... Discussion Questions 1, 2 and 3 Weekly Summary WEEK 2 Individual Assignment from Text, Questions 1-23 Learning Team, Auditing, Attestation, and Assurance Services Paper 1 Learning Team, Auditing, Attestation, and Assurance Services Paper 2 Discussion Questions 1, 2 and 3 WEEK 3 Individual Assignment from Text, 5-29, 5-30, 6-20, 6-21, 6-22, 7-22 Learning Team Assignment, Assessing Materiality and Risk Simulation Paper Learning Team Assignment, Assessing Materiality and Risk Assessment Presentation Learning Team Assignments from Text, Exercises 6-26, 7-25 Discussion Questions 1, 2 and 3 WEEK 4 Individual Assignment from Text, 8-15, 8-16, 10-31, 10-32 Learning Team Assignment - Apollo Shoes Case Assignment Discussion Questions 1, 2 and 3 WEEK 5 Individual Assignment from Text, 11-6, 11-8, 11-9, 13-8 Learning Team Assignment - Audit Sampling Case Memo Weekly Summary Final Examination ACC 491 Contemporary Auditing 1, Complete Course + Final Exam Purchase here http://chosecourses.com/acc-491-contemporary-auditing-1-complete-course-final-exam Product Description WEEK 1 Individual Assignment, Generally Accepted Auditing Standards Discussion Questions 1, 2 and 3 Weekly Summary WEEK 2 Individual Assignment from Text, Questions 1-23 Learning Team, Auditing, Attestation, and Assurance Services Paper 1 Learning Team, Auditing, Attestation, and Assurance Services Paper 2 Discussion...
Words: 890 - Pages: 4
...Student Self-Assessment Paper Due Week 8 Please answer the following questions based on the Leader’s Self-Insight exercises that you have done so far in each chapter of the Daft textbook, along with the Four Types Temperament Sorter you completed in the Keirsey book[1]. 1. In what areas do I most need to improve my self-awareness? 2. Why? What will be my payoff? 3. What potential obstacles stand in my way? 4. What are the specific things I will do to enhance my self-awareness? 5. When will I do them? 6. How and when will I measure my success? As you answer these questions, please be sure to do the following things: • Give both your name at the top of your paper and the class number that you were assigned for this course • List the numbers of these questions as you answer them • Write between two and six double-spaced, typed pages • Do not e-mail your responses to your instructor, unless requested to do so. • Hand in your self-assessment paper at the start of class for Week 8 • Be sure to keep a copy of this paper for your own use. Guidelines for Writing an Excellent Self-Assessment paper: 1. When you are responding to the above questions, be sure to include in the text of your paper explicit mention by name of the particular self-assessments that have informed and influenced your thinking, and include the page number in Daft or Keirsey where each of these self-assessments is located. For example...
Words: 488 - Pages: 2
...Assessments will be made having regard to the following criteria: • Demonstration of the development of the body of knowledge in the field • The application of theoretical concepts to the case • Demonstration of Understanding regarding the topic construct • Referencing • Clarity of structure • Evidence of reading and appropriately researching the topic (minimum of five (5) academic sources required) Commentary will not normally be physically placed upon the submitted paper. An assessment report and a grade provided upon an A4 sheet will be provided. The viva voce presentation will be assessed against the following criteria with the examiner awarding a mark against the selected criteria. For this item, as a general rule, a=(up to 15 marks); b=(up to 12 marks); c=(up to 10 marks); d=(up to) 7.5 marks 1. Preparation and Presentation – Method and Detail. This segment is worth 15 marks. a. The Group has shown a high level of appropriate preparation and presentation. b. The Group has demonstrated a reasonable level of appropriate preparation and presentation. c. The Group’s preparation and presentation was adequate. d. The Group has not prepared and presented adequately. Submitted Papers will be assessed against the following criteria with the examiner awarding one of the selection items (a) through (d) to the paper in each criteria. For this item, as a general rule, a=(up to) 5 marks, b=(up to) 4 marks, c=(up to) 3 marks, d=(up to) 2.5 marks. The examiner’s final...
