BCom Honors (Strategic Management) STRATEGIC MANAGEMENT Module code: STM8X09 2014 STUDY GUIDE Lecturer: Miss Anoosha Makka Copyright © University of Johannesburg‚ South Africa Second edition 2008 Printed and published by the University of Johannesburg © All rights reserved. Apart from any fair dealing for the purpose of research‚ criticism or review as permitted under the Copyright Act 98 of 1978‚ no part of this material may be reproduced‚ stored in a retrieval system
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prevention suggested in the text is to support families and children in the building of protective factors. For this Discussion: General Questions - General General Questions Parent Meeting PowerPoint Focus of the Final Project The summative assignment is to develop a PowerPoint presentation designed for a parent meeting. The goal is to inform parents of how your program aligns curriculum plans with early learning standards‚ educate parents on Developmentally Appropriate Practice (DAP)
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Stamp Act The Townshend Acts Taxes on tea “Taxation without Representation” Coercive Acts LESSON OBJECTIVE(S): TSW be able to explain through written expression how the colonists were taxed unfairly. MONITORING STUDENT LEARNING - FORMATIVE AND SUMMATIVE ASSESSMENTS: Formative
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compliance with the NVQ Code of Practice (2008). They will: • • • • • • • • • Develop a plan for internal verification of the programmes for which they are responsible in line with the NVQ Centre Strategy for Internal Verification. Carry out ongoing and summative sampling of portfolios according to the IV Strategy and plan and feed back to the Assessor. Observe assessments by Assessors‚ as directed by the Centre Co-ordinator. Interview candidates. Support and guide Assessors. Ensure fair‚ reliable and consistent
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Diploma TDA 3.7 Support assessment for learning 1. Compare and contrast the roles of the teacher and for the learning support practitioner in assessment of learners’ achievements. 2. Summarise the difference between formative and summative assessment. 3. Explain the characteristics of assessment for learning. 4. Explain the importance and benefits of assessment for learning. 5. Explain how assessment for learning can contribute to planning for the future learning
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the assignment without the assist from their teacher anyway. Making sure that I give them pop-quiz every day until they know what is going on. Summative Assessment would be giving them essay test to see how they can identify content. “In figure 3.1 stated the UDL principle‚ guidelines‚ and checkpoint that teachers have to follow when it becomes summative assessment” (CAST‚ 2011). I will use the rubric to see if the student follows the steps. Also‚ I will be using a Timeline to see how much the
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Portfolio assessment is a multi-faceted process characterized by the following recurrent qualities: * It is continuous and ongoing‚ providing both formative (i.e.‚ ongoing) and summative (i.e.‚ culminating) opportunities for monitoring students’ progress toward achieving essential outcomes. * It is multidimensional‚ i.e.‚ reflecting a wide variety of artifacts and processes reflecting various aspects of students’ learning process(es). * It provides for collaborative reflection‚ including
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best suits them. Once I’ve established their learning style i could then plan my lessons to suit my students and i could also use assessments to gauge their progress during lessons‚ this will be in the form of the initial assessment‚ formative and summative assessments. I could explain my teaching plan to the class‚ the aim and objective of the lesson‚ this way the students will be clear what the session entails and what they have to know at the end of the lesson. In making sure no student is left
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Module 8: Curriculum EVALUATION In Module 7‚ we discussed the implementation of the curriculum plan. We looked at why people resist change‚ the role of teachers‚ students‚ administrator and parents in ensuring the successful implementation of change. In this chapter‚ we will focus on determining whether the curriculum plan implemented has achieved its goals and objectives as planned. In other words‚ the curriculum has to be evaluated to determine
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teaching c. measure students’ ability d. all of the above 6. An assessment given at the end of a unit of instruction and at term of the year when students are ready to demonstrate achievement of curriculum objectives. a.Diagnostic Test c. Summative Test b.Formative Test d. Placement Test 7. A type of assessment tool used to record whether students have acquired specific knowledge‚ skills processes‚ abilities and attitudes. a.Observation b. Checklist c. Portfolio d. Records
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