Analysis of assessment The word ‘assess’ is a verb meaning to measure: evaluate or estimate the nature‚ quality‚ ability‚ extent‚ or significance of. (http://wordnet.princenton.edu/perl/webwn 2011) This in itself when thinking in terms of teaching implies it is something done with a learner or learners and not the learners themselves. “The evidence used in evaluation may include measurements of learning achievement. To do that we must have reliable and valid methods of assessment”. (Minton 1991
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Theory assignment‚ task 6 Explain the need for keeping records and describe the types of records you would maintain 1. Good record keeping is an important part of a professional’s task. Records should display clear‚ straight forward language‚ be concise‚ and accurate. They should clearly distinguish between facts‚ opinion‚ judgements and assumption Records are a very important reflective tool for both teachers and learners; it allows you to record the learners’ journey from start to finish
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Question 1 How can graphics and/or statistics be used to misrepresent data? Where have you seen this done? Answer: It is a well known fact that statistics can be misleading. They are often used to prove a point and an easily be twisted in favor of that point. Statistics‚ graphics and database are used in medical field to approve‚ prove or disapprove theories‚ analysis and interpretation of ailments‚ medications and its impact and treatment and its effectiveness. As noted by Nursing Research (2011)/
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Unit 301: Understanding the principles and practices of assessment Question 1: Define the key concepts and principles of assessment We should always consider what the assessment experience of assessment is like for our learners. Considering key principles in the designing of our assessments will keep our views fresh and reflective. Key principle 1: Put the learner at the heart of the assessment. The assessment experience should be a motivational one for our learners. It is only by
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LIFELONG LEARNING IN THE WORKPLACE CHRISTOPHER KNAPPER We live in times of unprecedented technological and social change that have profound implications for the nature of work‚ the workplace and our working lives. Adaptability to shifting circumstances and readiness to learn new workrelated knowledge and skills have become almost more important than competence at the tasks for which we were hired. Workers must now be able to deal not just with issues for which they were trained‚ but also to
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The method of formative assessment was first introduced by Michael Scriven in 1967‚ and later re-introduced by Benjamin Bloom‚ who suggested that the term be applied to student learning in 1969. Bloom suggested that formative assessment would be a much more powerful tool if it were separated from the grading process and used primarily as an aid to teaching. Many believe that the practice of formative assessment is rooted in Bloom’s concept of “mastery learning.” This concept is an instructional approach
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and requirements of assessments 1. 1.1 Explain the functions of assessment in learning and development. The functions of assessment in learning and development are a regular process that allows the assessor to gauge the learner’s knowledge and skills against set criteria in the chosen qualification. This is completed at the begging of the qualification so the assessor can see if the learner has skills‚ competence and knowledge to complete the qualification. The assessments are on-going throughout
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Planning For Assessment in Learning Assignment Arts education encourages individual‚ creative responses and needs an appropriate assessment methodology that genuinely reflects the expressive and creative dimensions of art. The aesthetic qualities and understandings that learners’ bring to their work are a valued and important dimension of the art experience (Ross‚ et al 1983: p10). The conception of a fair valid‚ reliable and inclusive assessment tool was motivated by my own reflective teaching
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behaviour = classical conditioning ( conditioned stimuli) & instrumental learning ( discriminative stimuli) Stimulus Control - Habit Learning Motivation = Why individuals initiate choose or persist in specific actions in specific circumstance Motivation is transient / temporary fluctuation of state ( learning is enduring ) and it is energizing Motivation vs Learning: Car analogy - motivation translates learning into action 4 Theories on Motivation: Instinct Theory How
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3.1 SUMMARISE KEY FACTORS TO CONSIDER WHEN PLANNING ASSESSMENT When planning assessment you need to gauge a clear idea of what level the candidate is at to see if they are ready to complete your planned assessment. There are many ways of achieving this knowledge. One method is observation in performance or another by taking an initial assessment test which have seven levels with the basic entry level 1 being the first. Once this knowledge has been gained‚ further knowledge is needed to suit
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