Words: 585 - Pages: 3
...EXAMINATIONS GCE Advanced Level MARK SCHEME for the May/June 2014 series 9699 SOCIOLOGY 9699/33 Paper 3 (Social Inequality and Opportunity), maximum raw mark 75 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components. Page 2 1 Mark Scheme GCE A LEVEL – May/June 2014 Syllabus 9699 Paper 33 (a) Explain how the achievement of pupils may be influenced by pupil sub-cultures. [9] 0–4 A few general observations about pupils’ educational achievement, with no direct links to the question, would be worth 1 or 2 marks. A basic account of what is meant by pupil sub-culture, with no further development in relation to the question, would be placed in the higher part of the band. 5–9 Lower in the band, answers are likely to provide a basic account of how achievement at school...
Words: 3917 - Pages: 16
...IGCSE Economics Sample Assessment Materials (SAMs) Edexcel IGCSE in Economics (4EC0) First examination 2011 Edexcel, a Pearson company, is the UK’s largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide. We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cuttingedge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which help to raise attainment. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.org.uk. Acknowledgements This document has been produced by Edexcel on the basis of consultation with teachers, examiners, consultants and other interested parties. Edexcel acknowledges its indebtedness to all those who contributed their time and expertise to its development. Every effort has been made to contact copyright holders to obtain their permission for the use of copyright material. Edexcel will, if notified, be happy...
Words: 4711 - Pages: 19
...Week 1 Discussion Question 1 MGT 307 Week 1 Discussion Question 2 MGT 307 Week 1 Individual Assignment Organizational Behavior Terminology and Concepts Paper MGT 307 Week 2 Discussion Question 1 MGT 307 Week 2 Discussion Question 2 MGT 307 Week 2 Learning Team Assignment Organizational Behavior Forces Discussion MGT 307 Week 3 Discussion Question 1 MGT 307 Week 3 Discussion Question 2 MGT 307 Week 3 Team Assignment DISC Platinum Rule Assessment and Workplace Observation Discussion MGT 307 Week 4 Discussion Question 1 MGT 307 Week 4 Discussion Question 2 MGT 307 Week 4 Individual Assignment Groups and Teams Paper MGT 307 Week 4 Team Assignment Evaluating Performance Through Motivation and Conflict Management Discussion MGT 307 Week 5 Discussion Question 1 MGT 307 Week 5 Discussion Question 2 MGT 307 Week 5 Team Assignment Organizational Trends Discussion MGT 307 FINAL EXAM Activity mode aims to provide quality study notes and tutorials to the students of MGT 307 COMPLETE CLASS in order to ace their studies. MGT 307 COMPLETE CLASS To purchase this visit here: http://www.activitymode.com/product/mgt-307-complete-class/ Contact us at: SUPPORT@ACTIVITYMODE.COM MGT 307 COMPLETE CLASS MGT 307 Week 1 Discussion Question 1 MGT 307 Week 1 Discussion Question 2 MGT 307 Week 1 Individual Assignment Organizational Behavior Terminology and Concepts Paper MGT 307 Week 2 Discussion Question 1 MGT 307 Week 2 Discussion Question 2 MGT 307 Week...
Words: 589 - Pages: 3
...FOR FS 5 Documenting and Assessing Student Progress 1. List of procedures that your resource teacher follows to correct different types of student work (e.g., daily papers, homework, tests, projects, etc.). You may use additional sheet if necessary. 2. List the methods that your resource teacher uses to record student progress (e.g. gradebook, anecdotal notes, progress charts, etc.). 3. List any time-saving tips you have observed your resource teacher used in correcting papers or recording information. 4. What is the school’s policy for grading and maintaining student records? Permanent record folders? Subject-related progress charts? _______________________________ ____________ Name and Signature of Resource Teacher Date Form2 for FS 5 Assessing Student Activities: Product vs. Process Interview your resource teacher about the following: 1. How do you score student papers, projects, and written assignments? Are there certain procedures followed? Explain. 2. When scoring written assignments or students projects using a holistic rubric, how do you set criteria? What do you look? How is it different from traditional scoring of written assignments and student projects? 3. How do you assess cooperative learning projects? Should these be assessed? 4. How do you assess laboratory work, experiential projects, performances, outcome-based learning, extra credit or enrichment work? 5. How can a variety of assessment strategies...
