...the Principles & Practices of Assessment ------------------------------------------------- Principles and Requirements of Assessment The Functions of Assessment Varieties of Assessment It's been said that in life, timing is everything. As in life, assessments performed at crucial times in the learning process can spell the difference between gathering data to evaluate students and using assessments to enhance learning. Based on timing and purpose, four functions of assessment data are: * Formative Assessment provides diagnostic feedback to students and instructors at short-term intervals (e.g., during a class or on a weekly basis) * Summative assessment provides a description of students' level of attainment upon completion of an activity, module, or course * Evaluative assessment provides instructors with curricular feedback (e.g., the value of a field trip or oral presentation technique) * Educative assessment Integrated within learning activities themselves, educative assessment builds student (and faculty) insight and understandings about their own learning and teaching. In short, assessment IS a form of learning. At its most useful, educative assessment (sometimes termed active assessment) is an episode in the learning process; part of reflection and autobiographical understanding of student progress. Diagnostic and Formative Assessment Diagnostic Pre-Assessments Diagnostic assessments (also known as pre-assessments) provide...
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...seven principles are intended to help transform assessment systems and practice as part of wider school reform. The assessment system should support and be integrated with changes in instruction and curriculum that improve student learning. I believe that DeKalb County uses these principles and indicators to implement their assessment system. Principle one is the primary purpose of the assessment is to improve student learning. According to this principle, assessment systems tend to comprise three main kinds of assessment activities are: classroom assessments, examinations, and large-scale assessments. DeKalb county implements this principle with the usage of SLOs, MAPS,...
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...Quiz Chapter 1-1 Multiple Choice Identify the choice that best completes the statement or answers the question. ____ 1. Which of the following is NOT a basic economic question? |a. |WHAT to produce |c. |WHEN to produce | |b. |FOR WHOM to produce |d. |HOW to produce | ____ 2. What is the fundamental problem of economics? |a. |Scarcity |c. |capital | |b. |the factors of production |d. |labor | ____ 3. Which of the following lists the four factors of production? |a. |land, labor, wants, entrepreneurs |c. |land, labor, capital, scarcity | |b. |labor, needs, capital, entrepreneurs |d. |land, labor, capital, entrepreneurs | ____ 4. Which of the following is NOT a capital good? |a. |a bulldozer at a construction site | |b. |an oven at a bakery | |c. |a cash register at a clothing store ...
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...codes of professional conduct and ethics, and a range of position statements and guidelines. The full list of standards, position papers and guidelines produced by the ANMC can be viewed on the website. The national competency standards for the enrolled nurse are scheduled for review in 2007. This review will be undertaken by a team of expert nursing consultants and will include extensive consultation with nurses around Australia. The purpose underpinning the review will be to contemporise the standards to reflect the changing role of the enrolled nurse within the health environment of today. Whilst ANMC anticipates the resulting standards will be different in some areas from the existing competency standards, they will remain broad and principle based so that they are sufficiently dynamic for practising nurses and the NMRAs to use as a benchmark to...
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...2008 Sunshine Coast Airport: Project Charter Project Management: Principles, Processes and Practice Sunshine Coast Airport Project Charter Project Management Practice: Assessment 1 Team Name: JETTS Group: Simpson Chang, Thomas Le, Trung Huu Nguyen, Safi Ayoush, Edi Ofori Project Management Practice: Assessment 1 1 Page 1/1/2008 Sunshine Coast Airport: Project Charter Project Management: Principles, Processes and Practice CONTENTS Document Management .......................................................................... 4 Distribution List ............................................................................................................................................. 4 Version Control .............................................................................................................................................. 5 Project Registration ....................................................................................................................................... 6 Executive Summary ................................................................................. 7 1 Rationale ..................................................................................................................................................... 7 2 Business Drivers .........................................................................................................................
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...FAO FOOD AND NUTRITION PAPER NUMBER 65 RISK MANAGEMENT AND FOOD SAFETY Report of a Joint FAO/WHO Consultation Rome, Italy, 27 to 31 January 1997 ISSUED BY THE FOOD AND AGRICULTURE ORGANIZATION OF THE UNITED NATIONS IN COLLABORATION WITH THE WORLD HEALTH ORGANIZATION ROME, 1997 The designation employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. First issued in March 1997 in PDF format: reissued in April 1997 with corrections. The copyright in this document is vested in the Food and Agriculture Organization of the United Nations. Application for permission to reproduce this book, in whole or in part, by any method or process, should be addressed, with a statement of the purpose and extent of the reproduction desired, to the Director, Publications Division, Food and Agriculture Organization of the United Nations, Via delle Terme di Caracalla, 00100 Rome, Italy. FAO, Rome, 1997 CONTENTS CONTENTS ................................................................................................................................... iii LIST OF ACRONYMS....................................................................................................................v 1...
