Certificate in Teaching in the Lifelong Learning Sector - (Intensive) |Unit Title |CTLLS UNIT 3 - Principles & Practice of Assessment | |Theory Assessment Number | | |Candidate Name |KEN PHILLIPS |Candidate Number | | |Date Issued |
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of formative assessment is to gather feedback that can be used by the instructor and the students to guide improvements in the ongoing teaching and learning context. These are low stakes assessments for students and instructors. Summative Assessment The goal of summative assessment is to measure the level of success or proficiency that has been obtained at the end of an instructional unit‚ by comparing it against some standard or benchmark. Examples: • Examples: • • • Asking students to submit
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REFLECT ON OWN ROLE‚ RESPONSIBILITIES AND BOUNDARIES OF ROLE IN RELATION TO TEACHING AND LEARNING We will discuss and review the role and responsibilities of a teacher. This will lead onto a discussion of the boundaries of the role. Role and responsibilities of a teacher A teacher’s role and responsibilities are inter-dependent and vary depending on what is being taught and where. The training cycle (described below) can be used to identify and define these attributes. Identify Needs Teachers
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Supporting Learner Development through Assessment Steffany Ritchie Grand Canyon University: SED 444 April 6‚ 2013 Supporting Learner Development through Assessment Students flourish with the help of well-trained teachers who know how to clarify the learning objectives‚ assess the student‚ and make changes along the way that can support the maximum learning potential of each student. To do this one must carefully align the objectives with assessments to paint a true picture of student learning
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information that you will need from the learner • how and why you involve the learner in the planning process • which standards/criteria are to be assessed (e.g. a module‚ unit‚ award) and whether the assessment is initial‚ formative or summative • the assessment methods you plan to use • how you will make the assessment as holistic as possible • any risks that you need to consider and actions taken to minimise those risks • any adaptations you may make to the
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Comprehensive Classroom Technology Plan Brittany Morrow Grand Canyon University: EDU-225 July 3‚ 2011 Abstract This paper is a personal technology plan that includes my personal philosophy on integrating technology in the classroom as well as my professional goals concerning technology in the classroom. My Mission and Vision Statement are included as well as a plan for communications‚ integrating technology‚ software to support assessment‚ and technology ethics for a strong guideline
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many different purposes and consequently countless methods of assessment. Generally‚ these methods fall into one of five categories‚ each representing different stages of the teaching cycle. They are screening‚ initial‚ diagnostic‚ formative and summative. Screening‚ initial and diagnostic assessments such as Target Skills take place at the beginning of a course and examples are interviews‚ application forms and written or spoken tests (Wilson‚ 2009). Results are used to guide the course choices
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Stephanie Martin Higher Level Teacher Training Course Preparing to Teach in the Lifelong Learning Sector Unit 1 Assignment Q1. Understand own role‚ responsibilities and boundaries of role in relation to teaching. The main role of the teacher is to communicate information in such a way that all students understand what is being said. To ensure this‚ the teacher must understand how people learn and assess the various learning styles within a group. Are
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Carrie Wertepny Domain 1: Culture (Cross-Cultural Communications) Standard 1: Culture as a Factor in ELLs’ Learning Why are having Domain’s and Standards important to teachers? Domains and Standards play a huge part in giving teachers indicators on their children’s performances. We as teachers need certain domains and standards on identifying and monitoring the children’s performances throughout the classroom. Having standards allows us as teachers to indicate their levels of ability and performances
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1.1 An Explanation of each of the areas of learning and how these are interdependent. The EYFS sets the standards for children when they are aged 0-5. It sets out learning and development requirements‚ assessments and the safeguarding and welfare requirements. All schools‚ child minders‚ preschools and nurseries must follow the EYFS as it is a statutory document. There are two areas of learning that children are expected to come across‚ these are the Prime and Specific. Each area is built up of
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