Words: 396 - Pages: 2
...Classroom Assessment Techniques-One Minute Paper Kendra Strenth Samford University Classroom Assessment Techniques-One Minute Paper Classroom assessment techniques (CAT’s) are assessments conducted in the classroom to assess student learning. This type of assessment helps identify progress of the student and also identify areas that may need improvement. All types of CAT’s are to help facilitate the learning environment (Rowles, 2009). CAT’s are a formative type of assessment which involves immediate interaction between the instructor and student. They are used to assess students’ learning, attitudes, study habits, response to classroom teaching strategies and to help the instructor plan for future teaching strategies and concepts (Rowles, 2009). There are three phases to developing and using CAT’s. The first phase involves the planning phase: determining what setting it will be used in, what information will be obtained and what CAT will be used. The second phase is the actual implementation of the CAT. The final stage involves the results and responding to the CAT. The instructor should review the results and report the finding to the class and reflect on the CAT to identify if it accomplished the goal of the first phase (Rowles, 2009). I chose to evaluate the One-Minute Paper CAT. The One-Minute-Paper has been used the most and is a quick and easy way to assess classroom teaching and learning (Angelo & Cross, 1993). To use the One-Minute Paper, the instructor...
Words: 929 - Pages: 4
...comprehensive support for students completing the above mentioned Degree programme. © This publication may not be reproduced, in whole or in part without permission in from University College Dublin. Module Co-ordinator: Dr Yousef Eiadat & Dr Richard Tan Contact details Mobile: TBA Office: TBA Email: rich_bsc@yahoo.com.sg 2 TABLE OF CONTENTS PAGE Welcome message 1. INTRODUCTION a. Background details b. Module aims 2. MODULE OUTLINE a. Module learning outcomes b. Themes and topics c. Learning supports 3. MODULE DELIVERY SCHEDULE a. Session arrangements b. Student engagement c. Office hours arrangements 4. ASSESSMENT DETAILS a. Assignments b. Module assessment components i. Pre module assignment ii. Group project iii. Examination 5. GRADING a. University grading policy b. Grade descriptors for assessment components 6. CONCLUDING COMMENTS APPENDICES 5 6 10 12 16 19 21 3 Welcome message Welcome to this unit on Business Policy. Dr Yousef Eiadat will be joining me in teaching this course. In this unit we aim to build skills in Strategic planning – the analysis behind strategic decisions, the crafting of strategies and the implementation of them to ensure organisational success. Strategy involves managing the interface between an organization and its external environment. To this end, the first three topics develop skills in strategic analysis, leading to consideration of the positioning of an organisation in its strategic environment. These cover...
Words: 4379 - Pages: 18
...2013 Contents 1. Introduction .................................................................................................................... 2 1.1 1.2 1.3 1.4 1.5 Why choose Cambridge? Why choose Cambridge IGCSE? Why choose Cambridge IGCSE Combined Science? Cambridge ICE (International Certificate of Education) How can I find out more? 2. Teacher support.............................................................................................................. 5 2.1 Support materials 2.2 Resource lists 2.3 Training 3. Syllabus content at a glance ........................................................................................... 6 4. Assessment at a glance ................................................................................................. 9 5. Syllabus aims and assessment objectives ................................................................... 11 5.1 5.2 5.3 5.4 5.5 Syllabus aims Assessment objectives Scheme of assessment Weightings Conventions (e.g. signs, symbols, terminology and nomenclature) 6. Curriculum content...
Words: 17330 - Pages: 70
...------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- UNIVERSITY COLLEGE DUBLIN ------------------------------------------------- NATIONAL UNIVERSITY OF IRELAND, DUBLIN ------------------------------------------------- ------------------------------------------------- MASTER OF SCIENCE (SINGAPORE) ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Business Policy ------------------------------------------------- BMGT 4025S ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- STUDY GUIDE ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- MSc14/15 FT / Singapore ------------------------------------------------- ------------------------------------------------- Copyright October 2012 Author: Dr Yousef Eiadat and Dr Richard Tan (2012) This manual was prepared for University College Dublin as a comprehensive support for students...
