...Final Exam: Outcomes Assessment Essay Mary Smith July 4, 2010 Dr. Marsha Riggio - Instructor Strayer University Final Exam: Outcomes Assessment Essay Quote #0 – Peter (sample for you, so delete this when done) Psychological Concepts in Quote Peter’s quote describes how his Uncle Tex reacted to learning that he had a terminal illness. This relates to the stages of dying proposed by Elizabeth Kubler-Ross. When Tex first gets the news, he refuses to acknowledge the situation, which corresponds to Kubler-Ross’s stage of “Denial”. Later, Tex becomes very difficult, lashing out at his family, which corresponds to Kubler-Ross’s stage of “Anger”. Thus, Peter’s description of Tex’s experience goes along with the first two of Kubler-Ross’s stages of dying. General Perspective of the Concept Kubler-Ross’s stages of dying theory falls under the general perspective of developmental approaches to psychology. Like several other developmental theories, it is a stage theory. Kubler-Ross proposes that there are five stages to the process of dying: denial, anger, bargaining, depression and acceptance. This is a true stage theory which holds that persons go through this series of stages in this particular order. At first, the dying person tries to evade the reality of the diagnosis (denial). As the reality of the diagnosis sinks in, the dying person tends to lash out at family and caregivers (anger). Subsequently, the dying person develops the hope that death can...
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...After reading the fictional narrative about Glen I notice three concepts about psychology and they are adrenaline, anal stage and evolutionary psychology. The adrenaline closely connected to important regions of the brain that pay a role in emotion with Glen’s personal life having difficulty forming lasting intimate relationships. Anal stage is response to efforts by parents to toilet train their children. Evolutionary psychology is one major reason for this shift in opinion is the development and rapid growth of the new field that Glen took on during his adult life. The first concept is adrenaline. Hormones that help the body handle emergencies by increasing heart rate, blood pressure, and sugar in the blood. Its part of the endocrine system and associated with humanistic theories. Humanistic theories are theories of personality emphasizing personality responsibility and innate tendencies toward personal growth. When it was time for Glen to speak at regional meetings of his company he can feel his adrenaline rush going through his body that cause un excessive sweating and his heart would be pounding. After he finally notice this happening he than turn to medication that would put the stop on his sympathetic nervous system. Which means this system prepares the body for using energy, as in vigorous physical actions that Glen was feeling. These concepts are related to each other by the removal of Glen’s obstacles that prevent natural growth processed from proceeding to becoming...
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... 2 1.1 Assessment Activities 2 1.1.1 Assessment Activity 1: the educator assessment 2 1.1.2 Assessment Activity 2: peer assessment 5 1.1.3 Assessment Activity 3: self-assessment 8 C) Question 2 11 2.1 Assessment Activity1 and design on Assessment Checklist 12 2.2 Assessment Activity2 and design on Assessment Grid 13 2.3 Assessment Activity3 and design an Assessment Rubric 14 D) Conclusion 15 E) Bibliography 15 A) Introduction In this assignment I will be applying the assessment work which I do with my learners in my subject I teach as an educator as assessor. I will apply the theory of assessment as contained in the study guide and the textbook. I will also design my own assessment instruments for the assessment of learners in the subject. B)...
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...THE EDUCATOR AS ASSESSOR EDAHOD5 ASSIGNMENT 2 BY STUDENT NUMBER: 33686735 TABLE OF CONTENT QUESTION 1 1. ASSESSMENT TASK 1.1 ASSESSMENT CHECKLIST 1.2 ASSESSMENT GRID 1.3 ASSESSMENT RUBRIC QUESTION 2 2.1 ASSESSMENT PLANNING 2.2 ASSESSMENT ACTIVITIES 2.2.1 ASSESSMENT ACTIVITY FOR LESSON TOPIC: CARTOON 2.2.2 ASSESSMENT ACTIVITY FOR LESSON TOPIC: PERSUASIVE ESSAY 2.2.3 ASSESSMENT ACTIVITY FOR LESSON TOPIC: MOVIE POSTER BIBLIOGRAPHY QUESTION 1 1. ASSESSMENT TASK Design a personal planner that covers the week from Monday to Sunday. Clearly mark the times starting from 6am to 10pm. Use a table format for your planner. Give your planner an appropriate title. Fill in a minimum of four activities that occupy your day. Colour code your priorities clearly and indicate what each colour means e.g. Red = important. 1.1 ASSESSMENT CHECKLIST Checklist for personal planner | Yes/no | 1. Title provided | | 2. Correct format used | | 3. Days clearly indicated | | 4. Times correctly indicated | | 5. Activities filled in on planner | | 6. Priorities clearly shown | | 7. Planner colour coded | | 8. Meaning of colour indicated | | Minimum standard: 8 | 1.2 ASSESSMENT GRID Learner’s name: Grade: Assessor: Date: Criteria | Maximum | Student’s mark | 1. Title provided | 1 | | 2. Correct format used | 2 | | 3. Days clearly indicated | 7 | | 4. Times correctly indicated | 3 | | 5. Activities filled in on planner | 4 | ...
