Assessment philosophy From what principles and values do you approach assessment? Assessment is an essential part of both teaching and learning. It provides educators with an understanding of student learning and development, to determine whether or not learning outcomes and educational goals are successfully being met. Educators must therefore take an active role in making decisions about the purpose of assessment and the content to be assessed to ensure “assessment is ‘built-in’ to the curriculum
The paper will examine and appraise a teaching session that I planned and implemented as a nursing student on a cardiology ward, in the form of a reflection what? So what? Now what? (Bortons, 1970). The aim of the teaching session is to provide up to date and relevant information to enable individuals to make an informed choices on there nutritional intake. Following the guidance in the Nursing and Midwifery Councils Code of Conduct (2015) consent was sought prior to the teaching, consent was gained
ASSIGNMENT GUIDANCE MANDATORY/OPTIONAL UNITS CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education © CACHE 2008 Except as allowed by law, or where specified in the text, no part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Council for Awards in Children's Care and Education. Published in Great Britain by CACHE Second edition 2008 Third edition 2008 Book Code 500/888/7/V1 Book Code 500/888/7/V3
be assumed that they are gaining some value from the experience. Indoctrinated within Universal Design for Learning (UDL) framework is the need for teachers to shift from primarily hosting students with additional educational needs, to extensively engaging them in a fruitful education. Under the principles of Universal Design for Learning, educators venture to create these meaningful learning experiences as a result of employing innovative educational mechanisms that ensure the participation of everyone
Assignment 2: Planning a 12 week scheme of work. Introduction This assignment has been designed to plan and produce a twelve week scheme of work in association with Unit 1: BTEC ND e-Media Production course. The course is designed to develop learners' skills and knowledge in reading, analysing and deconstructing of e-media. Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that
The Backward Design V- Strengths and Challenges of the UbD VI- Research Findings VII- Concluding Remarks VIII- References Introduction The major goal behind school education or any educational experiences is to prepare students for further learning and more effective functioning in their lives. “One of the most important strengths of a country…is its educational systems…provided that the educational system will be directed towards moral, intellectual, aesthetic and spiritual growth.”(Cho,
................................................................................................ 2 3. Assessment Schedule ............................................................................................................................. 4 4. Professional Development for Strategic Managers ................................................................................. 5 5. Developing
of Nursing. There are pre-requisite standards set at every level and stage of learning that students have to meet the minimum set score and results before they progress to the advanced levels. It ensures that the admitted students stay of course and focus on most students tend to relax after their early years. It also ensures that the students work harder as most of the common units taught in the early stages of learning are limited. It encourages and enables them to start specialization and mastering
UNDERSIGNED, HEREBY DECLARE THIS ASSIGNMENT AS MY OWN WORK. IT HAS NOT BEEN PREVIOUSLY SUBMITTED FOR ANY OTHER EXAMINATION. ASSINGMENT BY: RADEN VAN JAARSVELD (7107125222089) ……………………………….. 2007/10/09 CONTENTS Executive summary p 3 Problems and causes p 4 Recommendations p 5 Organizational Structure p 7 Human Resources p 8 Programme Management p 9 Process Management p 10 Vision and Mission p 11 Culture p 13 Balance Scorecard p 14 Conclusion p 19 Bibliography p 20 EXECUTIVE SUMMARY It is the
Level 3 & 4 Awards & Certificates in Assessment and Quality Assurance Qualification handbook for centres 6317 6317-30, 6317-31, 6317-32, 6317-33, 6317-40, 6317-41, 6317-42 February www.cityandguilds.com February 2011 Version 1.3 ( February 2011) About City & Guilds City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500