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 developing the learners understanding of
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Glycolysis‚ the Krebs cycle‚ and oxidative phosphorylation are the three stages that coordinate to carry out the energy harvesting function of respiration. Occurring in the cytosol‚ glycolysis initiates the catabolic process by breaking down glucose into two molecule of pyruvate‚ where most of the potential energy is stockpiled. Through the Krebs cycle‚ pyruvate is further oxidized in the mitochondrial matrix‚ where the breakdown of glucose to carbon dioxide is completed
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English Language Learners‚ and they may speak several languages and come from many different cultural backgrounds. These are students who have significant challenges in English which include: reading‚ writing‚ and responding to the subject-matter demands of school. Assessment strategies have influence over the education of English Language Learners since assessments impact the classification‚ identification‚ placements‚ and ongoing specialist care of such students. Also‚ assessment results come from
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Assesment in Education Assessment is the process of collecting information about how students learn and how they perform to improve education. Assessing students’ performance can be done through many ways such as formal or informal‚ individual or collective assessments. When we come to children Assessment is important because of all decisions which will be made about children when teaching and caring for them. Decisions facing our teachers at the beginning involve how best to educate children
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This case study is based on Patricia‚ a Spanish national in her twenties who is in her last year studying an Economics degree course. She is also a student on the Elementary course at the British Language Centre. Patricia’s started learning English at the bi-lingual school she attended. She learnt English for 3 years but did not take any official examinations‚ but sees this as a possibility for the future. At school she learnt English because it was obligatory. The only other language she speaks
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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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Furthermore‚ ELL students are a diverse group that offers challenges and opportunities to the United States education and to the English language arts teachers in particular (“English Language Learners” 2). English Language Learners have varied level of language proficiency‚ for this ELLs are defined as the highly heterogenous and complex group of students. ELLs all come from differents background and cultures‚ most of them are hispanic such as: Mexican‚ Puerto-Rican‚ Dominican‚ Cuban‚ Peruvian
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|practices of assessment | |Level: |3 |Unit Number: |3019 | |Learning outcomes |Assessment criteria | |The learner will: |The learner can:
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This paper considers the process of globalisation and how this process shapes Multinational Corporations (MNC). It will outline how globalisation is affecting MNC’s International Human Resource Management (IHRM) strategies at four levels‚ global‚ regional‚ national and organizational. It will also consider which approaches can be used to analyse the effects of globalizations on MNC‚ in particular cultural and institutional theories. Lastly‚ the differences and similarities in employment relations
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1) Understand how types and methods of assessment are used in lifelong learning. & 1.1) Analysis how types of assessment are used in lifelong learning. Assessment – It is a way of finding out if learning has taken place. It enables the teacher to ascertain if his/her student has gained the required skills‚ knowledge‚ and/or attitudes needed at a given point towards their programme of learning. Types of Assessment: It includes Initial(at the beginning) ‚ Formative (ongoing) ‚ and Summative(at the
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