Words: 4355 - Pages: 18
...sjc-cavite.edu.ph FIELD STUDY 5 LEARNING ASSESSMENT STRATEGIES Second Semester 2014- 2015 Cav National High School FS Student- BSED III Mr. Resource Teacher M Department Head English Department Field Study 5- Learning Assessment Strategies EPISODE | RATING | COMMENTS | Form 1 for FS 5Documenting and Assessing Student Progress | | | Episode 1Documenting and Assessing Student Progress | | | Episode 2Assessment Tools in the Learning Environment | | | Episode 3Log Me | | | Episode 4Product Oriented Assessment | | | Episode 5Available Tests and Measurement | | | Episode 6Student Reflection | | | General Reflection | | | FORM 1 FOR FS 5 DOCUMENTING AND ASSESSING STUDENT PROGRESS (answered by my resource teacher) 1. List the procedures you follow to correct different types of student work (e.g. Daily papers, homework, test, projects, etc.) * According to my resource teacher, he corrects class’ homework orally/ on- the- spot to the class, however those essays, he is the one who checks it. And when it comes to checking of projects he prefers using rubrics for checking. 2. List the methods you use to record student progress (e.g. grade book, anecdotal records, progress charts, etc) * According to my resource teacher, he uses the traditional class records in recording the students’ progress. 3. List any time saving tips you have discovered for correcting papers or recording information. ...
Words: 4298 - Pages: 18
...CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examinations Economics Syllabus Effective for examinations from May/June 2010 Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W.I. Telephone Number: (876) 920-6714 Facsimile Number: (876) 967-4972 E-mail address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2008, by Caribbean Examinations Council The Garrison, St. Michael BB 11158, Barbados CXC A20/U2/08 This document CXC A20/U2/08 replaces CXC A20/U2/03 issued in 2003. Please note that the syllabus was revised and amendments are indicated by italics and vertical lines. First Issued 2003 Revised 2008 Please check the website www.cxc.org for updates on CXC’s syllabuses. CXC A20/U2/08 Contents RATIONALE ........................................................................................................................................... 1 AIMS ....................................................................................................................................................... 2 SKILLS AND ABILITIES TO BE ASSESSED ....................................................................................... 2 PRE-REQUISITES OF THE SYLLABUS .............................................................................................. 3 STRUCTURE OF THE SYLLABUS ..............................
Words: 11910 - Pages: 48
...Ethical Self Assessment Abstract * As Health care executives in this globally diverse world where cultural beliefs blends with societal ethics can one truly define ethics? What might be right to one person may not be right to another person. Ethics is one of the most important topics that should be addressed not just in this industry but in every aspects of the business world. But a major challenge with ethics is that it is a very relative term. After completing the American College of Healthcare Executives Ethical Self Assessment, the author found answers to questions included in this paper. Such this paper will address what I learn about my own ethical decision making from the self-assessments. The effect of professional ACHE standards to my ethical decision making will be discussed in this paper. How my individual ethics influence my decision making will be enumerated in this paper. Finally the strategies that I can adopt to improve my ethical decision making in the future will be enumerated in this paper. Ethical Self Assessment Paper As Hermans and Oles (1994) states, “The human person not only lives in a world of values but also is able to create values on a personal perspective” (p. 569). Value to me simply describes an individual or cultural belief system an individual may have. Values are viewed as objects or ideals important to an individual, called personal, or group of individuals, culture, or family. A personal value thus refers to an individual’s belief...
Words: 1418 - Pages: 6
...Cambridge International Examinations 2014 Contents 1. Introduction .................................................................................................................... 2 1.1 1.2 1.3 1.4 1.5 Why choose Cambridge? Why choose Cambridge IGCSE? Why choose Cambridge IGCSE Economics? Cambridge ICE (International Certificate of Education) How can I find out more? 2. Teacher support.............................................................................................................. 5 2.1 Support materials 2.2 Resource lists 2.3 Training 3. Syllabus content at a glance ........................................................................................... 6 4. Assessment at a glance ................................................................................................. 8 5. Syllabus aims and assessment objectives ..................................................................... 9 5.1 Syllabus aims 5.2 Assessment objectives and their weightings 6. Syllabus content ..............................................................................................................
Words: 4494 - Pages: 18
