zilongwang/ReadingBank huggingface dataset:
3-4 The student: ii. demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and examples. The PSA has a contention that shows adequate understanding of the population issues faced by the chosen country. The PSA uses adequate examples or evidence to support the arguments The student: ii. formulates and somewhat follows a partial action plan to investigate a research question The Action Plan has been partially completed and updated. There is partial evidence of planning in the PSA. The student: i. communicates information and ideas satisfactorily by using a style that is somewhat appropriate to the audience and purpose The PSA is satisfactory for the country chosen. The PSA uses a satisfactory style. The PSA somewhat meets the time constraints. The PSA communicates the contention to some extent. 5-6 The student: ii. demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and examples. The PSA has a contention that some understanding of the population issues faced by the chosen country. The PSA uses some examples or evidence to support the arguments The student: ii. formulates and follows a substantial action plan to investigate a research question The Action Plan has been mostly completed and updated in places. There is some evidence of planning in the PSA. The student: i. communicates information and ideas accurately by using a style that is mostly appropriate to the audience and purpose The PSA is mostly appropriate for the country chosen. The PSA uses an appropriate style at times. The PSA meets the time constraints to some extent. The PSA mostly communicates the contention effectively. 7-8 The student: ii. demonstrates detailed knowledge and understanding of content and concepts through thorough, accurate descriptions, explanations and examples. The PSA has a contention that deep understanding of the population issues faced by the chosen country. The PSA uses examples or evidence to support the arguments The student: ii. formulates and effectively follows a comprehensive action plan to investigate a research question The Action Plan has been completed and updated. There is evidence of planning in the PSA. The student: i. communicates information and ideas effectively and accurately by using a style that is completely appropriate to the audience and purpose The PSA is appropriate for the country chosen. The PSA uses an appropriate style. The PSA meets the time constraints. The PSA communicates the contention effectively.
to think of the dynamic of the situation you are presented with when planning an assessment, for example any situation where a person may feel uncomfortable speaking openly about their needs. A assessment must also consider the impact on the carer’s activities beyond their caring responsibilities, e.g. their desire and ability to work, partake in education, training or recreational activities, or to have time to themselves. Impact on the carer’s activities should be considered both in the short-term and “over a longer term cumulative sense” (6.19). Key learning point A carer’s assessment must also consider the impact on the carer’s activities beyond their caring responsibilities. Questions What key words or phrases (on the slide) stand out to you? Why? How might you best communicate with a carer that he or she is being assessed? How might you judge the sustainability of the carer’s role? Does this change in requirements for carers’ assessments any issues for you or your organisation?
Terminology What does it mean? When is it expected? Emerging Has shown an emergent grasp of the year group objectives. End of autumn term Emerging + Is secure in less than half of the year group objectives. End of autumn term (for rapid graspers) Working within Secure in approximately half of the objectives. End of spring term Working within + Secure in the majority of the objectives. End of spring term (for graspers) Achieved Have achieved almost all of the end of year expectations and can use and apply skills confidently. End of summer term Achieved + Has achieved virtually all of the end of year expectations and has a deep understanding of many of the end of year expectations. End of summer term (for rapid graspers) What does this mean for my child? A child who is in Y2 and is working at age related expectations will be: By the end of the autumn term: emerging towards achieving the Year 2 key objectives ; By the end of the spring term: working towards achieving the Year 2 key objectives; By the end of the summer term: achieved the Year 2 key objectives.
STANDARD 4 PROGRAM OVERSIGHT/MANAGEMENT The granting organization manages the assessment-based certificate program effectively to protect candidate rights, ensure program credibility through response to misrepresentation or noncompliance with eligibility criteria, and include continuous corrective and preventive actions for quality improvement.
