Unit 301 understanding the principles and practices of assessment Assessment methods in my role There are two main types of assessment, Norm and Criterion. Norm referenced assessment judges a learner against a benchmark level this can be national or local. The type of assessment that I use in my current role at Stourbridge college is Criterion assessment, this judges a learner against a set of criteria and states how competent the learner is compared to that criteria and current standards. There are various assessment methods which fall into either of two categories, direct or indirect. Direct assessment occurs when the evidence is provided by the learner and indirect when the evidence provided is about the leaner from other sources.
The project should ensure you provide evidence for the following three Assessed Learning Outcomes (ALOs): The literature review should ensure you provide evidence for the following three Assessed Learning Outcomes (ALOs): ALO 1 Develop skills in acting as autonomous and reflexive learners ALO 2 Develop a deep and systematic knowledge of a selected aspect of the lifelong learning sector ALO 3 Apply a method of professional enquiry in an innovative and creative way to inform practice Your project should be informed by active participation in the module’s formative activities (including the submission of a proposal on a date agreed with the tutor), responding to guidance obtained from your tutorial supervision, and engagement with autonomous and self-directed learning. In addition, please note the Level 7 Coursework
Edexcel Level 7 Extended Diploma in Strategic Management and Leadership Unit 2: Professional Development of Strategic managers Date: 29th June 2014 Student Name: Santi Thomas Table of Contents Cover Page1 Table of Contents2 Abstract3 Introduction4 Learning Outcome 15 1.1 Personal Skills5 1.1.1 Types of personal skills5 1.1.2 Methods to evaluate personal skills7 1.2 Techniques to Assess Professional Skills8 Learning Outcome 29 2.1 Skills audit to evaluate skills needed9 2.2 Appropriate techniques to identify preferred learning style10 Learning Outcome 311 3.1 Personal development plan11 Reference13 Abstract: Strategic managers play a major role in the achievement of strategic goals of an organisation.
Application Assignment: Curriculum Review Cycle Sarah Cummings Walden University Abstract This paper consists of two parts. The first part is a critique of curriculum review cycles which compares, contrasts, and critiques three plans for reviewing curriculum. The second part is a curriculum cycle proposal including length of time and steps for each phase. Introduction Wiles (2009) suggests a four phase curriculum review cycle that focuses on continuous improvement through on-going evaluation. Oxford School District (Pennsylvania) uses a six phase cycle that focuses on implementing many layers of professional development throughout the review process.
FACULTY OF BUSINESS AND LAW BM6603 Marketing CommunicationsMODULE HANDBOOKSeptember 2013 | | Contents Introduction 2 Staff details 2 Learning Outcomes 3 Approach to Teaching and Learning 3 Teaching Programme 4 Assessment 6 Reading 11 Introduction This module concentrates on the core features of the marketing communications function within the wider context of marketing planning, with a specific focus on the advertising, sales promotion, public relations and interactive marketing communications elements of the mix. The module incorporates theoretical and conceptual considerations with the operational aspects of marketing communications planning to ensure that you develop the skills that are essential for a career in marketing communications, whether on the agency or client side. A combination of lectures, workshops, case study analysis and student presentations support the learning experience. Staff details Module tutor: Hilary Wason h.wason@kingston.ac.uk . Hilary will be your main point of contact for academic matters.
At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information. Formative assessment can result in significant learning gains but only when the assessment results are used to inform the instructional and learning process (Black & William, 1998). This condition requires the collection, analysis of, and response to information about student progress. The most common procedures of formative assessment include the following. Feedback.
Assessor Name | IV Name | Caroline Piercy | Simon Blood | Date Issued | Hand in Date | Mon 15/9/14 | Sun 5/10/14 23:55 | Qualification | Assignment Number | BTEC Level 3 Extended Diploma in IT | 1 of 6 | Project Title | Unit(s) | Programming | 6 - Software Design and Development16 – Procedural Programming | Assignment Title | Which language? | In this assignment you will have opportunities to provide evidence against the following criteria. | Unit | Criteria Reference | Criteria | Task No | 6 | P1 | Describe the application and limits of procedural, object oriented and event driven programming paradigms | 1 | 6 | P2 | Describe the factors influencing the choice of programming language | 2 | Scenario | You are to lead a session on programming languages for a group of trainee programmers. The trainee programmers need some resources to give them information about different paradigms and the reasons for choosing different languages. You are to produce a report to be given out to these programmers.
COGNITIVE BEHAVIOURAL THERAPY INTRODUCTION I have chosen to write this essay on Cognitive Behaviour Therapy (C.B.T.). In doing so, I shall endeavour to express some of my learning gained from attending module 1105b at PCI College, tutored by Ms Noeleen Murphy, November to December 2010. This essay will attempt to give a brief overview of the basic principles of C.B.T. and the assumptions on which it is based. I have also outlined some of the key concepts and techniques employed when using C.B.T., its educational nature and its strengths and limitations.
13 A. Investigate work based problems and suggest solution in your chosen organisation 13 B. Examine a range of methods and styles to successfully communicate the problems and solutions at different levels within the context of effective time management 13 References 15 Task 1. A.Discuss the benefits of self-managed learning to individuals and organisations and evaluate the different approaches involved Definition: According to Cunningham(1992), self-managed learning is a process in which the person who is learning, an adult, chose the learning outcomes, decide the ways of
Unit Title: Principles of managing information and producing documents OCR unit number 203 Sector unit number TC2-3 Level: 2 Credit value: 3 Guided learning hours: 24 Unit purpose and aim This unit is about the knowledge needed to manage information and produce documents, including, organising and researching information, and producing and storing documents. Learning Outcomes Assessment Criteria The Learner will: Knowledge, understanding and skills The Learner can: 1 Understand the purpose of 1.1 Identify different types of information technology that information technology in a may be used for work business environment tasks 1.1 different types of information technology that may be used for work tasks includes: • • 1.2 Outline the benefits of using information technology for work tasks computer software including word processing, database, spreadsheets, presentation programmes, communication transfer such as emails, text messaging, fax 1.2 the benefits of using information technology for work tasks include: • • accuracy • use of templates in accordance with organisational requirements • © OCR 2010 speed and efficiency large server storage capacity for large volumes of information and documentation 1 2 Understand how to manage electronic and paper based information 2.1 Explain the purpose of agreeing objectives and deadlines for researching information 2.1 the purpose of agreeing objectives and deadlines for researching information includes, for example, to ensure the correct information is collected on time 2.2 Identify different ways of researching, organising and reporting information 2.2 Different ways of researching, organising and reporting information: includes • • Library • Reports and