...Name of the Assessor Sundeep Mishra Learning Outcomes Assessment Criteria (AC) LO 1 TASK 1 Understand the importance of creative and innovative management in organizations 1.1 evaluate current creative and innovative management processes in an organization 1.2 explain how to lead others to positively embrace innovation and change LO 2 Be able to support creative and innovative management processes for an organisation 2.1 assess the influence of vision and mission on generation of creative and innovative management processes in an organization 2.2 use analytical tools to identify potential creative and innovative management ideas 2.3 assess risks and benefits of creative and innovative management ideas 2.4 use change models to support the implementation of creative and innovative management ideas LO 3 TASK 2 Be able to influence others to effect change in an organization 3.1 produce an appropriate rationale to persuade stakeholders of an organization of the benefits of a creative and innovative management idea 3.2 communicate a creative and innovative management idea to stakeholders of an organization 3.3 establish key goals and priorities for implementation of a creative and innovative management idea using feedback from stakeholders LO 4 Be able to plan to overcome barriers to implementation of creative and innovative management ideas in an organization 4.1 assess the barriers to the implementation of a creative and ...
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...Feedback Student 1. Pre-assessment feedback: You did a good job on the first 4 questions. You know the first step for solving inequalities, i.e. you know which numbers to add, subtract, multiply, and divide to solve inequalities. That’s a good start. There are several things you need to learn: how to graph inequalities on the number line and use number line to find the solution of inequalities; how to interpret the word sentences into mathematical language involving inequalities; how to identify common errors involving solving inequalities. We will learn these content in class. Please continue to focus on the areas you need to improve and keep your good work in class. Post-assessment feedback: You did an excellent job! You successfully solved all questions! This means you made a great improvement in the learning of solving inequalities. There is only one issue that you need to pay attention: make sure to mark the number (your answer) on the number line when you graph the solution. Keep learning and keep working hard!...
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...Abstract This paper identifies the advantages and disadvantages of the 360-degree assessments in succession plans. 360 –degree assessments is comprehensive performance evaluation tool that allows multi-raters, peer groups, co-workers, supervisors to provide feedback regarding an employee’s performance. This information is typically requested by a next level supervisor or manager of whom the employee reports to. 360 reviews emphases on the skills and contribution that an employee makes. The goal is to provide a balance of how others view the employee’s contribution, which includes performance, leadership, interpersonal communication, teamwork and management skill, personal vision and accountability (Heathfield). We will determine if it’s beneficial for Bank of America to use the 360- degree assessments based on this week’s findings. Analyzing 360-Degree Assessments There are many positive aspects to 360-degree assessment feedback such as improved feedback from more sources, promotes team development, it helps teams work more effectively together. 360-degree assessments also promote improved customer service. 360 degree feedback has been known to be one of the best methods for understanding personal and organizational development needs. Furthermore, various employees feel 360 degree feedback is more accurate, more reflective of their performance, and more validating than previous feedback from the supervisor or manager alone. This makes the information more useful for both...
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...My Assessment Philosophy I believe assessment should be embraced by educators and used as a tool to guide students towards academic success. Assessment is a vital part of the teaching and learning process. The assessment of prior knowledge, diagnostic assessment, helps highlight students’ understandings and misconceptions. Diagnostic assessment, assessment for learning, is also the starting point of planning process. Assessment is a process that should be put in place throughout the teaching and learning process, formative assessment. Formative assessment, assessment as learning, allows educators to monitor students’ progress and adjust plans accordingly. Summative assessment, assessment of learning, is the assessment of students’ overall development...
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...explore the possibilities and challenges of replacing assessment of learning (mark and grade) which emphasizes on what the students learn with the assessment for learning (metacognitive skills) which underscores how students learn and their involvement in the assessment process through self- and peer assessment. To meet these challenges, the three interrelated realms, that is, student self-regulated learning, lecturer personality and discipline (hard-pure, hard-applied, soft-pure and soft-applied) will be presented. That is, the discussion shall focus on the six practices of assessment for learning in the context of student self-regulated learning and lecturer personality in different discipline environments. Where necessary, educational technologies will be introduced to...