A scientific, customised assessment process to provide senior academics at Stellenbosch University (SU) with insight into their own leadership abilities SU COMPETENCIES : 1. Management/ Leadership · People development · Managing organisational dynamics · Leadership 2. Work-/Process-related · Ensuring sustainability · Strategic planning 3. Decision-making/ Problem-solving · Managing complexity through systems thinking · Pro-active decisionmaking 4. Client/Stakeholder engagement or management 5. Personal management · Adapting and coping · Self-responsibility/ Conscientiousness Introduction We have developed a tailor-made assessment centre for senior academic leaders at SU. This is available to all executive heads, heads of department and heads of divisions in academic environments. The programme is based on international best practice, is scientific, and most important has been developed specifically with an in-depth understanding of what it means to be a successful academic leader at SU. What is an assessment centre? This is a process during which various simulations and assessments are used to determine current ability, skills and training needs as well as potential – with regards to management and people skills —by evaluating performance in the assessment centre against a number of competencies which are regarded as being of critical importance for being effective in a position or role. Benefits of being assessed Your insight into your ability to lead, manage and develop a team of people is increased, providing you with clarity on your strengths and development areas. This self-insight, arrived at on the basis of an in-depth feedback session, will inform and enhance your ability to optimise your learning on any future development programmes. What it involves Completing a series of on-line questionnaires that will give you an opportunity to understand the behaviour patterns that come naturally to you.
JOHNSON TOWNSHIP 2016 Property Category Levy* % Residential $1,396,534.09 93.33% Commercial $38,724.83 2.59% Commercial Vacant $135.31 0.01% Industrial $5,820.99 0.39% Industrial Vacant $347.15 0.02% Pipeline $23,100.35 1.54% Farmlands $28,819.01 1.93% Mngd Forest $2,815.33 0.19% $1,496,297.05 100.00% * based on 2015 rates
Section 2: Skills Time-management Pass Needs more work Answer includes spelling and grammatical errors Answer does not adhere to the required word count (200-250) Answer does not use the STAR technique Answer does not demonstrate successful time-management skills Activity has not been previously mentioned in Section 1 Comments: Section 2: Skills Analysis and Problem solving Pass Needs more work Answer includes spelling and grammatical errors Answer does not adhere to the required word count (200-250) Answer does not use the STAR technique Answer does not demonstrate successful analysis and problem solving skills Activity has not been previously mentioned in Section 1 Comments: Section 2: Skills Initiative Pass Needs more work Answer includes spelling and grammatical errors Answer does not adhere to the required word count (200-250) Answer does not use the STAR technique Answer does not demonstrate successful initiative skills Activity has not been previously mentioned in Section 1 Comments:
Miller, A. (2003). The crucible. New York: The Penguin Group. Miller, R. A. & Picker, D.V.(Producers) & Hytner, N. (Director). (2004). The crucible [DVD]. United States: 20th Century Fox. Murrow, E.R. (Writer), & Hewitt, D.(Director). (1954, March 9). A report on senator Joseph R. McCarthy [Television series episode script]. In F. Friendly (Executive Producer), See it now. New York City, New York: CBS-Broadcasting Network. Retrieved from http://www.honors.umd.edu/HONR269J/archive/Murrow540309.html Wiggins, G.P., & McTighe, J. (2005). Understanding by design. New Jersey: Pearson Education, Inc.
information is also indicative of the adjacent Tasmanian fishery that uses the same gear type, i.e., non-baited squid jigs. The annual Tasmanian Scalefish Fishery Assessment Report is now assessed using the new national framework, which includes performance indicators and reference points. Although Tasmania has no formal data sharing arrangement with the Commonwealth, all Tasmanian state catch and effort is reported to the Commonwealth and Gould’s squid is included in the new national Status of Key Australian Fish Stocks report. Assessment 2.3.2 Information is collected and a risk analysis, appropriate to the scale of the fishery and its potential impacts, is conducted into the susceptibility of each of the following ecosystem components to the fishery. (a) Impacts on ecological communities Benthic communities Ecologically related, associated or dependent species Water column communities (b) Impacts on food chains Structure Productivity/flows (c) Impacts on the physical environment Physical habitat Water quality 2.3.2 Due to the limited licences in the fishery, the highly selective fishing method and a relatively low catch comparative to historical quotas, the Tasmanian Gould’s Squid Fishery is considered to have negligible to zero bycatch and no significant impact on physical habitat or water quality. The submission provided by DPIPWE also states that there is no contact on benthic and/or water column communities in the fishery. However, due to the relatively small size of the fishery and fluctuating nature of the Gould’s squid, there is no specific research available regarding broader food chain impacts. Management responses 2.3.3 Management actions are in to ensure significant damage to ecosystems does not arise from the impacts described in 2.3.1. 2.3.3 As described in 2.3.1, there is no evidence of significant damage to ecosystems caused by this fishery, therefore no specific management actions are in place to address impacts to ecosystems. As mentioned above, however, the species' high fecundity, existing input controls (e.g., limited licensing), selective fishing apparatus, (i.e., unbaited squid jigs), and no known
