Principles and practices of assessment By Donna Fowler The aim of this assignment is to show my understanding of the types and methods of assessment used within lifelong learning the legal requirements of record keeping. Understand types and methods of assessment used in lifelong learning There are various types of assessment used within lifelong learning: * Initial assessment – this assessment can be done through the initial learners interview and allows the learner to put on the most
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words describing a time when you had to test a theory. This theory may be something you have tested at work‚ school‚ or even at home. Answer the following questions in your summary: o What type of informal research method did you use? o How was your research method similar to research methods used by psychologists? o If given another opportunity‚ what would you have done differently? When thinking about a time I had to test a theory there are many that come to mind. One thing that comes
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Analysis of assessment The word ‘assess’ is a verb meaning to measure: evaluate or estimate the nature‚ quality‚ ability‚ extent‚ or significance of. (http://wordnet.princenton.edu/perl/webwn 2011) This in itself when thinking in terms of teaching implies it is something done with a learner or learners and not the learners themselves. “The evidence used in evaluation may include measurements of learning achievement. To do that we must have reliable and valid methods of assessment”. (Minton 1991
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Individual Learning Review Essay (40%) You need to evaluate how successful you have been in achieving your learning objectives and why‚ and what you have learned. There are various areas of learning. The four major ones you need to be aware of are set out below: Knowledge: This involves learning about something/someone; it concerns an increase in the scope and depth of what you know in terms of both facts and concepts‚ and includes learning about yourself
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Assessment criteria Analyse the role of initial and diagnostic assessment in agreeing individual learning goals Use methods of initial and diagnostic assessment with learners In order to ascertain a student ’s knowledge and skill set‚ it is essential to use initial and diagnostic assessment. It is a journey of personal discovery for the student with their learning experience‚ with the tutor finding out about the abilities of the students to match the curriculum to the student ’s needs. The initial
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within the Lifelong Learning Sector LO‚1. Demonstrate a systematic and critical understanding of the concept of professionalism; the range of roles and responsibilities‚ both across the sector and in relation to own subject teaching and the impact of each. LO .2. Demonstrate a critical awareness and understanding of theories and principles of reflective practice and models of continuing professional practice in relation to self; LO‚3 . Demonstrate and address own identified learning needs for
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3.4 summarise the types of risks that may be involved in assessment in own area of responsibility. The candidate assessor provides evidence that they understand the following risks; • Health and safety • Unrealistic/unnecessary stress on the learner • Inauthentic evidence/collusion/unjustifiable support to the learner • Over-assessment • Potential for unfairness to learner • Failing to meet the requirements of any relevant assessment strategy if assessing a qualification Risk on the grounds
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Individual Assessment Cover Sheet / Plagiarism Declaration Form This form must be completed and included with each assessment you submit for marking to the School. Although this assessment is submitted electronically‚ you must still complete and include this form with your assessment. Student Number: 201312686 Unit Code No.: MHC609 Unit Title: Management Practicum Assessment No.: 1 Lecturer: Caroline Kwong Submission Date: Tuesday 09 June 2015 Declaration: I have read the School’s
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Course Profile ACCTING 7019 ACCOUNTING CONCEPTS AND METHODS (M) 1. GENERAL COURSE INFORMATION 1.1 COURSE DETAILS Course: ACCTING 7019 Accounting Concepts and Methods (M) Coordinating Unit: Business School‚ Faculty of the Professions Teaching Period: Semester 1 Level: Postgraduate Coursework Location/s: North Terrace Units: 3 Contact: Up to 4 hours per week Prerequisites: Not applicable Corequisites: Not applicable Incompatible: ACCTING 7000 Assumed Knowledge: Not applicable Restrictions:
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over a period of time. The writer has included the special education needs statement for Sam to demonstrate a detailed profile of his requirements. The information gathered has been obtained from the school Sam is currently at. Results from key assessments subjects such as English‚ Reading‚ Writing and Maths has been collected to illustrate how Sam is performing in school (see Appendix 1). Questionnaires have been carried out on staff who work closely with Sam to provide further information about
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