4 Guided learning hours: 18 Unit expiry date: 31 December 2013 Unit purpose and aim This unit is about using a variety of different office equipment following manufacturer’s and organisational guidelines. Learning Outcomes Assessment Criteria The Learner will: The Learner can: 1. Know about different types of office equipment and its uses 1.1 Identify different types of equipment and their uses 1.2 Describe the different features of different types of office
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Spelling Assessment and RTI Tawana Hosey Walden University Literacy Development in an Academically Diverse Classroom (EDUC-6709-2) Lisa Cline July 1‚ 2012 Spelling Assessment and RTI Accurate‚ automatic recognition of printed words drives the reading process (Morris‚ 2008). Spelling assessments play a vital role in this process and enhances the development of reading. These assessments also serve as an important tool when assessing the reading ability of students. When attempting
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Programs are reinforced by the work of needs assessments. It is essential to preform needs assessments in order to enhance the program and meet the needs of a targeted population. Conducting a needs assessment for a program will allow researchers to put in the time‚ effort‚ and resources where needed‚ to emphasize the programs assets. Needs assessments will provide programs with better outcomes and services to all populations (Astramovich‚ 2011). Needs assessments are conducted in four stages‚ which include
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to make your experience of working with NCFE as pleasant and easy as possible. This Qualification Specification contains everything you need to know about this qualification and should be used by everyone involved in the planning‚ delivery and assessment of the NCFE Level 2 Award in the Prevention and Control of Infection. The qualification has been developed in close association with Skills for Health‚ the Sector Skills Council (SSC) for the UK health sector. 2 Web: ww.ncfe.org.uk Email:
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Abstract Technology today offers many new opportunities for innovation in educational assessment through rich new assessment tasks and potentially powerful scoring‚ reporting and real-time feedback mechanisms. One potential limitation for realizing the benefits of computer-based assessment in both instructional assessment and large scale testing comes in designing questions and tasks with which computers can effectively interface (i.e.‚ for scoring and score reporting purposes) while still gathering
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Content: Qualification outline P. 3 The assessment process P.4 Types of assessment P.5-6 Concepts and principles of assessment P.7-9 Stages of assessment P.10 Understand how to plan assessment P.11-13 Holistic assessment P.14 Risks of assessment P.15-16 Understand how to make assessment decision P.17 Understand different types of assessment methods P. 18-20 The use of technology in assessment process P.21 Responsibilities of the assessor
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ASSESSMENT METHODS What is assessment? Black and William (1998) declare that the term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress. There are many different forms of assessment‚ however they can generally be divided into two main categories; formative and summative which can be formal or informal. Formative assessment focuses on the gap between where a learner is in their learning‚ and where they need to be. Marshall
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LEARN EXPLANATION/DEFINITIONS OF TERMS: Outcomes Are the results of learning. Can be classified as critical outcomes‚ learning outcomes‚ developmental outcomes and specific outcomes. Critical outcomes: Critical outcomes are generic‚ cross-curricular‚ broad outcomes that form the basis of learning on all levels of education and refers to the learners’ ability to apply knowledge‚ skills and attitudes in an integrated way. • identifying and solving problems and taking decisions by using
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ASSESSMENT IN INCLUSIVE SETTINGS EN Assessment for Learning and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the Agency project Assessment in Inclusive Settings in relation to the application of the concept of Assessment for Learning to pupils with special educational needs (SEN). A significant aspect of inclusive assessment in practice that emerged from the on-going discussions with Project Experts was the concept
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has received increasing public attention during the latter 1980s and early 1990s. Over the years educators has seek various methods of assessment to evaluate students. According to Pett‚ (1990)‚ educators use the term Authentic Assessment to define the practice of realistic student involvement in evaluation of their own achievement. One method of Authentic Assessment is to assemble and review a portfolio of the child’s work. Venn‚ (2000)‚ stated that portfolio is a systematic collection of students
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