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...essay will discuss that teacher feedback on assessment has long been part of the teaching and learning process and teacher-student relationship at university. Conversely, it is probable that teachers and students value feedback in diverse ways. Accounting to Hattie and Timperley(2007,p. 1) feedback was identified as acknowledge provided by teachers and students. Feedback has become an indispensable part of education, especially with teaching and learning procedures. According to Ovando(1994, p. 19) feedback has become a method to promote the learning process and teaching consequence. Understandably, instructors and learners have a different point of view on feedback. The assessment that students obtain from teacher's modification has been became a great volume of argument in collage across the world(Blair, Curtis, Goodwin &Shields, 2013,p. 66). The essay argues that normally, feedback is valued by both students and teachers, although this is not evident in all situations, or with all types of students and teachers. Further, it is argued that the instructors and students have different views on the value of feedback. The essay also states that although teachers and students form a different perspective on feedback, it is still important for both sides. One of the most powerful factors in learning and achievement is feedback, and this may be why students like feedback. Early research (Hattie & Timperley,2007, p. 15 )reported that feedback is among the most significant influences...
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...formal formative assessments were planned. The diagnostic assessment planned for LE1 is a formal formative record sheet aligned to the outcomes in Stage 1 and will be used to assess students’ prior knowledge of the topic. Diagnostic assessments provide the teacher with critical information, such as prior knowledge and misconceptions that can be used to guide future learning experiences and differentiate learning (Ontario Ministry of Education, 2010, p. 38). Next, a mid–unit summative assessment was planned for LE5 to check student progress towards the learning outcomes. This summative assessment will help gauge student understandings and inform future learning experiences;...
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...monitoring and assessment of work performance It is monitored in order to improve the performance of members of its performance is very important. I should consider the following factors to plan and monitor the performance of members of the workplace. At first I had planned performance required to do so, I should consider the following: - The performance of the program you want. - Should exist in order to help members improve their performance resources - Should be taken to improve performance. - To check the Framework Programme is appropriate. In order to monitor the performance of the following points should be considered a member of: - Provide performance feedback every day. - Create a relationship between performance and incentives. - Good appreciation and performance incentives. - Performance appropriate evaluation. - A tremendous pace, in order to improve performance. There are three factors that always follow in the employee's performance. Performance management, performance management process provides an opportunity for staff and human resource managers to discuss development goals, work together to create achieving those goals. Achieving overall organizational goals requires several ongoing activities, including identifying priorities and expected results plan, build are those committed to making the results of ongoing feedback between the participants to measure the progress of a measure of the results of the progress of the exchange. Feedback and help...
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...Details of Assessment | Term and Year | 2, 2015 | Time allowed | 2 Hours | Assessment No | 1 | Assessment Weighting | 30% | Assessment Type | Written Response | Due Date | Week 5 | Room | 610 | Details of Subject | Qualification | BSB51207 Diploma of Marketing | Subject Name | Marketing Audit Report | | Details of Unit(s) of competency | Unit Code | BSBMKG515A Conduct a Marketing Audit | | | | | Details of Student | Student Name | | College | | Student ID | | Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. | Signature: ___________________________ Date: _______/________/_______________ | Details of Assessor | Assessor’s Name | Jeevan Thapa | Assessment Outcome | Results | Satisfactory Not Satisfactory | Marks | / 30 | FEEDBACK TO STUDENTProgressive feedback to students, identifying gaps in competency and comments on positive improvements: | ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ | Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I also am aware...
