CU3047 By smartqam | Studymode.com Unit CU3047 Unit 401 Understanding the Principles and Practices of Internally Assuring the Quality of Assessment 1.3 The trainer is a person who delivers learning, instructs and demonstrates units within a learning, working or simulation environment and supporting the learners development up to a level of where he may be assessed by the qualified assessor and, or where necessary by a independent assessor. The main difference here is that the independent assessor has no interest in the outcome, should it be in result a negative or positive grading. Some assessors, often in training providers, are peripatetic and visit across a number of assessment sites. Other assessors may be workplace-based. The internal verifier must look at the pattern of assessment and take this into account in their sample.
Where materials have been used from other sources it has been properly acknowledged. If this statement is untrue, the learner acknowledges that an assessment offence has been committed.Attention is drawn to the plagiarism and cheating policies of both the centre and of ILM. Plagiarism can result in a learner being withdrawn from a qualification. | Permission for ILM to use this script √ √ ILM uses learners’ submissions – on an anonymous basis – for assessment standardisation. By submitting, both the centre and the learner agree that ILM may use this script on condition that identifying information is removed.
I used the initial assessment plan session to gain as much as I could with regards to each individual and was careful not to make any assumptions of their ability or competence even though each one had been in their respective positions for a relatively short space of time. By asking questions relating to prior experience and training I was able to establish that each candidate was ready to be assessed against the units agreed. Questions again were used to ascertain and individual needs of both candidates prior to agreeing the assessment plan. I also ensured that regular contact was made with both candidates in order to understand if any assistance was required or that the timescales for evidence were still valid. I did this to ensure that both candidates were still able to commit to assessment as to push them and they fall a long way short may have caused them to become de-motivated.
It MUST be resistance training to receive credit. If you have questions about what classifies as resistance training, see your textbook or ask your instructor. * Read the TWO forms of verification that are REQUIRED for the activity category you choose. A grade of ZERO will be given to assignments without proper verification. * Make sure you have the necessary resources to provide the verification
It is important that you attempt all parts of the set assignment and return your completed work by the deadline set. Please return your completed assignment to: Debbie Tansley Introductory Assignment Directorate of Care Industries and Provision for LLDD Chesterfield College Infirmary Road Chesterfield S41 7NG You must ensure postage paid is adequate as Chesterfield College are unable to meet any shortfall. We will not accept any responsibility for work that is not delivered. Your work will be graded as follows: Green; Work indicates potential to achieve at this level Amber; Work indicates some weaknesses and support may be necessary for success at this level Red; Work contains major weaknesses at this level, student may be Better suited to an alternative level/type of study Assignment 204 Principles of safeguarding and protection in health and social care Assignment composition Assignment overview In this assignment you will demonstrate your understanding of safeguarding adults. You will describe different types of abuse, the signs and symptoms associated with them and what to do if you are aware of or suspect an individual has been abused or you note unsafe practice.
If the strategies employed are not effective, the students need to formulate other strategies that favor his development. The personal development plan is reviewed at several stages of the individual development. The individual may enlist the help from friends to gauge his performance levels or perform some tests to check on his development. Initial personal development plan The initial personal development plan was aimed at resolving some of the problems encountered in the previous academic levels. In the previous levels personal development was not planed thus some of the areas suffered causing a decrease in the knowledge levels.
After completing this, they will be debriefed. I have completed my application for ethical approval in accordance with the guidance notes provided and declare that I will not change any aspect of the study that relates to ethical issues without first referring the changes to the Module Leader. Signature of Student__________________________ Date________ Signature of Tutor____________________________ Date_______ The Influences of Which Embodied Cognition Such As Facial Expression Has On Moral Judgement Abstract This research was conducted to investigate whether embodied cognition such as a person’s facial expressions would affect their moral judgements. Participants were asked to maintain a facial expression, either in the “teeth” condition, facilitating smiling, or the “lips” condition, inhibiting smiling facial muscles with a plastic drinking straw. They were then asked to fill out a response sheet which contained a set of moral dilemmas which they had to rate on a scale of 0 to 7.
* Based on the best evidence, consider the implications of failing a student * Critically reflect on the consequences of “Failing to Fail” Demonstrate recordable evidence of mentorship update which is relevant to remain on the mentor register database Identifying the Underachieving Student: Most students successfully achieve their learning outcomes on placement. However, some students do not perform at the expected level and evidence suggests that mentors find this one of the most challenging aspects of the mentoring role Duffy and Hardicre (2007). Many contributing factors can influence how to deal effectively with this aspect of the mentor’s role such as: * Uncertainty about expected levels of competence. * Allowing a settling in period * Time constraints * Conflicting shift patterns * Lack of confidence in dealing with the issue * Lack of support for the mentor. Mentors often have an instinctive feeling early on in the placement about a student performance but may have difficulty in articulating or describing what is often a vague concern.
To alleviate this, I created a viable vision statement describing the team’s objectives and how those objectives will lead to the end state. The vision included how the teams would behave and some team values. This step must be accomplished expeditiously to provide purpose and clarity to the task with the hope of motivating the team to contribute selflessly. Next, I conducted a thorough review of each team member history and culture to become aware of potential challenges as it relates to communication and cultural barriers. According to researcher, one of the leading causes of failure for multicultural teams is mistrust which can result from communication and cultural barriers.
If I am unable to maintain to the planned schedule, I will either make up for the lost time in my own time, or I will instead reschedule so I can still complete the set task(s) on time. 4. What strategies do you use to prioritise your personal goals and objectives with those of your team and organisation, to ensure they are all addressed? When I am working in a team or an organisation, I make sure that I have addressed those tasks over other individual tasks to