SLO 3:Graduates using critical thinking will be able to plan, layout, and construct walls and the various details therein in the construction of residential properties SLO 4:Graduates using critical thinking will be able to comprehend and fabricate the complicated structures in roof framing in residential construction. SLO 5:Graduates using critical thinking will be able to apply various techniques for interior and exterior finishes in residential and commercial properties. SLO 6:Graduates will be able to safely use various machinery and hand tools that relate to the construction industry. SLO 7:Graduates using critical thinking will be able to understand the characteristics of concrete and demonstrate how it relates to residential and commercial construction. Analysis during 2013-14 will focus on SLO 1 & SLO 6 combined Threshold: 72% SLOs 1, 2, 3, 4,and 6aredistinguised in CAR 190: Written Benchmark: 50% Threshold: 78% CAR 191: Performance Lab Assessments Benchmark: 50% Threshold: 78% SLOs1, 2, 3, 4, and 6 areassessed: CAR 190 2013-14 Performance Benchmark: 50% Threshold: 78% CAR 191 2013-14 Performance Benchmark: 50% Threshold: 78% SLOs5 is distinguised in CAR 200: Written Benchmark: 71% Threshold: 71% CAR 201:Performance Lab Assessments Benchmark: 71% Threshold: 71% SLO5 is assessed: CAR 200 2013-14 Performance Benchmark: 71% Threshold: 71% CAR 201 2013-14 Performance Benchmark: 71% Threshold: 71% SLOs7is distinguised in CAR 140: Written Benchmark: 42% Threshold: 79% CAR 141:Performance Lab Assessments Benchmark: 43% Threshold: 79% SLO7 is assessed: CAR 140 2013-14 Performance Benchmark: 42% Threshold: 79% CAR 141 2013-14 Performance Benchmark: 43% Threshold: 79% Use of Results/Plans for Improvement Faculty reviews student performance and makes recommendations for course/teaching strategy change. Students are required to learn both the theory and practice related to the field. Instructors must use strategies that enable that “theory to practice” connection and teaches the process behind how to “build”. Perkins funding allowed for
some conclusions drawn on the issues raised, specifically relating to childcare and aged care services and the Certificate IV in Training and Assessment (TAE). Key messages Large groups of existing workers in the childcare and aged care services industries have been required to attain or upgrade qualifications to keep abreast of regulatory changes. This has led to some apprehension among training providers and industry about the rigour and consistency of assessments, including the recognition of prior learning (RPL). Courses of short duration, coupled with insufficient training, are felt to increase the risk of poor skills acquisition and rigour in assessment, including for entry-level teachers and trainers. Inadequate mechanisms for selecting students with the appropriate attributes and motivations for working in the caring occupations (including aged care and childcare) are felt to reduce the quality of training and assessment. A lack of systemic validation and moderation processes within and between providers and training systems is reducing the of confidence in the comparability and accuracy of assessments. The tendency on the part of assessors to develop and implement their own assessment tools and materials, as well as system imperatives for assessors to customise assessments to local contexts, may be factors contributing to a reduction in the comparability and accuracy of assessments. The regular use of independent assessors can help to minimise this risk. The Certificate IV in Training and Assessment may require more explicit content in relation to assessment if it is to provide teachers and trainers with the levels of underpinning knowledge and practice sufficient for undertaking quality assessments. The regular involvement of employers in assessments, including off-the-job assessments, needs to be encouraged. Tom Karmel Managing Director, NCVER
Assessment Method Options Checklist Units being assessed: Unit 1 Unit 2 Unit 3 Unit 4 Note: Remember to choose a combination of methods that will provide sufficient evidence of performance over time. Assessment Method ebs Assessment Type that may apply (See full list page 4) Specific examples of the method What does this method assess? Types of evidence produced Suitability for unit(s) Unit 1 Unit 2 Unit 3 Unit 4 Direct Observation in a workplace or simulated workplace Observation Integrated assessment Practical demonstration Simulation Work based Evidence Real work activities Simulated work activities Video recordings uploaded to a website On-line streaming of video from student workplace Practical skills Application of knowledge to work activities Foundation skills Dimensions of competence Checklist recording performance against required skills and knowledge Structured activities Case study Essay Integrated assessment Participation in online activities Presentation Role play Simulation Written task Evidence Simulation exercise or role play Presentations (use with caution – see On-line simulation Activity sheets or Workbooks Practical skills Application of knowledge Checklist recording performance Products or student written work in response to activity Record of on-line activity
