Unit 301 Understanding the principles and practices of assessment 1. Understand the principles and requirements of assessment. 1.1 Assessment is vital in the education and the progress of a learner. Initial assessment must be carried out to determine the needs of each individual. Formative assessments are done to track a learner’s progression throughout their qualification.
P1 – explain the principal physiological perspectives There are different physiological perspectives which relates to the normal functioning of a human being. Some of the perspectives I will be talking about are Cognitive, Biological, Social learning, Humanistic, Psychodynamic and Behaviourists. Cognitive/information processing perspective – This perspective understands the way in which we process information, the internal process of their mind. This theory talks about the way that perception, attention, memory, language and thinking in humans, human intelligence and thinking and problem solving. This theory is discovering ways to learn more about the processes that underlie our ability to represent information about the world in memory, how language works and how we solve problems and also how we learn things.
The major areas of development include biological, cognitive and social and emotional development. Both of these psychologists were concerned with the study of understanding the area of cognitive development specifically in children and were considered to be constructivists. Constructivism is the theory in which “learners actively construct their own knowledge based upon the things they know now and have known in the past” (TFL resources, 2006). This essay will seek to compare and contrast the theories of psychologists Piaget and Vygotsky and will critically look at their theories to judge which aspects are appropriate for the long term. Jean Piaget focused his research on studying children and observing their thought processes.
How can positioning inhibit and improve communication? Positioning can create barrier on receiving and interpreting messages which inhibit communication. If we cannot see each other then it will inhibit communication. In care setting, it is important to keep our eyes at the same level as the person that we are communicating with. But it is as important to consider positioning while working with different people having different difficulties.
The main thrust of this perspective is that people respond and demonstrate behavior from observing people in their environment (Engler, 2008). Likewise, the model also considers other factors that allow individuals to perform according to specific functions. Specifically, the interplay of behavioral, cognitive, and environmental factors provide the continued human development. A key component that promotes social learning theory is the process of modeling. In particular, modeling is complemented through the application of attention, retention, reproduction, and motivation (Engler, 2008).
The memo should be clearly written and organized in direct order, beginning with the objective and then systematically and covering the vital bits of information (Rentz, 2008). Bad spelling, illogical punctuation, awkward wording are not accepted. Such errors reflect on the writer. Therefore, they can reflect on the credibility of the message. An error-filled message strongly suggests the writer’s ignorance.
1. Who is responsible for what is known as “language acquisition device"? What are the basic principles behind this thought on language development? Noam Chomsky believes that children are born with an inherited ability to learn any human language. He claims that certain linguistic structures which children use so accurately must be already imprinted on the child’s mind. Chomsky believes that every child has a ‘language acquisition device’ or LAD which encodes the major principles of a language and its grammatical structures into the child’s brain.
Also it is important to be realistic with Learners and accept that at times, mistakes can be made, and that the important matter is that this is accepted, managed and that all parties are able to move on to a more positive footing. Assessment Our responsibilities are: • To be fair and consistent • To assess promptly, within the agreed timescales • To be honest • To be innovative and give a balanced view Boundaries with assessment Boundaries with assessment are that not all Learners will fit into the boxes we need to adhere to, set by differing Examining bodies. It is also fair to state that assessment is only an individual’s perception of a performance and when one Learner meets the standard for one Assessor, they may not do so for another Assessor. Evaluation Our responsibilities are: • To evaluate honestly • To seek constructive feedback • To speak and gain guidance from peers If helpful • To consider exam results and tutorial feedback and incorporate into evaluation • To consider external assessment and Ofsted and incorporate feedback into evaluation and amendment of future
In the beginning stages of an argument it is important to start it productively. The people need to acknowledge each other’s feelings and concerns. In the middle of the now talk, side issues may come up but because this is now a talk and not an argument those issues can be brought up with ease and resolve. In the last stage they keep in mind the dual perspective to remain aware of each other’s viewpoints. In an argument that was not going well, I would agree with the person to stop the argument no matter what it was about.
Barriers can also be caused by failing to follow the steps to good communication. One needs to understand and recognise factors that get in the way of communication and how to overcome them. Until this is done communication will always be less effective than it could be. Give communication the best possible chance of success by dealing with as many barriers as possible and how to deal with the barriers for a better outcome. The best way to ensure that communication occurs in the best possible way is to make the person as comfortable and as relaxed as possible.