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...Self-Assessment Tasks Plan MBA6004 Foundational Skills for Business Leaders Unit 1 Assignment 1 Introduction This report is a self-assessment of the written and Excel skills evaluation that is required by Capella. Based on the results from the assessment, the student is required to create an action plan for improving those skills in this course and future courses. The self-evaluation consists of three components. The first assessment consists of 20 multiple-choice questions. The second assessment instructs the student to write an essay on a given topic. The final assessment consists of 20 multiple-choice questions to determine the student proficiency and competency with Microsoft Excel. Once the self-assessment has been completed, the outcome of each assessment is made available to the student. This paper will discuss the steps that will be taken while pursuing my MBA degree. Learner Action Plan The Action Plan tab is designed to help students organize and manage key academic courses, structure professional and life tasks to support the students through the program to ensure overall academic success. The Skill Enhancement tab provides an extensive list of tutorial and self-paced courses to improve both your writing skills and Excel skills. Figure 1: Skills Enhancement Based on my assessment results, an action plan was developed that involved improving my writing and enhancing skills in Excel. My action plan does show that the dates that have been set to complete...
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...827947 Question 1: Illustrate your thinking about assessment by describing three separate assessment tasks/activities your learners have to do in your subject/learning area and which you or your learners have to assess. Your descriptions must be in response to 14 very specific aspects/strategies of assessment. These 14 aspects/strategies are included below as 14 questions. 1. Subject/learning area, lesson topic, and grade to be assessed: Subject/learning area: English – Home Language Lesson topic: The lesson topic is types of writing texts: write a narrative essay. Learners are to plan, prepare and write a narrative essay. The topic will be given in both writing and as a corresponding pictorial representation. Grade: 8 2. Learning outcome to be assessed In accordance with the CAPS document, the learning outcome for this assessment is imaginative formulation, writing and presenting a written essay. To complete this task the learner will need to do/demonstrate the following: • Use language to think and reason out creative ideas • Apply the reasoning process to capturing ideas and transfer them to written words • Write and present a mixed variety of factual and creative texts to suit a variety of purposes. • The learner will know and be able to use the sounds, words and grammar of the English language to complete the task. 3. Assessment standards to be used in this task: • Individual assessment (no group work or collaboration) • Consulting a dictionary...
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...EDU 225 Instructional Technology Benchmark Assessment and Rubric Targeted Essential Learning Students study and utilize a variety of technologies such as computer software and hardware and will develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge to better utilize emerging technology. (APTS 3, INTASC 6) Assessment Tool Selected 1) Comprehensive Classroom Technology Plan 2) Reflection Essay Specific Performance/Task(s) Select and implement appropriate technology and resources. (APTS 3.11) Select and use research-based strategies to engage learners. (APTS 3.12) Relevancy of Task to Teacher Candidate Demonstrate the effective use of technology to foster active inquiry, promote collaboration, and support interaction in the classroom. Assessment: Student Prompts/Teacher Directions Comprehensive Classroom Technology Plan (e-Portfolio Assignment) In Modules 2-6 you will be drafting the component parts of a Comprehensive Classroom Technology Plan for use in a 21st century classroom. The Comprehensive Classroom Technology Plan will include the sections listed below. Drafts of these sections will be submitted throughout the course for instructor feedback and will be revised for inclusion in the Benchmark Assessment, due in Module 7. A Reflection Essay will also be prepared to accompany the plan. The plan is composed of the following components: * Section One: Mission and Vision...
