...Assessment Exemplar Assessment tasks The table below summarises how the assessment exemplar task is to be marked and also indicates the evidence which should be retained for external moderation. |Suggested task |Suggested evidence to be retained | | | | |Project |All candidate evidence to be retained | |This project-based Graded Unit is in the form of a case | | |study and will be marked out of 100. Assessors will |All checklists to be completed and retained | |aggregate the marks achieved by the candidate for each | | |stage to arrive at an overall mark for the project. | | |Assessors will then assign a grade to the candidate for | | |this Graded Unit assessment based on the following grade | | |boundaries: | | | ...
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...of performance assessments. This paper will also examine if the topic impacts curriculum and standards, and will critically analyze if the impact seems appropriate. Body Generally speaking, coming to terms with a good definition of performance assessments, from Frey and Schmitt points of view, was difficult to capture. Although they made mention of classroom assessments (performance, authentic, and formative), they compared and contrasted other scholars views. Therefore, my focus shifted to additional articles. According to the Education Consumer Guide, performance assessment also known as alternative or authentic assessments, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. For example, a student may be asked to explain historical events, generate scientific hypotheses, solve math problems, converse in a foreign language, or conduct research on an assigned topic (Office of Research, Sep 93). As you see from the examples above, performance assessments require the student to display or show what they can do. This performance can take the form of responding to an activity by assessing their thinking, problem solving, or writing abilities to name a few. Several features or methods of assessing student’s performance are currently being used. My discussion will briefly explain and provide examples of the following three methods: 1) open-ended or extended response exercises, 2) extended tasks, and 3) portfolios...
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...Explain the factors involved in planning the monitoring and assessment of work performance. 4.2. Factors involved in planning the monitoring and assessment of work performance. 4.3. Evaluate the success of the Assessment. 4.4. Explain ways to motivate staff to achieve objectives 4.1. Explain the factors involved in planning the monitoring and assessment of work performance. Business pressures are ever-increasing and organizations are now required to become even more effective and efficient, execute better on business strategy, and do more with less to remain competitive. This puts focus on the work process and improving efficiency in how it is carried out. A work process is a series of steps or activities that use different organization resources (e.g., information, raw materials, human labor, machinery, supplies) to provide a product or service. When thinking about how work gets done in an organization, we usually focus on how people do their jobs and how each team and department gets the work done. Organizations are implementing innovative solutions to ensure that work processes deliver real results and improve business performance. Managers use many assessment tools and processes to assess, improve and monitor work processes. What is Performance Assessment? Performance assessment is a process that enables managers...
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...Assessment Task B2 | Co-Assessed CHCECE022; CHCECE023; CHCECE024Carry out a series of tasks in the work placement setting and write a program based on the information collected | Method of assessment | Individual task that needs to be completed in the workplace and in or out of class | Conditions of assessment | Report / Third Party Evidence | Elements | 1, 2, 3, 4 | Resources to be used: | SBC Class Notes (Provided by SBC), Handouts (Provided by SBC) Australian Children’s Education and Care Quality Authority (2011). Guide to the National Quality Standard. ACT: Commonwealth of Australia (Provided by SBC) Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR (Provided by SBC)Education and Care Services National Regulations, Ministerial Council for Education, Early Childhood Development and Youth Affairs (2011)(Provided by SBC) | CHCECE022 Promote Children’s Agency | Unit PurposeThe assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to promote and encourage children’s agency. | CHCECE023 Analyse Information to Inform Learning | Unit PurposeThe assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to gather and analyse information about children’s learning, in order to inform practice. |...
