Formative assessment free essay sample

Assignment overview Unit 007: Principles of assessment in lifelong learning There are three learning outcomes to this unit: 1. Understand types and methods of assessment used in lifelong learning 2. Understand ways to involve learners in the assessment process 3. Understand requirements for keeping records of assessment in lifelong learning Each learning outcome contains assessment criteria against which the candidate will be assessed. For more information on the unit outline and assessment criteria please refer to the qualification handbook. Assignment coverage Task| | Evidence required| | Assessment criteria covered| A| | Guidance document| | 1. 2, 1. 3| B| | Short-answer| | 1. 1| | | Questions| | 2. 1, 2. 2| | | | | 3. 1, 3. 2| Tasks Task AGuidance document There is a new teacher in your team who is finding it difficult to fully appreciate the range of assessment methods available and how to use them. Produce a guidance document which explains all the relevant points for the best use of assessment methods in lifelong learning, and include: a) an explanation of six assessment methods, identifying when and how they would be used (ref. We will write a custom essay sample on Formative assessment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page . 2) b) a clear explanation of four of those assessment methods that are the most appropriate to your skill specific area, with a comparison of their strengths and limitations for meeting individual learner needs. (ref. 1. 3) Task BShort-answer questions Complete the short-answer questions. Task a 1. Practical A Practical assessment method is a â€Å"Hands on† way of assessing learner’s abilities. It shows that a learner can complete a pre-specified task in practical terms given the right guidance, tools and equipment. An example of this is it would be a good tool for learners with disabilities such as dyslexia or who may find only academic(written) testing difficult. Also it would be beneficial when the subject matter has been discussing a technical subject. 2. Assignments Under this approach, the learner is required to hand in a piece of written work on the basis of an assignment or a case study. Possible formats are:- a paper on a specific course topic, a case study report, a report on a practical assignment, etc. Written assignments allow the lecturer or assistant to assess the content-related competencies as well as the writing skills of the learner. The learner may also be given an opportunity to defend the written assignment orally as part of the final assessment. This could promote Demonstration or development of higher level thinking writing, oral presentation and let the instructor Observe collaborative and interpersonal skills. 3. Role Play Role-playing activities help introduce student to â€Å"real-world† situations (Oberle, 2004). Van Ments (1983) identified three general advantages to role-playing Activities they are positive and safe in dealing with attitudes and feelings, they provide a Safe venue for expressing personal and sometimes unpopular attitudes and opinions, and Role-playing is highly motivating as the majority of students enjoy these types of Activities and become more inspired learners. This method could be used in a group setting that based around a subject matter where playing out specific details helps open the learners mind in to ‘how and why’ the events occurred. 4. Questions Questions can take many formats and be either oral or written. Examples of questions used in assessing learners understanding are directed questions, call out questioning etc. These can challenge your learner’s potential and could help test critical arguments or thinking and reasoning skills. This could be used as an informal session to find out the academic level of the learners or as an initial assessment before producing the lesson plan. Open questioning is a quick and easy way of assessing learners understanding at the end of a topic or subject within a larger unit. Care must be taken to ensure all learners are questioned in this case. 5. Peer Assessment Peer-assessment is that students are making assessment decisions on other learners work or being assessed by their peers. Learner peer-assessment can be used for almost any aspect of student performance, including essays, reports and so on, or exam scripts. It is more usual, however, to use learner peer-assessment for evidence relating to presentations, performances, practical work and so on. Learner peer-assessment can be anonymous, with assessors randomly chosen so that friendship factors are less likely to distort the results. learner peer-assessment can be single or multiple, and is usually regarded as working most effectively when more than one assessor assesses each element of work, so that consistency can be demonstrated (or lack of consistency can alert tutors to problems with the assessment criteria, or the commitment of students to peer-assess fairly). 6. Work Product A work Product can take many forms. It produces evidence that a learner can produce a specified item when given guidance and the necessary tools and equipment. An example of this is a learner completing a wood working course covering joints, sawing, nailing etc. That learner could then be asked to produce a ‘Bird Box’ which would demonstrate all the skills and knowledge learnt. Care must be taken when setting a â€Å"work product† as homework when using this as an assessment method. Learners may be tempted to have the work product completed by someone else. Practical AssessmentObserving/assessing students doing a practical activity| Authenticity of work-able to see the work happenValidity- Enable skills to be seen in actionReliability-Watching the job, able to verify Currency-Job specific training being shownSufficiency-It is enough to see the training given being put into practice| Time consuming Job specific| AssignmentsActivities or tasks to cover both theory and practice| Can help promote learners potential or help with trainingCurrency- Able to track the workReliability – Able to judge the learning level of the learners. Authenticity- If the assignment is set for the learner to complete in their own time there is a risk of plagiarismEach learner has to be individually assessed and written feedback given| Peer AssessmentLearners giving feedback to each other| Helps with learner involvement and mistakes can be rectified between the group without the need or the teacherCurrency- Assisted learning from their peers helps progress ion| Sufficiency- May need assistance from the instructorLearners may need help on how to give feedback to the groupReliability | QuestionsA technique for judging understanding and to promote thinking| Reliability- Able to see knowledge expressed in the answers given and expand if requiredValidity- Proves what has been taught is taken in by the learnerCan test thinking and reasoning skills also could challenge your students potential| Learners could share the answers with each other if questions aren’t changed| Candidate nameDate Assessor nameDate 1. Explain briefly the key features for each of the following types of assessment: (ref. 1. 1) a. Initial assessment †¢A skills check to establish current skill levels †¢Identify an appropriate starting point for each student †¢Ensure the student knows what is expected of them †¢Identify an appropriate pace at which each student will progress †¢Inspire and motivate students †¢Identify any Additional Learning Support requirements b. Formative assessment †¢Ongoing process †¢Highlight any learning issues †¢Feedback to enable students to develop further †¢Can be used to identify the requirements of intervention prior to the final summative assessment c. Summative assessment * End of unit check Learners complete assessment which marks the end learning, i. e Final exam pass/fail * Normally to meet criteria of the examination board 2. What activities or stages make up the assessment cycle? (ref. 2. 1) †¢Initial Assessment †¢Assessment Planning †¢Assessment Activity †¢Assessment decision and feedback †¢Review of progress 3. Explain how learners can be involved in their own assessment during each stage of the assessment cycle. (ref. 2. 1) Initial Assessment| Self-Assessment/Peer Assessment| Assessment Planning| Sit with the learners to produce an ILP. Negotiate assessment strategy| Assessment Activity| Projects, Written tests, Quizzes| Assessment decision and feedback| Sit with the learner to discuss results and give positive feedback on results/improvement’sComplete learners ILP| Review of progress| One on one basis to show how the learners are progressing against assessment criteria and update ILPOne-to-one tutorials and reviews| 4. What is peer assessment? (ref. 2. 2) Involves a student assessing another student’s progress or being assessed by their peers and helps to have a less formal discussion between groups of people at the same learning level 5. What is self-assessment? (ref. 2. 2) This is a student assessing their own progress to see where they need to be within the criteria laid out in the plan 6. For each type of assessment explain how learners can benefit from taking part in these activities within the assessment process and give examples. (ref. 2. 2) Benefit| Examples| Peer Assessment1 Pick-up best practices2 Can reduce the amount of teacher assessment3 More open and easier discussion(safe environment)4 Can identify development areas that the teacher has not identified | 1 Share ideas with each other 2 Helps promote peer interaction 3 Students may accept comments from peers more readily from peers than from the assessor4 Can help produce better learning ability’s within the group| self-assessment1 Encourages students to check their own progress (take ownership)2 Mistakes can be seen as opportunities 3 Promotes student involvement and personal responsibility| 1 Promotes self-checking to assist with any mistakes made during the work 2 Mistakes can be used as a learning tool 3 Keeps the student on track with work, Keeping up to date with learning and monitoring there progress| 7. Explain the need for keeping records of assessment of learning as on-going tutor records. (ref. 3. 1) To track the work and identify the need for intervention if the learner’s quality has dropped, giving ample time to turn things around before the summative assessment. Tutor tracking/monitoring of learner progress 8. Summarize the requirements for retaining records of assessment in an organization. (ref. 3. 2) Assessment records must show an audit trail of the learner’s progress from commencement to completion and are usually kept in the company for 3 years (as stated by awarding bodies). Records are used maintained for Quality assurance purposes. Records must be kept up to date and stored manually or electronically. All documentation must be stored in accordance with the data protection act (2003) Assessor’s use only Grade: (Please delete as appropriate)Pass/ Fail:

LinkedIn + Microsofts Resume Assistant Friend or Foe

LinkedIn + Microsofts Resume Assistant Friend or Foe The biggest conversation about LinkedIn nowadays seems to be about the perils of Resume Assistant, a child of LinkedIn and Microsoft’s recent marriage. LinkedIn touts Resume Assistant as an integration between LinkedIn and Microsoft Word that will help you accurately reflect who you are and what you’ve done, in a way that is tailored to the role you’re aspiring to. But is it all that? What is Resume Assistant? According to Rock Your Resume With Resume Assistant From LinkedIn + Microsoft, this is how Resume Assistant works: If you are a Microsoft 365 subscriber, you can open Resume Assistant from the Review tab in Word. You can then enter a position and industry, and Resume Assistant will pull information from millions of people’s public profiles on LinkedIn that match that position and industry. You can then use the examples to inspire your own resume content and â€Å"make sure you stand out from the crowd.† LinkedIn claims, â€Å"Ditch the one-size-fits-all resume†¦ Resume Assistant provides the top skills other professionals in your desired role and industry have, as well as job requirements from real job postings. You can then think about how your applicable skills can be transferable for the role you want, then tailor your resume to fit that role.† All this sounds too good to be true. It requires users to think hard on their own, resist the temptation of copying and pasting, and basically write their own resume. I’m not sure it will make resume writing easier for anyone who does it right. Perhaps it will provide some valuable research, but beyond that, I’m not clear on its usefulness. Is Resume Assistant Evil? One of the most vocal opponents of Resume Assistant is Donna Serdula, who claims LinkedIn is committing â€Å"Profile Plagiarism.† I don’t know about that. Certainly a diligent person can do their own search for people with their position title, and model their profile or resume off someone else’s. My understanding is that what Resume Assistant does is crunch numbers so you get a more accurate picture of what skills are the most important to include in your profile. It seems to me that Resume Assistant is streamlining a process, not committing plagiarism. What is disturbing to me, and to Donna, is that LinkedIn and Microsoft have failed to inform LinkedIn members that Resume Assistant will pull information from your profile unless you opt out. Even if all the information is from your public profile and your name is not attached to it, making people’s profiles automatically available for scanning is a bit sneaky, if you ask me. Here’s how to opt out of the Resume Assistant so your information is kept out of people’s hands who are using the program. Note that if your profile is public, resourceful folks could still find your profile and â€Å"flatter† you with imitation. Click on your profile image thumbnail in the upper right corner. From the drop-down menu, select Settings Privacy. On the Privacy tab, scroll down to Data privacy and advertising, and under Microsoft Word, flip the switch to No. Or,  follow this link. I’m choosing for now to keep my information public and available to Resume Assistant. At least I know I’ll be contributing quality material to those who need it. How Does Resume Assistant Really Work? Unfortunately, at this time, I am not able to tell you exactly how Resume Assistant works. I had to go to Microsoft’s article, Write your best resume in Word with help from LinkedIn in Resume Assistant, to figure out that it’s supposed to show up under my Review tab in Microsoft Word. Microsoft provides a bit of practical information, including how to opt out of having your information used. None of the information I could find on LinkedIn actually explains how to start using it. I’m hoping that will change soon. One big question that remains for me is about the quality of information that shows up on Resume Assistant. Believe me, I’ll be testing it out as soon as that option appears in my version of Word! I’m concerned that low-quality information could steer people in the wrong direction as they’re writing their resumes. There might be something I’m not aware of, but I would not want to take just anyone’s profile in my industry and model my resume after it. I can’t emphasize enough that someone else’s achievements are samples only! If you imitate their achievements exactly, you are either committing plagiarism or you have some work to do in distinguishing yourself in your career. Will You Use Microsoft’s Resume Assistant? While Resume Assistant seems like a marketing ploy to get people to subscribe to Office 365, for me, the jury is still out on whether might actually have true value. I hope you’ll test it out if it’s available to you and you’re looking for ways to improve your resume. Perhaps it will be the resume writers’ new favorite tool! I look forward to sharing more as the opportunity to use Resume Assistant becomes a reality. If youd like to have your resume professionally crafted by a certified resume writer from The Essay Expert,  use our web contact form  to send us your current resume and LinkedIn profile URL, and well connect to discuss your needs further.

Jit &toyota Essay Example | Topics and Well Written Essays - 1250 words

Jit &toyota - Essay Example Though there are a lot of various kinds of business, the main principles of effective management are applicable in 90 per cent of all cases. The differences in managerial practice are mainly connected with the way these principles are implemented. Operations management is not only a concrete system of parameters and indicators, which it depicts, but also it includes a character and peculiarities of professional managerial thinking. In other words, it is a performance that is related to the process of elaboration, usage and improvement of production systems based on which consummate products and services of the company are produced. The ultimate purpose of effective operation management is the building of managerial system that is able to ensure implementation of necessary actions and procedures in order to receive market result out of the functioning of each organization. One of the brightest examples of successful operation management is Toyota Motor Corporation. It is the largest Japanese automobile corporation that also offers financial services and has several supplemental business directions. The headquarter is located in Toyota, Japan. The company takes the eighth place in the Fortune Global 500. The company produced cars, trucks and autobuses under such brand names as Toyota, Lexus, Scion, Daihatsu, Hino. The company sells about 9 million cars annually gaining total net revenue of more than $2 milliards (75 Years of Toyota, 2012). Assimilating relatively new trend of electromobiles, Toyota Motor tests  «Toyota Plug-in HV » i Japan, USA and Europe, which is considered to affect environment less perniciously than the cars with hybrid engine. Toyota is a company with diversified and active business position that all the time searches for the ways of development. Hence, in 2007 Toyota supplies own engines for the Williams team in the races of Formula 1 (75 Years of Toyota, 2012). The