Projects Assignment Higher Ed must pass event Integrated assessment Project Report Evidence Project undertaken in workplace Project based on scenario to simulate a workplace, teacher-directed in a classroom or on-line Response to case study Report or assignment Practical skills Application of skills in a range of contexts Skills and knowledge of analysis, design, management, leadership in higher AQF level units Possible products, notes, minutes or other documents Workplace evidence Report of the implementation and outcomes of the project E-portfolio record or forum or blog records Questioning Assignment BoS Exam Centrally set must pass event Oral questioning Participation in on-line activities Quiz Short answer questions Test Evidence Written questions (quiz sheets, on-line tests, workbook questions) Oral questions Structured competency conversations Tests/exams Facts Underpinning knowledge Problem-solving Reasons for actions Answers recorded by individual student Answers noted by assessor on interview sheets Records of on-line quiz results from LMS (Learning Management System)
Associated Health Trainees Not On Stipend (Without compensation - WOC) I. Application All in sections ‘A’ and ‘B’ must be returned with your packet. A list of required forms to submit, the recommended timing, and individual responsible for initiating the steps is included in the Associated Health - WOC Checklist. Please include this checklist with your packet and place the forms in the same order as the checklist. It will take approximately 2 hours to complete the forms and training. Retain a copy of all completed forms for your records. A. Make sure you have a printer available, as some of these forms cannot be saved. B. Mandatory Training New Trainees
Learning Goals to be achieved: Learning activities to support achievement of the goals: Who is responsible? & Timeframe Please share areas of strengths demonstrated by the student overall Student comments: Educator’s comments: Are there any issues for any of the parties concerning the nature of the placement, the student’s performance or the supervision relationship? Additional comments? Signatures Signature of Agency Field Educator Date Signature of Student Date Notes: Students and Field Educators are advised to keep a signed copy of this report for future reference before the student submits this document on to the Unit’s Blackboard site. If you have any questions regarding this document, please email:
UAF BACCALAUREATE SOCIAL WORK PROGRAM ASSESSMENT OF STUDENT LEARNING OUTCOMES LAST COMPLETED ON OCTOBER 2017 (2016-17 Data) All Council on Social Work Education programs measure and report student learning outcomes. Students are assessed on their mastery of the competencies that comprise the accreditation standards of the Council on Social Work Education. These competencies are dimensions of social work practice that all social workers are expected to master during their professional training. A measurement benchmark is set by the social work programs for each competency. An assessment score at or above that benchmark is considered by the program to represent mastery of that particular competency. COMPETENCY COMPETENCY BENCHMARK PERCENTAGE OF STUDENTS ACHIEVING BENCHMARK Competency 1: Demonstrate Ethical and Professional Behavior 80% of students should meet the combined assessment benchmarks in each competency 94% Competency 2: Engage Diversity and Difference in Practice 80% of students should meet the combined assessment benchmarks in each competency 89% Competency 3: Advance Rights and Social, Economic, and Environmental Justice 80% of students should meet the combined assessment benchmarks in each competency 83% Competency 4: Engage In Practice-informed Research and Research-informed Practice 80% of students should meet the combined assessment benchmarks in each competency 84% Competency 5: Engage in Policy Practice 80% of students should meet the combined assessment benchmarks in each competency 92% Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities 80% of students should meet the combined assessment benchmarks in each competency 90% Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities 80% of students should meet the combined assessment benchmarks in each competency 94% Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities 80% of students should meet the combined assessment benchmarks in each competency 96% Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities 80% of students should meet the combined assessment benchmarks in each competency 90%
Wenger, Etienne (2006) “Communities of practice: A brief introduction” http://wenger-trayner.com/introduction-to-communities-of-practice/ 17, 2017) Wenger, Etienne, Trayner, Beverly and de Laat, Maarten (2011) “Promoting and assessing value creation in communities and networks: a conceptual framework.” Ruud de Moor Centrum.