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...Question 1: How does formative assessment support student performance? Formative assessment is a ongoing process used by teachers during instruction that gives explicit feedback to students to adjust teaching and learning process to improve students’ achievement of the desired instructional outcomes. It is also known as “assessment for learning”. Formative assessment is proven to be highly effective way to enhance and support student performance. The purpose of formative assessment is to give students the means and motivation to take ownership of their own learning. This means that students need to be responsible for their own learning. Students themselves must have the initiative to discover what to learn and how to learn. At the same time, teachers play important roles to encourage students to monitor and support their own learning. More powerful learning happens when students have more control over their own learning through such assessment practices. They should not be excluded from the assessment process. Students will be able to know what they are ready to learn next. Through formative assessment, students are able to know and understand their specific learning goals clearly. This can be done through direct communication which involves interactions between teacher and student and student and student. Students are informed directly their specific learning goals. For example, at the beginning of the lesson, teacher can tell the students they will be tested on “Adverbs”...
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...Details of Assessment | Term and Year | Term 4 2014 | Time allowed | N/A | Assessment No | 2 | Assessment Weighting | 30% | Assessment Type | Written | Due Date | Week 6 | Room | 101 George St | Details of Subject | Qualification | ICA50111 Diploma of Information Technology | Subject Name | Disaster Recovery and Contingency Plans | Details of Unit(s) of competency | Unit Code | ICASAS505A Review and update disaster recovery and contingency plans | Details of Student | Student Name | | College | | Student ID | | Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. | Signature: ___________________________ Date: _______/________/_______________ | Details of Assessor | Assessor’s Name | | Assessment Outcome | Results | Satisfactory Not Satisfactory | Marks | | FEEDBACK TO STUDENTProgressive feedback to students, identifying gaps in competency and comments on positive improvements: | ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ | Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result...
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...Assessment and classroom learning By Black, Paul, Wiliam, Dylan, Assessment in Education: Principles, Policy & Practice Mar1998, Vol. 5, Issue 1 ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or...
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...collected data, used different assessment methods, gathered feedback from student, had several discussions and reflected on my own practice. I used this research to form the evidence for findings and conclusions. 1. Questioning – Key assessment method I improved my questioning techniques which has resulted in a better learning environment for the students and improved my teaching. There are several different sources of evidence for this claim; firstly this is something that has been mentioned by my tutors, saying that my questioning was “good teaching methodology and …. Method of ongoing assessment” (Appendix 3.7), and “questioning again using probing and scaffolding techniques to elicit feedback and encourage elaboration allowed you to identify gaps in students' knowledge” (Appendix 3.4). I got feedback from the students through the teacher after I had left and they mentioned that my question...
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...Assessment and classroom learning By Black, Paul, Wiliam, Dylan, Assessment in Education: Principles, Policy & Practice Mar1998, Vol. 5, Issue 1 ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or...
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...confounding one. For one thing, it isn't easy to change behavior patterns, because they've been ingrained over time. To correct performance issues, new behaviors have to be introduced and consistently reinforced over the long term. This means following up programs with enough continued learning, feedback, coaching and accountability to stimulate the growth of new neuronal connections that eventually take the place of old ones. Unaware of this reality, organizations have wasted billions of dollars annually investing in learning programs that fail to change behavior. The greater challenge of the quest for this "Holy Grail" is that the solution doesn't involve fixing just one thing. A myriad of variables within an organization influence whether learning is reinforced until new behavior patterns are established. A process I call Train-to-Ingrain was designed to achieve permanent, measurable improvements in performance by optimizing aspects of training and development that impact on learning transfer: - COMMITMENT - Support follow-up reinforcement - COACHING - Prepare direct managers for their development role - FOLLOW-UP - Integrate reinforcement programs with assessment and training programs - ACCOUNTABILITY - Measure performance improvement and calculate ROI - TRAINING FOR TRANSFER - Incorporate learning strategies that promote application and reinforcement of skills - LEARNING NETWORKS - Coordinate support for reinforcement - FOCUS - Identify training...
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