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...5/21/2011 Strategic Planning In real life, strategy is actually very straightforward. Pick a general direction and implement like hell.” Jack Welch, Chairman and CEO, General Electric between 1981 and 2001 1 5/21/2011 • “We have a strategic plan, It´s called doing things.” Herb Kelleher, Cofounder and CEO of Southwest Airlines between 1971 and 2008 • “Strategy is 10 per cent vision and 90 per cent execution.” Percy Barnevik, CEO and Chairman of Asea Brown Boveri between 1988 and 2002 2 5/21/2011 Revolutionary Strategy • When Strategic Planning isn’t Strategic – It should not be just an annual ritual – It should challenge the limits of industry – It should harness the creative potential of a large portion of the organization – Planning is not the same as strategizing – Planning is programming not discovering – Strategy discovery is not incrementalism 3 5/21/2011 Revolutionary Strategy • Principle 2 Strategy Making must be Subversive – Revolutionaries are subversive and enlightened – Be a rule maker not a rule taker Revolutionary Strategy • Principle 3 The bottle neck is at the top of the bottle – the top is where least diversity of experience lives – the top is where there is greatest investment in the past – the top is where there is great reverence in industry dogma 4 5/21/2011 Revolutionary Strategy • Principle 4 Revolutionaries exist in every Company/Organization – They are the maligned middle managers – Allow them to participate in the strategising...
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...Registration Number: | |Unit Number: Unit 12 – Strategic Planning |Unit Number/Code: H/602/2330 | |Credit Value: 15 credits |Guided Learning Hours: 45 | |Assessor/Tutor: Altaf Khoso |Internal Verifier: | |Assignment QA Approval Date: 13th September 2011 |Date Issued to Learner: | | | |Draft Submission Date: 16/08/2013 | |Final Submission Date: 16/08/2013 | | | |Formative Assessment (progress checks) hand in dates. (1)………………………… (2)……………………………… ...
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...ASSIGNMENT Task for Unit: Planning and Leading a Complex Team Activity Centre Number | Centre Name | Learner Registration No | Learner Name | TASKThe purpose of this unit is to enable candidates to plan and lead a complex team activity which demonstrates their leadership skills note:An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification).If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacityThe nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded. | Please use the headings shown below when writing up your assignment | Assessment Criteria | Be able to plan a complex team activity Provide the purpose, aims and measurable objectives for a complex team activity and to identify the tasks and resources required, taking any operational constraints into consideration.You are then required to produce a correct and appropriate implementation plan for the activity, assessing...
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...Manage Project Time Assessment Activities & Exercises Candidate Details Assessment – BSB51407 - Time Please complete the following activities and hand in to your trainer for review. This forms part of your assessment. Name: _____________________________________________________________ Address: _____________________________________________________________ _____________________________________________________________ Email: _____________________________________________________________ Employer: _____________________________________________________________ Declaration I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. Signed: ____________________________________________________________ Date: ____________________________________________________________ If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below; This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us...
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...| |Distribution date |Submission deadline | |W/C – 22/09/14 |7th December 2014 | | | | |Assignment title |Operations Management in Business | |Learning Outcome | |Assessment Criteria |In this assessment you will have the opportunity to present |Task no. | | | |Learning outcome | |evidence that shows you are able to: | |Evidence | | | | |...
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...MGT2 - IT Project Management Course of Study This course supports the assessments for MGT2. The course covers 8 competencies and represents 3 competency units. Introduction Overview Project management is a systematic approach to solving a problem, taking advantage of an opportunity, improving a process, or otherwise creating something. A project goes through several phases, with a distinct beginning and end. A successful project includes effectively carrying out tasks related to initiating, planning, executing, monitoring/controlling, and closing. Unsuccessful projects often skip some of these steps, perhaps not fully planning everything that needs to be done or forgetting to monitor the team to ensure they are sticking to the plan. An effective project manager foresees problems, makes appropriate trade-offs that ensure successful project completion, and, above all, facilitates communication among all project stakeholders, who are likely each looking for something different from the project. This course provides an overview of the Project Management Institute’s project management methodology. As you learn about the various process groups and knowledge areas, you will apply your knowledge in case studies for planning a project that has not started yet and monitoring/controlling a project that is already underway. You will solve problems, gather information, and make decisions using your expert judgment. The techniques you practice in this course will be beneficial...
