a) Quick Credit Framework b) Quality Course Framework c) Qualifications and Credit Framework 2. How is the QCF assessed? a) Through exams b) Through assignment briefs, emails and observation c) In a classroom 3. Who will the assessment documentation be signed off by? a) The Learner and the Assessor b) The Doctor c) Another member of staff at your place of work Section 2 - Questions | Multiple-choice questions and answers (Please circle or highlight one answer for each question) 1. “I can use previous work that I have undertaken if the Assessor can see the original documentation.” a) True b) False 2.
A Information leaflet B Short answer questions C Case studies This is a summary of the evidence required for the unit. Task | | Evidence | | Learning outcomes covered | A | | Information leaflet | | 1.1, 1.2 | | | | | 3.1, 3.2, 3.3, 3.4 | B | | Short answer questions | | 2.1, 2.2, 2.3 | | | | | 4.1, 4.2, 4.3, 4.4 | | | | | 6.1, 6.2, 6.3 | C | | Case studies | | 5.1, 5.2, 5.3, 5.4, 5.5 | Assignment 207 Understand person centred approaches in adult social care Assignment mark sheet Candidate name Candidate number Centre name Centre number Task | Evidence | Results | A | Information leaflet | Passed Y/N | B | Short answer questions | Total marks available | 47 | Mark Achieved | | | Passed Y/N | C | Case studies | Passed Y/N | I can confirm that the evidence listed for this unit is my own work and was carried out under the conditions and context specified in the assessment specification. Candidate signature
CRT 205 Ver. 8 Week 7 Individual Importance of Deductive Reasoning Read the arguments in the Associate Level Material: Deductive Reasoning located on your student website. Address the following arguments in a 350- to 500-word response: Why is it important to understand what is known prior to making a decision? What is the role of deductive reasoning in the decision making process? How does the process of deductive reasoning aid in understanding an argument?
BSBINN601B Manage organisational change Assessment Student Name: | Introduction and instructions:The assessment for this Unit of Competency consists of three assessment tasks: 1. Theory assessment – requiring you to write a report; 2. Case Study scenario – requiring you to analyse the case study organization and prepare a plan and conduct a presentation, 3. Practical – requiring you to revise plan, by conducting an information session and collecting feedback from surveys. | Result:The result of each assessment task will be either ‘Satisfactory’ (S) or ‘Not Satisfactory’ (NS).
Support of the unit by a sector or other appropriate body This unit has been developed by the Council for Administration. Assessment This unit will be assessed by portfolio of evidence, as specified in the Council for Administration Assessment Strategy 2009. Level 2 NVQ Award/Certificate/Diploma in Business and Administration (4428-02/92) 85 Unit 218 Research information Outcome 1: Understand procedures for researching information Assessment Criteria The learner can: 1.1 1.2 1.3 Give reasons for agreeing objectives and deadlines for researching information Give reasons for identifying and agreeing sources of information Explain the purpose of recording and storing information researched Outcome 2: Be able to research information for others Assessment Criteria The learner can: 2.1 2.2 2.3 2.4 2.5 2.6 2.7 Agree aims, objectives and deadlines for the information search Identify sources of information Search for and obtain data Check that data is suitable for the purpose of the research Record the data and store it securely Make a record of information sources used Meet deadlines for completing research Evidence requirements Learning Outcomes 1. 2. Assessment Criteria 1.1 –
A then delivers items 1—5 to B orally. B should use Evaluation Form 3.7 to rate A’s responses for these items. 4. B delivers items 6—lO orally to
Analyzing Author Style Using Students will combine three sets of kernel sentences based on the first paragraph of Britt's writing. They will then Sentence Combining: compare their sentences to Britt's. The class will discuss what sentence combining strategy or strategies they used and observe how Britt varies her sentences. Cause and Effect Writing: Students examine the causes and effects presented in a brochure called "Ozone: The Good and the Bad." They
Name: Study Outline for AP Psychology Midterm 1. Psychological Perspectives: Know the seven perspectives of contemporary psychology and be able to identify a statement as coming from one of those perspectives. 2. Research: Have a thorough understanding of the approaches to psychological research (case study, experiment, observational research) and the factors that must be considered when evaluating the findings of any research (operational definition, replication, reliability, validity, correlation vs. causation, illusory correlation, placebo effect, etc.) 3.
Emphasis is placed on students understanding basic psychological principles and their application within the context of family, work, and social interactions. Topics include an overview of psychology as a science, the nervous and sensory systems, learning and memory, motivation and emotion, intelligence, lifespan development, personality, psychological disorders and their treatment, stress and health, and social relations. PREREQUISITES: Appropriate Degree Level writing (English) and Reading Placement Test Scores MAJOR COURSE COMPETENCIES/ OUTLINE: I. Science of Psychology V. Personality II. Social Environments VI.
Personality Assessment and Theories Cynthia Harding BEH/225 September 29, 2012 Serena Watts-Kumar, Instructor Personality Assessment and Theories “Personality refers to an individual’s unique pattern of thoughts, feelings, and behaviors that persists over time and across situations” (Morris & Maisto, 2010, p.359). There are four theories that explain different approaches to personality assessment. The four approaches are psychodynamic, humanistic, trait, and social learning. Personality is measured by psychologist with an assessment using four basic tools: personal interview, the objective tests, projective test, and direct observation of behavior. The different theories use different methods for assessing the personality.