Assignment 2014

7. In capitalism, most businesses have a profit motive. Describe at least one reason that businesses with a profit motive may be helpful for society and at least one reason that they may be harmful for society. Then, explain whether you think profit motive is a good thing or a bad thing for society. (4-7 sentences. 2.0 points)

In a recent observation I received a ‘good’ grade but found the feedback on areas for development particularly useful. I am now aware that I need to have a stronger procedure in place for dealing with latecomers and that I need to provide even greater differentiation in difficulty level of tasks for entry level learners.

sure assessment activities are fit for purpose and that all aspects of the assessment process is

"What is necessary to change a person is to change his awareness of himself. --

Looking back from when I began my career, I can say I came a long way learning the concepts of understanding the expectations that arose from all my positions. In my first job just after graduating, I was appointed as a Business Accountant of a multinational company. Since then, I was caught in the myth that people who were in leadership positions or high ranking were leaders. Being in a junior position, I could have the least effect on any new ideas as my voice seems to have landed in deaf ears. I have seen how those businesses were not in line with their Missions and Values only to find later that many of the staff had left the company.

Task 1 links to learning outcomes 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1 and 6.3.

6. To be sure of receiving a passing grade, the students must obtain a minimum of 50% in both components to pass the course. DONE

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

Learning: By applying the rubric to the assessment, I am able to see Johns’ understanding or lack thereof. His work allows me to see where he is in terms of progression of the concept while also allowing me to see the need for adjustments to instruction. Because I am able to see his work, I can go ahead and make decisions regarding and instruction adjustments that may need to

This is achieved by ensuring that gender, disability, language and socio-economical differences are not discriminated against (SCSA, 2014). Furthermore, ensuring that assessments provide an in-depth indication of students’ knowledge, understanding and skill based on a large range of evidence provides educator with a fair assessment of a student’s abilities (SCSA, 2014).

The unit chosen for Evidence 5 was on forces and motion, students were pre-tested (formative) and post-tested (summative) on their knowledge of push and pull (force) and attraction and repulsion (magnets). Due to the students age and reading ability, both the pre-test and post-test was broken into two parts to prevent confusion. On one side of the page tested force, whereas on the other side of the page tested magnets. In the data chart below, I graded each section as separate tests and labeled each formative assessment as either force or magnet in attempt to catch trends in the data. For any type of assessment, I considered passing to be at 85% which would translate to a B. These tests and other assessments coordinated with the essential standard and

In this evidence you will need to explain your understanding of the principles and requirements of your assessment practices. 1. Explain how peer and self assessment can be used to promote effective learner involvement in the assessment process, what are the benefits of learners taking ownership and responsibility for their learning journey:It is important to involve learners

Evidence-based instruction includes reliable and valuable data obtained from your classroom. When you apply basil tests, unit tests, exit slips, and acuity assessments you need to collect the data from your classroom to organize your classroom groups. You should also use this data to decide who needs AIS or tiered interventions for certain areas. Instructional practices include the previously mentioned assessments. Pretests for all units of instruction can also help you understand what your students already know and who is weak in certain areas. For example, a unit on main idea and details using passages can be difficult for some students. Running records will help to determine what reading level your students are on. From this

Accreditation requirements must be interwoven in natural flow within the context of the assessment and become more meaningful components to the assessment:

Our first method is being able to gauge our market/group of individuals on what type of