reliable technically, but they are not always able to fully reflect the taught curriculum. |
| Resolution | The number of pixels used in an image – the number of pixels used relates to the quality of the image. |
| Respect | Treating someone in keeping with or belief in someone's self-worth, admiring those qualities in another. |
| reviewer | An individual in school, usually line manager, who supports another colleague in the process of professional review and development. |
| RME (Religious and Moral Education) | Religious and Moral Education (5-14) was developed in 1991 under 5-14 guidelines. RME is about the 'development of the whole person in relation to self awareness, relationships with others, and the realm of beliefs, values and practices which go to make up a religious outlook on life'. |
| RMPS (Religious, Moral and Philosophical Studies) | An NQ subject. |
| RO (Religious Observance) | Under the 1980 Education Act, Religious Observance (RO) is a statutory requirement for schools. The 2004 Religious Observance Review Group Report redefined RO as 'community acts which aim to promote the spiritual development of all members of the school community'. This was endorsed in Circular 1/2005. More information is on the LT Scotland website on Religious Observance . |
| RSAMD (Royal Scottish Academy of Music and Drama) | Scotland's international academy for music and drama. It offers a range of courses from undergraduate degrees through to practice-based PhDs in an artistic performing environment. |
| RSS | Really simple syndication. |