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...should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B * 10 hours for revision. Other course planning support You will find other support for planning the course in the Teacher’s Guide. This is a free downloadable resource that you can access at www.edexcel.com/certificate. Edexcel Subject Advisors Edexcel has a team of specialist subject advisors available to help you with implementation of this specification. You can contact them by email...
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...as you complete the 10 tasks that make up the ETT4/5 performance assessment and the EIO4/5 objective assessment. Introduction Welcome to Effective Teaching Practices. Effective teaching depends on effective planning. Teachers need to devote systematic thought to what they want students to learn and to how students will best acquire knowledge and skills. You will learn how to select, develop, and evaluate instructional materials as well as strategies to use to accomplish specific learning goals. You will plan for effective instruction, and then implement those plans. Interactive teaching includes appropriately responding to all of the details that emerge during the presentation of lessons. Teaching is a process. Teachers plan lessons and then present them. They use information about the lesson presentation to make appropriate changes to improve both student achievement and lesson presentation. Outcomes and Evaluations There are 10 competencies covered by this course of study; they are listed in the "Competencies for Effective Teaching Practices: Instructional Presentation and Follow-Up (ETT4/5)" page. The list of competencies is a good overview of precisely what you will know and be able to do at the conclusion of this course of study and demonstrate through assessment. Teaching Dispositions Statement Please review the Statement of Teaching Dispositions. You will complete the following assessments as you work through the course of study. Pre-Assessment You will complete the...
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...London School of Business & Management BTEC Levels 4 & 5 HND Business Centre No Unit No & Unit Title Course Title Lecturer’s Name Assignment Title Date Set Due Date 79829 Unit 19 Marketing Planning HND Business (BTEC Levels 4 & 5) Keeshon Holmes MP Assignment 18th January 2015 17th April 2015 Semester / Academic Year January 2015 Semester Unit Outcomes Covered: LO1. Be able to compile marketing audits LO2. Understand the main barriers to marketing planning LO3. Be able to formulate a marketing plan for a product or service LO4. Understand ethical issues in marketing GRADING OPPORTUNITIES AVAILABLE Outcomes/ Grade Descriptors AC1.1 √ AC1.2 √ AC1.3 √ AC1.4 √ AC2.1 √ AC2.2 √ AC3.1 √ AC3.2 √ AC3.3 √ AC3.4 √ AC3.5 √ Outcomes/ Grade Descriptors AC4.1 √ AC4.2 √ AC4.3 √ M1 √ M2 √ M3 √ D1 √ D2 √ D3 √ Assessor: ___/___/___ Signature: ______________ Date: January 2015 Semester 1 Tutor Notes Key Points: Answer All questions in this assignment Your assignment/report should be submitted by the deadline. The assignment must be your own work and original in all answers to the tasks. All sources used should be correctly referenced in Harvard format. You will be expected to check spelling mistakes and grammar before submitting your work. The London School of Business and Management Cover sheet should be used in every submitted work. An appropriate report structure should be used, which may include headings such as: Table of Contents, Introduction, Discussion/Evaluation...
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...Unit 16: Human Resource Management in Business (10 Credits) Assessment Sheet Name: ……………………………………………………………………………… | | | | | |Assessment Criteria |Achieved | | | | | |Pass 1 |Describe the internal and external factors to consider when planning the human resource | | | |requirements of an organisation | | | | | | |Pass 2 |Describe how the skills that employees require to carry out jobs in an organisation are | | | |identified | | | | | | |Pass 3 |Outline how an organisation motivates it’s employees | | | | ...
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...B2GLOBAL PROGRAMME BTEC LEVEL 5 HND DIPLOMA IN BUSINESS UNIT SYLLABUS |Assignment Due: | |. Assignment 1: Slot 10 | |. Assignment 2: Slot 38 | |The student must pass these Assignments to pass the course | |Unit Title: |Business Strategy | |Unit Code |A/601/0796 | |QCF level |5 | |Credit value |15 credits | |Pre-requisite | | |Instructor | ...
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