...------------------------------------------------- Unit 2 Assignment 2 ------------------------------------------------- ------------------------------------------------- 1.1 Analyse the role and use of initial and diagnostic assessment in agreeing individual learner goals ------------------------------------------------- ------------------------------------------------- During my role as a trainer it is important that each new learner has a starting point from where to commence the training. This can be found by the use of initial assessment procedure. ------------------------------------------------- Initial assessment is a vital link to the learning process, it is a formal and informal process that identifies each learners starting point. It helps to identify learner’s current levels of ability and their need for support in functional skills and personal and social skills. This is the time where I will get to learn my learner, every learner has to start somewhere. ------------------------------------------------- Initial assessment it provides a chance to assess my learner’s current knowledge and experience and will enable me to ensure the learner is enrolled on the correct course to suit their needs. ------------------------------------------------- ------------------------------------------------- During this initial assessment process I can find out if the learner has any individual needs they may have and the support that may be required and ascertain the learning preference if there is one...
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...The role of initial and diagnostic assessment in agreeing learning goals The way in which minimum core elements can be demonstrated in planning and delivering inclusive teaching and learning [give examples] The ways in which feedback [from learners] can be given to improve the planning of teaching and learning [give examples] 1.1 Analyse the role of initial and diagnostic assessment in agreeing individual learning goals. SEE THIS IN MY CTTLS FOLDER The role of the initial and diagnostic assessment is to select the right people for the course, plan an individual’s learning and is the first part of the teaching and learning cycle. It identifies a starting point, the needs of the learners and that they are on the right course. Certificates can be checked to make sure the learners are at the correct level for the course they are applying for. In the health and social care sector other considerations have to be made as the learners will ultimately be working in a caring profession, it is harder to make a character judgement on a learner’s suitability. This process can be subjective and requires the person who is doing the interview to be skilled in making accurate judgement about the type of person and characteristics that are required. Learning skills, knowledge and preferred learning styles need to be assessed before teaching a programme. Why they are on the course, prior knowledge and what the learner’s wish to achieve are important (Gravells and Simpson 2011)...
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.................................................................................... 11 2 Executive Summary In order to design a good system for heat recovery from exhaust air, optimization on cost and performance is the most important. To maximize the performance and reduce the heat cost and annual cost on the recovery system, heat exchangers are the main part for the optimization. The use of the Newton‐Raphson method is the most effective way to find the minimum cost of the recovery system. There are four constraint equations and six unknowns for the given system. MATLAB is used as the main method to solve them. The total cost of the system including initial cost, electrical heating cost, pump power cost, and the component’s cost is $13251 for a year. The initial cost is $7240, which is half of the total...
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...Case: Acme Manufacturing Company Case & United Machine Workers Introduction to the case analysis The legal aspect of every contract in business requires critical analysis for every term in accordance to the specifics upon which both parties are involved. The reason for analyzing such terms carefully is because it can become a crucial part in determining the decision making when addressing any business problem. This is generally more important from the perspective of the company management because some situations can result in high intensity and significance for the company. Analyzing the terms of a contract will help avoid any inappropriate or insufficient conclusions when presenting a final resolution in times of a dispute. The case to be evaluated in this assignment is the result from an opposing perception of an issue in which both party’s are involved. The grievance is the result from the opposing views on a subordination matter; that of the management’s perspective and that of the employee. The case to be evaluated can very easily occur in an actual situation and I would like to write this analysis from the management’s perspective. Summary of the issue(s) The problem involves the contradicting views of a legal issue within the union contract reached between our firm, the Acme Manufacturing Company (the company) and the United Machine Workers Union (the union). The parties in question in the dispute are Mrs. Kyla Martin, a machine operator working in...
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...MGT8034 Assessment page 1 Assessment Assessment scheme The assessment for Strategic management of human resources and innovation has two case studies and an on-line test. Description Marks out of Wtg(%) Due date On-line test (see study desk) 100 20% Friday, 18 December 2015 Case study 1 (2000 words) 100 40% Friday, 15 January 2016 Case study 2 (2000 words) 100 40% Friday, 05 February 2016 On-line test (due to be completed by Friday 18 December, 2015) Please note, the on-line test relates to 20 multiple choice questions prepared from the main text Millmore et al, 2007, Strategic human resource management: contemporary issues. Prentice Hall. To pass this test, you must have acquired a copy of this textbook. You can acquire a copy of the text by contacting the USQ cooperative bookshop where both your texts (i.e. Milmore and Davilla et al) have been packaged together to reduce the cost. Please see the study desk in week 1 under the heading ‘ON-LINE TEST’. A ‘Guidelines for the On-line Test’ will also be posted in this section. These guidelines will set out which chapters you should study to be able to answer the multiple choice questions. Further details will be posted for completing this test. © University of Southern Queensland MGT8034 Assessment page 2 Case study 1 Description Case study 1 (2000 words) (approximately 5 typed pages single spaced) Marks out of Wtg(%) Due date 100 ...
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...PATIENT ASSESSMENT PROCESS * Scene size-up * Initial assessment * Focused history and physical exam * Detailed physical exam * Ongoing assessment A. SCENE SIZE-UP - how you prepare for a specific situation - includes dispatch information and must be combined with inspection of scene Helps identify: scene hazards, safety concerns, MOI, NOI and number of patients you may have, as well as additional resources BODY SUBSTANCE ISOLATION - Assumes all body fluids present a possible risk for infection Personal Protective Equipment (PPE) - Latex or vinyl gloves, Eye protection, Mask, Gown * Reduces your personal risk for injury or illness SCENE SAFETY Information provided by dispatch may help in determining potential hazards Potential Hazards - Oncoming traffic, Unstable surfaces, Leaking gasoline, Downed electrical lines, Potential for violence, Fire or smoke, Hazardous materials, Other dangers at crash or rescue scenes, Crime scenes Scene Safety 1. Park in a safe area - allows rapid access to your patient and your equipment (infront of the scene) 2. Speak with law enforcement first - ask to accompany you if the victim is a suspect in a crime 3. Do not enter until a professional rescuer has made the scene safe - Carefully evaluate scene & request specific help to manage the scene threats Professional Rescuer: law enforcement, firefighters, utility workers, hazardous materials crew * Remember that hazards do not need to be dramatic situations...
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...1.1 Explain the role of initial and diagnostic assessment in agreeing individual learning goals. Initial and diagnostic assessments should effectively diagnose learners’ strengths and weaknesses. Learners who know what their strengths are and which areas they need to improve are more likely be motivated and “know what is expected of them” (Gravells, 2012, p.50) to progress and meet the requirements of a course or programme. In order to determine “the level and which specific aspects learners need to improve on” (Gravells, 2012, p.50), teachers should administer initial and diagnostic assessments to them before or at the start of a course or programme. The results of initial and diagnostic assessments can be used to help learners agree on Individual Learning Plans specifically designed to meet their learning needs. Some learners might have expectations of making rapid progress within a course or programme but unexpectedly experience difficulties due to a lack of personal or functional skills. Initial and diagnostic assessments should help teachers identify problems early relating to their learners’ personal skills. In certain circumstances, results from initial and diagnostic assessment might indicate that some learners do not have the requisite skills to have any realistic chance of progressing within a course or programme and they should be referred to a course or programme which more specifically meets their learning needs. On the other hand, some learners might have very...
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...submit this portfolio with your final assignment. Contents Overall Assessment of Achievement 3 Portfolio Instructions & Your Responsibility 4 Guidance for the Supervising Mentor 6 Who can be your learner during the mentorship course? 7 Key meetings and activities with your Learner 8 Record of your initial meeting with Supervising Mentor 9 Learning Contract 10 Assessment of the eight domains of mentorship 11 1 - Establish effective working relationships 12 2 - Facilitation of learning 13 3 - Assessment and accountability 14 4 - Evaluation of learning 16 5 - Creating an environment for learning 17 6 - Context of practice 19 7 - Evidence-based practice 20 8 - Leadership 21 Record of progress meetings 23 Record of final meeting 24 Future developmental Action Plan 25 Acknowledgements This portfolio was developed by the Supporting and Assessing Learning in Practice Settings module team at City University London, with the kind help of practice facilitators who are the members of the Mentorship Programme Board. The table of key meetings and activities (page 7) is adapted from ‘A guide for mentors when using the record of achievement in practice’ by Practice Education Facilitators Gareth Evans (The London Clinic), Anne Levington (St. Bartholomew’s Hospital), Maggie Maxfield (Newham University Hospital NHS Trust) and Raj Samraj (Newham University Hospital NHS Trust). Overall Assessment of Achievement This must be completed by the named supervising mentor...
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...istockphoto Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 w w w.americanprogress.org Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 Contents 1 Introduction and Summary 5 Why performance assessments are needed 7 National Board Certification 9 Assessment of beginning teachers 11 Prospects for a national system of Teacher Performance Assessments 12 How performance assessments can help teachers improve their practice 17 Improving preparation through the use of performance assessments 22 Policy recommendations and conclusion Introduction and Summary Parents, practitioners, and policymakers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms. Yet the nation still lacks a practical set of standards and assessments that can guarantee that teachers, particularly new teachers, are well prepared and ready to teach. This report discusses a promising approach to the question of how to measure teacher effectiveness. Specifically, it describes the ways in which assessments of teacher performance for licensing and certification can both reflect and predict teachers’ success with children so that they can not only inform personnel decisions, but also...
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...Reflective Account on a Student’s Initial Interview Description: The reflective model I have chosen to use is that of Gibbs (1988) due to its simplicity and easiness to use, as referred to by Sharp and Maddison (2008) The interview was scheduled within the first week of placement, while there was adequate staff to cover the workload on the unit, allowing us to focus on the task in hand. We chose to carry the interview out in the ward office as this provided a quiet and comfortable area without disruptions, as recommended by Duffy and Hardicre (2007) cited in Kinnell and Hughes (2010). We discussed the student’s previous placements and personal experience, looked at their Continuous Assessment Portfolio, Skills Passport and decided upon learning objectives that were achievable during their placement. I am the learner mentor and my supervisor is the active mentor. However, due to staffing, the active mentor was unable to be present for the initial interview. Feelings: I was a little anxious as I was aware the active mentor would not be present if I had any problems, although I was keen to apply my knowledge and skills without being over enthusiastic. Sully and Dallas (2005) propose that an awareness of ones persona during discussion encourages conscious listening (as cited in Bulman and Schutz 2008). Even though the active mentor could not be present, I did not feel unsupported as I knew there would be a later opportunity to discuss and problems. I also felt as though...
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...Assessment in Counseling According to Whiston (2013) the counseling process encompasses four steps: 1) assessing the client; 2) conceptualizing and defining the clients’ problem; 3) selecting and implementing effective treatment and 4) evaluating the counseling. Assessment is essential to counseling practice; it provides the counselor with information to understand the client. This paper will explain the use of and importance of assessments in counseling. Additionally it will explain and provide examples of how the writer will use formal and informal assessments in practice. Roles and Importance of assessments in counseling The role of assessments in counseling practice is pivotal according to Wall (2004). Formal and informal assessments affect treatment planning, monitoring, and evaluating the counseling progress (Whiston, 2013). Furthermore, counselors use assessments for more than simply making a diagnosis and stopping there; assessments have a role in the course of treatment; providing information for initial and ongoing evaluation; and helping counselors monitor their own effectiveness Wall (2004). Therefore, assessments are useful, in offering objective information that potentially leads the client on a road of self-discovery and self-reflection, which according to Whiston (2013) is valuable in maintaining psychological health. Formal Assessments Using formal assessments in the early counseling process will help the counselor determine the need...
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...Vermont Highway Patrol are that applicants must be a U.S. Citizen; must be at least 21 years of age as of initial testing date; must have a high school diploma or equivalent; may not have received more than three minor traffic violations within two years prior to the initial test date; not been convicted of driving under the influence of alcohol or drugs, or pled guilty to a lesser charge within two years prior to the initial test date; not been convicted of driving under the influence of alcohol or drugs, or pled guilty to a lesser charge within two years prior to the initial test date; not been convicted of, or used hard drugs within five years prior to the initial test date; not been convicted of, or used other drugs not classified as hard drugs within two years prior to the initial test date; not been convicted of, or involved in the sale, manufacturing or cultivation of illegal drugs within five years prior to the initial test date; not been convicted of a felony as an adult, may not have been convicted of a misdemeanor crime of domestic violence; not been convicted of, or involved in crimes of dishonesty within four years prior to the initial test date; not been convicted of, or involved in crimes of unlawful sexual conduct within four years prior to the initial test date; not been convicted of, or involved in crimes of physical violence within four years prior to the initial test date; not been convicted of, or involved...
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...the basic themes is the realization that nobody in this world is exactly like somebody else. Individual differences are notable in differences in performance at school .These are intra-individual variables which reflect differences in an individual’s abilities from one situation to another ,for example ,between numerical ,reading ,sporting abilities and inter-individual variables which reflect differences between individuals at any given point in time .Individual differences which are related to academic achievement that may affect performance may include age ,cognitive style ,home background ,ability to remember given information ,level of confidence and amount of previous learning experiences. In order to identify these pupils, assessment tests of both scholastic aptitude and achievement are used to assess pupil variability. This discussion focuses on the role of criterion referenced tests and norm referenced tests in the teaching and learning process. Definition of key terms Criterion referenced test According to Popham and Hesek (1969),a criterion referenced test is a measure used to identify an individual’s status with respect to an established standard of performance .Similarly ,Mpofu E (1991),says a criterion referenced test measures whether a student has or has not reached the criterion or specific level of achievement .This means that criterion referencing as the name implies ,involves determining a student ‘s grade by comparing his or her achievements with...
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...Explain the role of Assessment in teaching and learning process. 1.1 Explain the function of assessment in learning and development. “Assessment is a way of finding out if learning has taken place. It enables you to ascertain if a student has gained the skills, knowledge and/or attitudes needed at a given point towards their programme of learning”. Gravells (2010 page 110). It is primarily a gauge for the teacher and student to be able to measure progress against set criteria. Assessment can be broken down according to its purpose, that of assessment for learning, assessment as learning, assessment of learning and evaluation. Assessment for learning may begin with initial and diagnostic assessments where a teacher can learn from a student any previous learning/study that will assist in the forthcoming teaching. This can take the form of testimonies from previous teachers, portfolios, certificates and conversation. This will allow the teacher to identify a starting point and capability of a student to achieve the required outcome in the learning they are about to perform. In my own role of teaching Professional Updates the students will present a workbook linked with the coming PU lesson which they will have completed prior to the PU training. I will examine and mark the workbook to check on their knowledge and understanding. This will give me an indication of a student’s strengths and weaknesses before the training commences and allows me to tailor the lesson plan to...
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...Introduction This Child Study Assessment will focus on the concept of place value and the base ten number system, principally focusing on the pedagogy of these concepts. It will also discuss diagnostic assessment and the misunderstandings a student acquires, which require pedagogies to alleviate and develop conceptual understanding. Part A - Diagnostic Assessment Diagnostic assessment is essential for gaining an initial understanding of what students know about a concept or topic. An effective diagnostic assessment is a one on one interview, as these predominately uncover information not obtained by written assessments and are a necessary tool which helps to direct a student’s learning (Burns, 2007). These interviews allow for an understanding...
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