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...Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Advanced Practice) 3978-52 600/0573/7 ...
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...The Belmont Report Office of the Secretary Ethical Principles and Guidelines for the Protection of Human Subjects of Research The National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research April 18, 1979 AGENCY: Department of Health, Education, and Welfare. ACTION: Notice of Report for Public Comment. SUMMARY: On July 12, 1974, the National Research Act (Pub. L. 93-348) was signed into law, there-by creating the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. One of the charges to the Commission was to identify the basic ethical principles that should underlie the conduct of biomedical and behavioral research involving human subjects and to develop guidelines which should be followed to assure that such research is conducted in accordance with those principles. In carrying out the above, the Commission was directed to consider: (i) the boundaries between biomedical and behavioral research and the accepted and routine practice of medicine, (ii) the role of assessment of risk-benefit criteria in the determination of the appropriateness of research involving human subjects, (iii) appropriate guidelines for the selection of human subjects for participation in such research and (iv) the nature and definition of informed consent in various research settings. The Belmont Report attempts to summarize the basic ethical principles identified by the Commission in the course of its deliberations...
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...MENTORING IN PRACTICE MODULE CODE: MOD001840 SID NO : 0711950 WORDS : 2,000 SUBMISSION DATE: 10TH OF MAY 2013 The purpose of this essay is to provide a reflective account of mentoring a pre-registration nursing student in practice. A reflective model (Gibbs 1988, appendix 1) I will analyse the experience between myself as a mentor and the student under the supervision of a qualified mentor. The learning styles, The name of individuals involved shall not be mentioned in order to protect confidentiality in accordance to the Nursing and Midwifery Council (NMC, 2008) Emphasis will be put on how an environment may be created to foster a long life learning and teaching and the learning strategies that were utilised, coupled with principles of assessment and the assessment tools that were used. The role of a mentor in facilitating learning will also be appraised. What is reflection? According to, Taylor (2000), “reflection means the throwing back of thoughts and memories in cognitive act such as thinking, contemplation, meditation and any other form of attentive consideration in order to make sense of them, and to make contextually appropriate changes if they are required”. The purpose of reflection as stated by John (1999) is to promote desirable practice through the practitioner's understanding and learning about their lived experiences. John (1999) mentorship reflection. This mentorship encourages practitioners to work through a series of reflective...
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...Assessment for Career Counselor Name: Lecturer: Course Name: Date Assessment for Career Counselor Introduction Career assessment is a process of assessing a person’s interests, skills, personality traits, and values. A person can discover what career suits them best by taking an assessment. If a person’s scores are high in all the areas of assessment, they are assured the job suits them. A career evaluation process involves completing career assessments. These assessments are usually administered by a career counselor. The assessments are not tests since there are no right or wrong answers. The assessment allows a person to see their scores in various careers based on how they answer questions regarding their interests, skills, values and personality traits. Most people use this as a means to make solid career choices (Deborah, 2013). Process of Assessment Standardization is a way to establish uniform procedures to be used in an assessment. Assessment results should be as objective as possible in order to be considered valid and meaningful. Standardized assessment can be ensured by procedures before, during and after testing. (American Speech- Language-Hearing Association, 2015) Before Testing Test developers should provide evidence of what the test measures and the strengths and limitations of the test including the level of precision of test scores. The content and skills that are to be tested are selected and the tests are developed. The students should well prepared...
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...how and what, should be included in assessment, planning and implementing interventions to reduce or eliminate the environmental risk. In addition, nurses must be able to communicate the environmental health risks, provide needed education and advocate for public policies to mitigate the risk to health (Stanhope and Lancaster, 2014). This paper will explore the nurse’s role in environmental nursing through the review of environmental principles, explaining differences between an environmental exposure history and an environmental health exam and the four phases of a chemical exposure. Finally, author will discuss the differences between community-based and community-oriented nursing and explain the how population-based approaches are applicable to the hospital setting. Environmental Principles According to Stanhope and Lancaster (2014), nurses must know how to assess for environmental health risks in order to help the individuals, families and communities they care for. In 1995, The National Academy of Science’s Institute of Medicine (IOM) published a report calling for all nurses to have a basic understanding of environmental health principles including these competencies in all aspects of nursing practice (U.S. Department of Health and Human Services, 2012). Stanhope and Lancaster (2014), aptly explain the four core competencies recommend by the IOM and integrate them with the American Nursing Association’s (ANA) Principles for Environmental Health. 1....
