Rooms division assignment

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 students achievements, conduct reports of the achievements found for the department; other staff including year learning co-ordinators; and for the parents, they will also have meetings to share examples of pupil’s progress and discuss why they

There is a large variety of assessment methods available for assessing learners’ achievements. These include observation; questioning the learner; examining product evidence; discussion; witness testimony; looking at learner statements; recognising prior learning; simulated environment; skills tests; oral and written examinations; assignments; case studies and projects. Choosing the most appropriate assessment methods is vitally important, to help and support the learner and to ensure the job of the assessor is as straightforward, reliable and problem-free as possible.

Initially in this assignment, I intend to describe and evaluate two different assessment methods, which I use to assess the progress of my learners.

As the awarding body will require the teacher to assess the student’s level of learning, the teacher will still need to decide what methods of assessment are required. This may be observation during any session, and completing assignments. It is important when any assessment has been made the teacher must give the student feedback. Finally the teacher needs to review any assessment and make any changes where necessary. It is important that the teacher maintains a record of student progress as this may be a requirement of the organisation.

Assignment 1- What is the purpose of initial assessment and what kind of methods could be used?  Evaluate these methods with reference to the ways they can help in the overall objective of achieving learning goals.  How can you ensure learners are kept motivated and working towards these goals?

They upgrading a hotel first upgraded employee facilities. When a survey at London hotel showed dissatisfaction with workers’ areas, installed new floors, lockers, and showers within three months. Four-seasons needed to get it down to the front line: clerks, bell-staff, bartenders, waiters, cooks, housekeepers, and dishwashers, the lowest-paid and in most companies the least-motivated people, but the ones who would make or break a five-star service reputation. Four-seasons needs employees able and willing to respond on their own to whatever comes up, employees who can spot, solve, and even anticipate problems. That means delegating authority as well as responsibility. Four-seasons pay attention on how to treat employees and make them feel confortable when they work in hotel because employees could bring positive attitude towards customers if they in good mood.

The hospitality and leisure industry hug a variety of sectors and businesses across hotels, restaurants and restaurants, travel and tourism, gaming, sport and leisure. The sector is reliant on the consumer confidence and business sentiment and is facing rising pressure to deliver innovation, value and quality. Hospitality is that business that helps people to feel welcome, relaxed and to enjoy themselves. It is all about customer service and providing the best quality and experience possible for the customers. (Discover Hospitality, 2012)

1.1 Assessment measures the learner’s progress towards or the completion of, the learning aim and criteria, and can be used at any point during the learning cycle. It can provide information to adapt the delivery to suit the learner’s needs and abilities; a learner may need more help or time on some aspects, or has progressed quicker than planned and requires additional goals. By standardising the assessment process this creates uniformity for all learners.

e. Assessment: Describe how you will assess student learning of the lesson objective based on the age/grade/ and needs documented.

Describe, use and evaluate two different assessment activities used to check the learning of either individuals or a group of learners. Analyse the purpose of assessment and produce a written justification of your chosen assessment method. Use an extract from your teaching practice portfolio and reflect on how your feedback has informed your learners progress and achievement and how feedback from others has informed your own professional practice.

An accurate Assessment is critical; it is this assessment that will ultimately be what is used when developing the foundation of the student current and future academic plans. These assessments should be customized for the individual student and given continuously. This constant adaption is needed in order for us to be able to understand how to maintain the students every changing growth and development. It is also these assessments that

Firstly we had input during classes from our tutor on the categories of concepts and principles of assessments, how to use different types of assessments and some of the strengths and weaknesses of these methods, the role of feedback and questioning in the assessment of learning and the different types of assessment records and their uses.

I am aware of ICMS policy on plagiarism. This assessment does not breach those requirements nor has it been previously submitted for evaluation contributing to any other Diploma, Associate Degree or Degree Course. The ideas and information that are not those of the writer have been referenced accordingly, including personal communication. I have read the information available from http://www.student.mq.edu.au/plagiarism/.I also give my permission for my work to be kept electronically on file for future use in plagiarism checks.

the requirements of the learning outcomes and assessment criteria in full, taking account of the additional knowledge understanding and skills specified in the unit content. The evidence can either be drawn from naturally occurring work based activities or alternatively centres can devise tasks/assignments or projects for candidates to complete to generate appropriate evidence. Any centre devised tasks/assignments or projects need to be crossreferenced to the appropriate learning outcomes and assessment criteria to ensure that full coverage can be achieved.

To guide the student to excel in their classroom work, a criteria and goal-setting exercise was carried out to enable the student meet expectations through instructions and the learning process. The student was asked to participate in standardized