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...MGMT20125 Leadership and Governance Term 1 - 2013 Profile information current as at 22-Mar-2013 16:04 Assessment Tasks WRITTEN ASSESSMENT Assessment Title Assessment item 1— Essay This assignment requires you to write an essay on why the leader’s role is critical to effective governance of organisations. Your essay topic should be informed by the extant literature on leadership and governance, especially literature which points to the need for organisations to develop forms of leadership and governance that operate effectively across shifting boundaries of the new economy. You are also required to examine literature highlighting the need for organisations to create ethical corporate culture (Caldwell et al 2008; Schwartz 2013) since ethical leadership influences group in-role performance (Walumbwa et al 2012). Finally, you will review the existing leadership research which proposes relationships between organisational leadership, leadership development, followership, organisational governance and organisational performance (Carcello 2009). Caldwell, C, Hayes, LA, Karri, R & Bernal, P 2008, ‘Ethical stewardship: implications for leadership and trust’, Journal of Business Ethics, vol. 78, pp. 153-164 (online EBSCOHOST). Carcello, JV 2009, 'Governance and the common good', Journal of Business Ethics, vol. 89, pp. 11–18 (online EBSCOHOST). Schwartz, MS, 2013, ‘Developing and sustaining an ethical corporate culture: the core elements’, Business Horizons, vol.56,...
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...The Educator as Assessor EDAHOD5 UNISA Assignment 1 by Student number 30557623 Question 1: Assessment instrument 1 Strategies for Assessment Learners, in pairs, have to prepare and deliver an oral presentation of any genre and topic, as agreed upon with the educator. The length of delivery should not exceed 10 minutes. The following assessment rubric will be used by the other learners in the class to assess the presentation. 1a. Subject/learning area 1b. Lesson topic to be assessed 1c. Grade to be assessed English FAL Oral presentation in pair: (with guidance from teacher on choice of topic and format of presentation if necessary) Grade 11 2. Learning outcome/topic Learning outcome 1 (NCS): Listening and speaking: The learner is able to listen and speak for a variety of purposes, audiences and contexts. to be assessed 3. Assessment standards applied (the exact assessment standards that will apply will depend on the genre (debate, research report, narration, argument, etc.) of oral presentation the pair of learners opt for) We know this when the learner is able to: a) demonstrate knowledge i) learn about and share ideas and concepts, comment on experiences, of different forms of oral defend a position, make an unprepared response, read aloud, tell a story; communication for social purposes: ii) interact in group discussions by expressing own ideas and opinions and listening to and respecting those of others, while engaging with a range of issues such as inclusivity and...
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...ACHIEVEMENT REQUIREMENTS GSW 1110 Section 146L Fall 2015 |Instructor: |Joseph Celizic | |E-mail: |cjoseph@bgsu.edu | |Office: |421 East Hall | |Office Hours: |Tuesday & Thursday: 4:00 – 5:30 | | |(and by appointment) | |Mailbox: |210 East Hall (my mailbox is above my name) | |Learning Commons: |140 Jerome Library | |Learning Commons Phone: |372-2823 (call ahead to make an appointment) | REQUIRED COURSE TEXTS AND MATERIALS • Kirszner & Mandell’s The Brief Wadsworth Handbook (BGSU Special Edition). 7th edition. Laurie Kirszner and Stephen Mandell. Wadsworth, Cengage Learning, 2013 • A laptop with a word processing program (Microsoft Word or Open Office) that you must bring to every class, fully...