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...satisfaction from learning that will draw them back again and again to lifelong learning. 2. p. 231 (Variant - Objective # 2) The learner has to adjust themselves to an established curriculum and teaching method. As self-direction and self-responsibility are not encouraged, the growing maturity of young people creates a gap between the need and ability to be self-directing and the opportunity to do so. Hence the tension, resentment and even rebellion that is common in secondary schools today. The child's experience is not counted of worth. Learners only learn what is in the syllabus or what they must pass. Learning experiences are organised round the logic of the artificial subject divisions. Motivation is engendered by marks, assessment, parental pressure and teacher approval. As a result, many students leave school having lost interest in learning, disillusioned later in adulthood about the value and enjoyment of returning to learning. Knowles conception of andragogy is an attempt to...
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...BEC970/TEAC4980 Assessment and Evaluation: Alignment Assignment Course Description: This course is designed to help newly hired front-line banking representatives learn the basics of client interaction, including transactional processing, handling client inquiries and concerns, and leveraging trigger events as well as open-ended questions to identify advice opportunities. The learning is delivered in a blended online/in-classroom/in-branch environment with hands-on practice opportunities gained through virtual modules, role-playing with colleagues, and direct client interactions in branch. The course is comprised of seven learning modules/units delivered over a nine week period, with each module delivered over a 1-week period, providing a 2-week intensive hands-on practice opportunity near the end of the program. The flow of the course includes these main topics: 1. Discovery: Learning more about you and understanding your strengths 2. Orientation: The Tools and Resources you need to succeed and where to find them 3. Client Experience: An overview of what a perfect interaction looks like 4. Transaction Processing: Understanding the mechanics of day-to-day transactions 5. Product Knowledge: The nitty-gritty of the products we offer 6. Giving Advice: Discovering needs and providing client-centric advice 7. Client Experience: Juggling it all together ...
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...correctly and it is this cognitive process that enables the child to become proficient in the phonetic analysis skills that are the foundation of the reading process. This guide will include principles of effective instruction and some teaching strategies used to address the needs of students with EBD. At times it will refer to principles governing behavior that impact the outcomes of instruction. It will include some instructional lessons for teaching primary reading and writing, the steps to achieve the objectives and assessment procedures to insure the efficacy of interventions. Since there hasn’t been many scientifically based studies of EBD specific to these subjects (Yell, Meadows, Drasgow, & Shriner, 2009), the guide will show how a task analysis can be used to design an effective lesson. Teaching children with EBD is compounded by the fact that their behavior problems are often caused by social and academic failure (Kauffman, 2005). Therefore, part of the instructional plan must be to eliminate the behavioral problems and substitute replacement behaviors while teaching the student the necessary academic skills. So the principles that guide effective instruction and strategies that support it must be considered. The 8 Principles that Guide Effective Instruction for EBD students...
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...Current Issues Principles of Good Practice for Distance Learning Programs by Barbara Krauth Barbara Krauth (barbkrauth@wiche.edu) is a Research Assistant at WICHE and is involved in the Balancing Quality and Access program of the Western Cooperative for Educational Telecommunications. T 1 This project is supported by the Fund for the Improvement of Postsecondary Education (FIPSE). 6 CAUSE/EFFECT Spring 1996 he Western Cooperative for Educational Telecommunications (WCET), a program of the Western Interstate Commission for Higher Education (WICHE), is at the forefront of a growing movement to develop guidelines for evaluating distance learning programs. The Western Cooperative’s project, Balancing Quality and Access: Reducing State Policy Barriers to Electronically Delivered Higher Education,1 is only one of several efforts under way to develop “standards” or “principles” for higher education programs delivered via telecommunications. The project’s overall goal is to encourage the interstate delivery of high quality education programs via electronic means to students in the Western states. At its heart are two questions: what does “quality” mean, and how can it be addressed? The quality question is being asked by a variety of interested parties, for up to now there has been nothing to guide the review of electronically offered programs from any relevant perspective. That is, neither state agencies responsible for approving higher education programs, the regional...
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