and Practices of Assessment. 1. Explain the functions of assessment in learning and development The function of assessment in learning and development is primarily to provide a measure of the students progress. Assessment is carried out through formative (checks throughout the course)‚ passive (to test against previous marks)‚ and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate
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understanding of assessor strategies and assessor tools. Question 1: Describe three separate Assessment tasks/ activities your learners have to do in Life Orientation and also those which you/ your learners have to assess. Assessment Task 1: The Educator Assessment 1. Describe the subject/ learning area‚ lesson topic and grade to be assessed. The Life Orientation topic will be ’Development of the self in
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to Assessment. [Online] Available from: http://www.det.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers_Guide_to_Assessment_Web.pdf [Accessed: 1 April 2015]. Dreyer‚ JM. (ed.) (2014). The Educator as Assessor‚ 2nd Ed. Pretoria: Van Schaik. Maphalala‚ MC. (2015). The Educator as Assessor Tutorial Letter 101/3/2015. Pretoria: University of South Africa. McAlpine‚ M Ramalepe‚ ML. (2010). The Role of School Managers in the Implementation of Continuous Assessment in the Further Education and Training
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Assessment and Internal Quality Assurance 6317 Course Handbook Contents 1. Overview 2. Unit 6317 requirements 3. Assessment 4. Training‚ support and guidance 5. Planning and moderating learning and achievement 6. Centre Information‚ systems‚ policies and procedures Appendix 1 The Unit Requirements 2 Forms and Documents Assessment and Internal
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they are made aware of their progress against the standards. Example of how to use record of achievement | Record of Achievement for PLTS – Independent Enquirers PLTS Criteria | Suggested source of evidence within Qualification | Assessor devised alternative source of evidence | Method of assessment | Date achieved | IE 1 To identify questions to answer and problems to resolve | D/601/1553 Work with others to improve customer service 1.2 | | | | IE 2 Plan and carry out research
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7317 – Vocational Assessors Award Underpinning Knowledge Requirements ________________________________________ Q1. The way how I identify and use different types of evidences when carrying out assessments are by reading through all the chosen units assessment reports to have a clear understanding of the criteria/elements which the candidate must meet. The different types of evidences which can be used are‚ Task Statements‚ Work Product/Work Evidences‚ Observations‚ Supplementary Evidences
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# 2006 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk‚ Pretoria EDAHOD-5/1/2007-2009 97989266 A4 Icon Style (iii) EDAHOD-8/1/2007±2009 Contents Study unit INTRODUCTION The role of assessment Changes in assessment Expected outcomes: what to expect from the course Reading the course material A two-way conversation Application Ð a practical approach Planning your study 1 HISTORICAL BACKGROUND TO ASSESSMENT Introduction
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Jodie Stevens – T2 Question 1 To judge whether evidence is sufficient‚ authentic and current it is important as an assessor to attend standardisation meetings and to keep up to date with the regulations of the relevant awarding body. If in doubt it is important to double heck. Evidence is deemed to be sufficient if it is understandable and presented in a clear manner‚ contains content deemed appropriate for the level of the award and meets all the learning criteria‚ regulations and requirements
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ASSESSMENT PROCEDURE Assessor’s Script The Assessor will now introduce herself. After introducing herself‚ she will now introduce the TESDA Representative. The Assessor: Good Morning/Afternoon everyone! I am Jovi Keith S. Agapito. I will be your assessor for NC – CHS II. I graduated here in College for Research and Technology and had my master’s degree in Nueva Ecija University of Science and Technology. The Assessor: Beside me is Mr. Daniel G. Urbanozo‚ our TESDA Representative. He graduated
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for the application of the learning within that field. Assessing is not the same as evaluating. Rather than the focus being on the programme or course the learner is on (evaluation)‚ the focus is instead on the learner and their development. Assessors need to determine a learner’s knowledge and performance against a set of pre-defined criteria. These criteria may be set up to assess learning for an eventual formal qualification in a particular topic or job role. Qualifications can be knowledge
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