Unit 9 The types of assessment in lifelong learning are: Diagnostic assessment: This is to assess past learning and is often used to assess the standards of students before work starts Formative assessment: This is an ongoing assessment to see how learners have taken in information and can be conducted as homework‚ quizzes or informal discussions. Summative assessment: The concluding assessment to a period of teaching such as A’ levels or GSCE’s Taking the above there are for’s and against’s
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James Pitman Level 4 PTLLS Unit 009 Oct/Nov 2012 Analyse learning and teaching strategies used in own specialism Strategy | Strengths | Weaknesses | Group discussion | A good way of exploring a topic in depthUseful to assess a learners knowledge and understanding of the topicAll learners can be encouraged to be involvedDiverse characteristics and backgrounds of learners will ensure a well rounded view | Some learners may not feel confident contributing – good ice-breaker required Other
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Support assessment for learning Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners achievements In order to assess pupil’s achievements the teacher will take the main lead in doing so and the learning support practitioner will take guidance from the teacher’s assessments in order to support the pupil’s progress. In order to have a clear vision of the students ability and how they are progressing‚ the class teacher will monitor and assess
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From the Baroque Period through the Romantic Age May 20‚ 2010 Unit 4 Individual Project ART205-1002B-12 American InterContinental University Abstract During this assignment I will talk about three types of Work of Art from three different artists from the Baroque period through the postmodern era. 1). Michelangelo Merisi da Caravaggio; 2) Rembrandt van Rijn; and 3) Peter Paul Rubens‚ these three artists were known for their religious theme in their art work. The naturalism that was visibly
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Unit 4 Assignment S. B. E1 D1 There are many different legislation which establish and maintain a healthy‚ safe and secure environment in the early years setting. Legislation can also support strategies to establish and maintain these secure settings in early years setting because the legislations are in place to ensure certain rules and regulations are followed in order to ensure an environment is safe for all who are in the setting. Five pieces of such legislation are: the Health &
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Studymode HSC Assessment 2029 Meet food safety requirements when providing food and drink. Outcome 1 1. List potential hazards when preparing‚ serving‚ cleaning away or storing food and drink. Be careful not to cut yourself with sharp knives‚ or burn yourself with hot oil or hot water. Keep chemicals stored in separate area from foods. Keep the date opened on containers or leftovers‚ do not use past safe date (varies by type of foods). Ensure food is covered to prevent pests such
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"Hypertension" Sherelle Washington HS200-26 Unit 4 Capstone Project: Hypertension Kaplan University 10/28/14 There are different ways to diagnose your blood pressure. The most common way is to use a blood pressure machine or monitor. The doctor normally takes an inflatable cuff and put it around your arm. The machine gets turned on and the cuff begins to tighten a little around your arm. While the cuff is tightening the machine is checking your blood pressure. Once the cuff deflate
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many other units in this course programme‚ The Learning Outcomes for Unit 5 are to: 1. Know the organisation of the human body. 2. Understand the functioning of the body systems associated with energy metabolism. 3. Understand how homeostatic mechanisms operate in the maintenance of an internal environment 4. Be able to interpret data obtained from monitoring routine variations in the functioning of healthy body systems. Remember: Use the details within the unit specification
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Unit Title: Obtain venous blood samples Unit sector reference: HSC 3053 Level: 3 Credit value: 3 Guided learning hours: 24 Unit accreditation number: D/601/8860 Unit purpose and aim This unit is aimed at health and social care professionals involved in the use of venepuncture/phlebotomy techniques and procedures to obtain venous blood samples from individuals for investigations. Learning Outcomes The learner will: Assessment Criteria The learner can: 1 Understand legislation‚ 1.1 Describe
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genetically passed on‚ it is caused by a defective gene. The cystic fibrosis gene is recessive‚ this means that if a child has a parent who carries the gene they will not get the illness unless the other parent also carries the gene however‚ there is a 1 in 4 chance of catching the disease. Cystic fibrosis causes excess production of a defective protein that causes the lungs to become full of sticky thick mucus. Sufferers of Cystic fibrosis can have
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