TSQF ASSESSMENT DOCUMENTATION ASSESSMENT PLAN Name of candidate Candidate No: Name of Assessor: Core Skills Legal Metrology Animal Health Higher Skills (HDCATS) Tak reference: A B C D E F Proposed methods of assessment Examination of product (work-based evidence) Assessor Observation Witness Observation Candidate Questioning Projects and assignments Witness Testimony Prior achievement/ learning Any variations from suggested task: (To be agreed with candidate, assessor and internal verifier Date of initial meeting: Target date for first formal assessment: Target date for completion and submission of evidence for this assessment: Target date for completion of assessment of evidence and candidate feedback: Assessment Plan, including dates, locations and personnel required to perform specific tasks: This assessment plan is agreed: Candidate Name (Print): Candidate Signature: Date:
School disciplinary incidents Do you have capacity to analyze this data on your campus? No Yes Who will provide this support? Law enforcement citations – Campus law enforcement Do you have capacity to analyze this data on your campus? No Yes Who will provide this support? Law enforcement citations – Community law enforcement Do you have capacity to analyze this data on your campus? No Yes Who will provide this support? Alcohol licenses Can be accessed from the MN DPS Alcohol & Gambling Enforcement Division Liquor License Database: Do you have capacity to analyze this data on your campus? No Yes Who will provide this support?
TOM NEWBY SCHOOL Assessment Plan Term 1 2018 – Grade 5 Subject Week Ending Topic Activity Mark English 02/02 02/02 23/02 09/03 09/03 16/03 16/03 Prepared speech Creative writing Comprehension and language test Writing a poen Prepared poem Comprehension and language test Unprepared reading Orals Written Written Written Orals Written Orals 20 30 30 30 20 50 20 Afrikaans 26/01 02/02 09/02 16/02 16/02 23/02 02/03 09/03 16/03 Module 1: Lekker kos Onvoorbereide lees Ondeling – Dialoog Skryf oorgereg Lister en Praat Taalwerk – Toets Mondule 2: Leef gesond Onvoorbereide lees Skryfwerk Begriptoets Taalwerk – Toets Lees Praat Skryf Skryf Skryf Lees Skryf Skryf Skryf 10 10 30 10 20 10 30 20 20 Maths 16/02 16/03 Whole numbers Summative Assignment Test 50 50 NS/Tech 09/02 16/03 Skeleton Life and Living Investigation Test 15 15 Geography 09/02 09/03 Capital cities Summative Map work Test 10 40 History 16/02 09/03 San Hunter-gathers Summative Investigation Test 20 30 Art 23/02 Drop cap Practical 20 Music 02/03 Music literacy Test 20 Phys Ed 09/03 Physical fitness programme Practical 30 LO 02/03 Self-concept Mask 30
TOM NEWBY SCHOOL Assessment Plan Term 3 2016 – Grade 1 Subject Week Ending Topic Activity English 29/07 05/08 26/08 02/09 14/09 Class – listening and speaking Summative Pets Summative Common assessment Oral Written Oral Written Written Afrikaans 12/08 26/08 02/09 12/09 Badtyd Troetlediere Troetlediere Common assessment Luister en praat Gedig Meervoude Skryf Maths 29/07 05/08 26/08 02/09 13/09 Counting and graph Summative Counting and bonds Summative Common assessment Oral and practical Written Oral and practical Written Written Life Skills 02/09 26/08 15/09 Summative Drawing Common assessment Written Drawing Written ENGLISH: Continuous Assessment; Listening, Speaking, Reading and Comprehension. AFRIKAANS: Continuous Assessment; Luister en Praat. MATHS: Continuous Assessment; Oral, Practical, Written and Problem Solving. LIFE SKILLS: Continuous Assessment; PT and Music.