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...CLASSROOM ASSESSMENT CHAPTER 10 l Classroom Assessment LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Define assessment; 2. Explain the basic concepts in assessment; 3. Explain how to plan for assessment; 4. Describe types of assessment in the classroom; 5. Explain what is teacher-made tests; 6. Describe what is standardized tests; and 7. Explain what is authentic assessment. 254 CHAPTER 10 CHAPTER 10 l CLASSROOM ASSESSMENT INTRODUCTION One of the most basic and difficult task that teachers face in their work is the process of assessment. Classroom assessment includes all the process involved in making decisions about students learning progress. It includes the observation of students’ written work, their answers to questions in class, and performance on teacher-made and standardized tests. According to (Koyalik, 2002 as cited in Eggen & Kauchak, 2004): i. It facilitates teachers in decision making about learning progress through systematic information gathering. Besides that, assessment also accomplishes two other important goals; increasing learning and increasing motivation. The relationship between learning and assessment is very strong. Students learn more in classes where assessment is an integral part of instruction than in those where it isn’t. Brief assessment that provides frequent feedback about learning progress is more effective than long, infrequent ones, like once-a-term tests. 255 255 CLASSROOM...
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...University of East London, School of Architecture Computing and Engineering Architecture Level One 2013/14 History and Theory, Technical and Professional Studies Module AR 1002 History and Theory Essay 1 Choose a building built before 1900 which you can visit or have visited, and on which you can find at least two relevant published accounts in books, journals or the Internet. Discuss what others say about the building, be critical and reflective and relate them to your own experience. A bibliography of books and sources used in the preparation of the essay needs to be included. Quotes and research sources need to be referenced (i.e. Harvard referencing). The words you use must be your own (see note on plagiarism and referencing below). Guide to length: 1000 words Illustrate your essay appropriately and consider the presentation of the work. Use the Essay Template provided. Use the Writing Skills Handbook to help you research and write your essay. This work should demonstrate your skills in the following areas, and these will be used as criteria for assessment: - To access resources, both print and electronic, available in the Library and record information from a variety of sources - Interpret published data - Read texts critically and be able to summarise, reference and quote them - To evolve architectural judgements on the basis of research and experience - Present your research and ideas in a structured and coherent way - Understand...
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...Example assessment & marking criteria |Assessment type: |Learning portfolio | |Subject: |EML110 English Curriculum: Understanding Language and Literacy | | |This subject introduces foundational concepts about language and literacy as sociocultural practices, and theories and models of language acquisition and early literacy | | |development. Students will explore contextual factors that impact language and literacy development such as cultural and linguistic diversity, and the influence of | | |globalisation and new technologies on literacy teaching and learning. Students will critically engage with English Curriculum documents to understand the intent and | | |organisation of English through the strands of language, literacy and literature. Students will develop core practices related to collecting, analysing and interpreting | | |data in order to understand children's early language and literacy experiences in a range of contexts. They will connect these experiences to pedagogical...
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... [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] |Assessment type |Hand in date |Percentage of Marks |Assessment description | |Formative assessment |27 March 2015 |0% |Assignment Plan | |Summative assessment |11 May 2015 |10% |Group Presentation | |Summative assessment |25 May 2015 |30% |Individual Supporting Summary | | | | |750 words | |Summative assessment |12 June 2015 |60% |Essay 1,500 | [pic] | | |What’s the module all about? | |Module and Programme Learning Outcomes | |Assessments | |Handing in your work | |Texts | |At-a-glance module calendar | |Assessment Workshops | | ...
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...UNIVERSITY OF SUNDERLAND / SEGi UNIVERSITY BA (HONS) BUSINESS & MANAGEMENT Module: Core Business Skills Code: UGB 103 Assessment Element 1: Skills Audit and PDP Plan (Total 15 module marks) (This assignment covers the following skills learning outcomes, taken from the Module Guide: Skills:- 8 - Manage own time, including setting own goals and targets for Progress Files) Date of Submission: 12th October 2012 TASK: Draw up an initial skills assessment to rate your skills level. Your assessment should include an analysis of your current strengths and weaknesses, personal development goals, and action plan. To complete this task you are required to: 1. Complete Form A “Self Assessment of my Present University Skills”, Form B “Areas for Discussion with your tutor”, and Form C “PDP Plan”. You may proceed with this activity after personally meeting and discussing with your tutor. 2. For further information please to refer to “Guide to Finding Study Skills Support & Starting Out on your Personal Development”, available on Sunspace in the UGB103 site. FORM A (3 Marks) SELF ASSESSMENT OF MY PRESENT UNIVERSITY SKILLS |Name: | |Date: | |Rate your Skills and Abilities ...
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