3 Understand techniques and criteria for monitoring the quality of assessment Internally - (Professional discussion to be based on this Essay) 3.1 Evaluate different techniques for sampling evidence of assessment, including use of technology: There are different techniques for sampling the evidence of learners work such as the vertical sampling (identical elements from different assessors and horizontal sampling which means that a specific piece of all units over the course of time is checked very carefully for validity, consistency and so forth,. This would include liaising with and interviewing assessors, reviewing their practical views on specific areas to tutoring to obtain evidence that match up with unit/element criteria, including witness statements; scrutinising their records whether they are paper based or electronically stored. I would also take the opportunity to observe good working practice and if need be consult any witnesses, for example; with regards to my work as an IV at Bradford College I would implement the above techniques for sampling evidence. With respect to this, there are a number of factors to be taken into consideration, such as the type of evidence, i.e., what format it is in, how many learners there are in the current cohort for example and which is then also dependent on the experience of the assessors and whether they are qualified or not to carry out the job effectively and efficiently and adhering to the organisation awarding body strategies, policies and procedures, all within realistic timeframes. I understand that other than the availability of a hard copy of evidence if required by the IQA staff/team, there is another more modern way of sampling using technology such as Moodle is basically a virtual delivery environment which means that candidate/learners can receive tasks and information so that they can
Mindy Cohen Crystal Bollinger David Patchett NT1110_Davis UNIT 10_Lab 8 Lab 8: Troubleshooting Task 1: Procedure 1. Examine the six-step troubleshooting model shown here: Step 1. Ascertain what the problem is. Step 2. Write down probable causes of the problem.
Now you are in a position to begin the research that will enable you to complete the task. Research and make notes on Gibb’s Reflective Cycle and Inter-professional Capabilities. Make sure you understand what is meant by the terms knowledge, skill and attitude. Research what is meant by inter-professional working. During your research Be systematic and methodical Use separate pages for notes on each section Carefully note the full reference for any quotation, book, article, example that you note (including the page numbers) Structure your notes in a usable way: go over the notes you made during the teaching and structure these, including diagrams if these are helpful to you Make a draft plan of the essay Consider how you are going to structure the essay.
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).
The paper will evaluate the strategies as suggested in the memory tasks, and will provide commentaries based on its effectiveness. 2. The various strategies A. Recitation or Repetition “This refers to summarizing aloud while one is learning”, (Introduction to Psychology: Gateways to Mind and Behavior, Coon and Mitterer). Recitation forces one to practice to retrieve information.
Assignment 426 Teaching, Learning and Assessment in Education and Training Task A - Report Part 1 Write a report in which: * Analyse the relationships and boundaries between the teaching role and other professional roles * Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goal * Explain why it is important to identify and meet the individual needs of learners * Describe points of referral to meet the needs of learners * Summarise key aspects of legislation, requirements and codes of practice relating to own role and responsibilities. Part 2 Within the report explain: * Analyse your own role and responsibilities in education and training * How does your own planning meets the individual needs of learners * Ways in which teaching and learning plans can be adapted to meet the individual needs of learners * Why it is important to promote appropriate behaviour and respect for others * Ways to promote equality and value diversity * The purposes and types of assessment used in education and training Part 3 Reflecting on your delivery and relating to further reading and research, write a personal analysis relating to your own area of specialism which considers the following: * The effectiveness of teaching and learning and learning approaches in relation to meeting the individual needs of learners * The benefits and limitations of communication methods and media * The effectiveness of resources and assessment methods in relation to meeting the individual needs of learners * Ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning Your report should be presented in a professional written format of your choice and should include evidence of your research
ASSIGNMENT 01 Psychometric properties of psychological assessment measures Subject: PYC 4807 Assignment number: 581822 Name: Ruth Druiff Submission date: 15 May 2015 ii Table of Contents Section A Introduction .................................................................................................................................................. 1 Overview of the Process ............................................................................................................................... 2 1 Initial Planning phase ............................................................................................................................. 2 1.1 Specifying the aim of the measure ................................................................................................. 2 1.2 Defining the content of the measure.............................................................................................. 3 1.3 Developing the test plan ................................................................................................................. 3 2 Item Writing Phase................................................................................................................................. 4 2.1 Writing the items ............................................................................................................................ 4 2.2 Reviewing the items ........................................................................................................................ 4 3 Assembling and Pre-testing the Experimental Version of the Measure ................................................ 5 3.1 Arranging the items ........................................................................................................................ 5 3.2 Finalising the length
Topics will be selected by the student and agreed upon by the instructor. The topic must correlate to the subject material being taught. Since this class is comparative in nature, I expect the research paper to compare and contrast some aspect of the subject material. An example of a topic would be a comparison of the United States and Japan in regards to policing, corrections and the courts. I expect the student to use some research beyond what I have provided for the class.
ASSIGNMENT ONE 4807 Kyle Saddington Student number 45697735 Unique number 581822 Kyle Saddington student number 4569-773-6 Assignment one 4807 Contents Introduction ................................................................................................................................................... 2 1. 1.1 1.2 1.3 2. 2.1 3. Steps to be taken during a psychological assessment measure ............................................................. 2 What is the aim of the measure ......................................................................................................... 2 Content of the measure ..................................................................................................................... 3 Format of the test .............................................................................................................................. 4 Writing of the items .............................................................................................................................. 6 Item review ....................................................................................................................................... 6 Pre-test the experimental measure ........................................................................................................ 7 3.1. Item order ............................................................................................................................................... 7 3.2.
When developing a psychological measure, there are many issues that are important to consider in order to ensure the assessment measure is successful. In this essay, the process that should be followed when developing a psychological assessment measure will be discussed, including how items should be chosen for the test, evaluating the reliability and validity of the test and the issue of establishing norms. One of the first important issues to address is the issue of norms relating to the psychological measure. According to Foxcroft and Roodt (2001, p. 58), “a norm is a measurement against which the individual’s raw score is evaluated so that the individual’s position relative to that of the normative sample can be determined.” There are a number of ways to determine test norms. For the purpose of this essay, only developmental scales, percentiles, standard scores and deviation IQ will be discussed.