TOM NEWBY SCHOOL Assessment Plan Term 3 2016 – Grade 5 Subject Week Ending Topic Activity Mark English 29/07 12/08 19/08 02/09 09/09 16/09 Express your thoughts Oral Poetry test Language test Unprepared reading story Role play Book review Comprehension and Language test 20 15 15 20 30 20 30 50 Afrikaans 22/07 22/07 05/08 05/08 12/08 19/08 26/08 09/09 09/09 My ongewing Leesbegrip Mondeling Skryfwerk Voorbereidelees Taaltoets Skryfwerk Mondeling Leesbegrip Taaltoets 20 15 30 10 15 30 20 30 20 26/08 16/09 Project and investigation Test Investigation Written 50 50 NS/Tech 19/08 02/09 Wheels and axles Test Practical Written 20 30 Geography 19/08 09/09 Weather, climate Test Project / assignment Written 20 30 History 26/08 16/09 Egypt Egypt Project Test 20 30 Art 21/08 Mobile Construct a mobile 20 Music 16/08 Crazy machine Movement and interview 20 Phys Ed 16/09 Gymnastics Practical 30 LO 09/09 Festivals and customs Project - booklet 60
TOM NEWBY SCHOOL Assessment Plan Term 3 2017 – 3 Subject Week Ending Topic Activity English 04/08 18/08 08/09 15/09 22/09 Wagtail Hot air balloon Summative language Summative dictation Bird park Comprehension Comprehension Language Spelling Written Afrikaans 04/08 11/08 18/08 18/08 25/08 01/09 Dialoog Voorbereide lees Leesbegrip Luisterbegrip Taalkunde Skryf paragraaf Praat Lees Begrip Begrip Taalwerk Skryf werk Maths 01/08 25/08 01/09 Oral - counting Practical - perimeter Summative - test Oral Practical Written Life Skills 17/08 15/09 Art – City skyline Common assessment Line drawing Written ENGLISH: Continuous Assessment; Listening, Speaking, Reading, Comprehension, Phonics, Spelling and Written work. AFRIKAANS: Continuous Assessment; Luister, Praat Lees, Klanke, Skryf en Taal. MATHS: Continuous Assessment; Oral, Practical, Written and Problem Solving. LIFE SKILLS: Continuous Assessment; PT, Art and Music.
TOM NEWBY SCHOOL Assessment Plan Term 3 2018 – Grade 6 Subject Week Ending Topic Activity Mark English 03/08 10/08 17/08 17/08 17/08 31/09 07/09 07/09 14/09 Writing and presenting Listening and speaking Reads aloud Reading and understanding Language structures Writing and presenting Reading and understanding Language structures Listening and speaking Writing a short story Listening test Unprepared reading Comprehension test Language test Writing a dialogue Comprehension test Language test Roleplay 30 20 15 20 15 30 30 20 20 Afrikaans 03/08 14/08 24/08 24/08 03/09 07/09 14/09 21/09 Skryf Taal en begrip Praat Lees Skryf Luister taak Praat Taal en begrip Envoudige storie Toets Oor ‘n storie Voorbereide Plakaat Voor instruksies uit Hervertel storie Toets 30 15 + 20 15 10 30 20 10 50 Maths 07/09 14/09 Data assignment Term test Assignment Written 25 50 NS/Tech 07/08 14/09 Making a lamp/electrical component Term test Practical Written 30 40 Geography 24/08 14/09 Climate and vegetation Climate and vegetation Case study Test 20 30 History 07/09 Democracy Test 30 Art 24/08 Self portrait Practical 20 Music 07/09 Cultural dances Practical/Research 20 Phys Ed 17/08 Rhythmic movement Practical 30 LO 17/08 National symbols Research 30
TOM NEWBY SCHOOL Assessment Plan Term 4 2018 – Grade 5 Subject Date Topic Activity Mark English 19/10 19/10 26/10 02/11 13/11 22/11 Writing a report Listen skills Prepared reading Comprehension and language Creative writing Final Exam Written Oral Oral Written Written Written 30 20 20 30 30 40 Afrikaans 26/10 02/11 09/11 19/10 19/10 02/11 19/11 Voorbereide lees Taal structure Leesbegrip Onvoorbereide lees Skryf Kreative eksamen Eksamen Lees Skryf Skryf Lees Skryf Skryf 10 15 20 10 30 30 70 Maths 02/11 16/11 Test Final Exam Written Written 50 75 NS/Tech 19/10 14/11 Solar system Final Exam Practical Written 15 50 Geography 20/11 Final exam Written 50 History 21/11 Final Exam Written 50 Art 26/10 Quilts Practical 20 Music 26/10 Aural Practical 20 Phys Ed 02/11 Athletics – High jump, long jump, shot put, hurdles Practical 30 LO 12/11 Final Exam Written 50
Activities to be undertaken: Go through the profile(s) reading the context and checking the standardised judgements against the outcomes and level descriptors. ