Three Assessment Tool Analysis

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.

The reliability of an assessment in a perfect situation should produce the same results if marked by another tutor or if that examiner unknowingly receives the same paper again. If different marks are given the assessment is consequently unreliable and proves that this assessment is subjective.

You should make sure that all your records are legible, and keep them confidential unless you have permission otherwise.

Assessment 2 - Analysis and report on the Barrow F.C. and Curzon Ashton pre-season testing data

If I was the case manager I would evaluate the effectiveness of the assessment strategies presented in this article by using the evidence base methods presented in this study on the same individual multiple times. This will allow me to see if the individual’s severity of CP is within the same measure each time. For example, I would conduct interviews monthly for three months. I would do this before interventions have taken place to see if the CP severity is the within the same perimeters each time. I would also assess individuals of the same sex, age, and grade level, and that tends to demonstrate the same behavior. This way I will be able to determine if the severity of conduct problems were only successful on certain norms, or if it was successful

Review a range of different assessment methods available and explain the ones you would use for your subject area. Evaluate the use of assessment methods in different contexts including reference to initial assessment, formative and summative. Justify the types of assessment records you would keep and why.

Questioning is a method of testing knowledge by asking the learner a series of questions related to the performance criteria. It is important that the assessor plans the questions beforehand, ensuring that open questions are used, and identifies the means of recording them, whether it be written; voice recorded or videoed. Questioning can be a very useful assessment method used alongside other methods. With observation, in particular, ‘what if’ questions can be used for evidence that might be hard to obtain, for example.

What assessments would you conduct to enhance your understanding of the client’s problems and how would your choice of assessment(s) inform your diagnostic formation and treatment planning? Assessments may include structured or unstructured interviews, valid and reliable assessment measures, and/or formalized assessment procedures that may be conducted by yourself or by someone else referred by you.

All work handed in by the learner, they must sign and date and confirm that it is their own work.

One of the areas from the book regarding the Code and assessments that I have an interest in is the Core Elements of Informed Consent in Assessment. The core elements in an assessment include the nature of the assessment, purpose of the assessment, fees, involvement of third parties, and confidentiality. The nature of an assessment includes multiple aspects. These aspects refer to testing and procedures, the category of the assessment “(e.g., personality, psychopathology, competency, parenting skills, neuropsychological abilities and deficits, employment skills, developmental disabilities)” (Fisher, 2013, p. 279). Other important natures of an assessment include time span, behavioral observation, incorporating multiple assessments, assessing

It has been established that there are at present no adequate forms of preventing CIPN (Cavaletti, 2014). Additionally, CIPN is often under-rated and under-reported particularly as patients do not like to miss treatments (Stubblefield et al., 2009). Therefore, comprehensive evaluations using standardized and sensitive assessment tools to prevent severe neurotoxicity are a critical step for early intervention. According to Stubblefield et al. (2012), it is essential a baseline assessment including any preexisting neuropathy and predisposing factors, such as diabetes, be performed prior to initiation of treatment. This baseline assessment should include not only subjective symptoms, but assessment of strength, reflexes and

Teachers need to collect assessment information using multiple sources of information to get a more comprehensive view of the children. By using diverse forms of assessments teachers are able to gain more information, thus having a more complete view of the child. Different assessments will yield results that will expand on what you have previously learned about the child.

Randy May works for a small airline based on Nantucket Island, Massachusetts. He recently won two million in the New England Lottery and decided to invest his winnings, ultimately, in a chain of ice cream shops in the Cape Cod area to gain potential future earnings. Figuring he had enough money to open up ice cream shops in both islands of Nantucket and Martha’s Vineyard, as well as two shops in Falmouth and Buzzards Bay, he signed a contract with a local builder and began construction of the shops. After beginning the process of construction, he was faced with the next task of hiring employees to staff the four ice cream shops. Throughout his calculations, he estimated

Across Higher Education there have been changes in the assessment strategy and feedback system especially over the past ten years.Our student populations are becoming more diverse and hence a drive to concentrate on the what, why and when the assessment task is undertaken is essential (Brown, S., 2004, pp82). If assessment is essential to learning, then giving feedback becomes the heart of the process. Hence, I have decided to critically look at the current Pain and Symptom module within the Post graduate Palliative Care course that we deliver.

This assessment instrument is aimed at stage 2, year 4 addressing the outcomes: problem-solving strategies (PSS2.5), games and sports (GSS2.8) and growth and development (GDS2.9). Through self-evaluation, students reflect on their understanding and learning. Teachers are able to provide appropriate feed back to student’s responses and also consider their teaching strategies in response to the student’s comments and opinions.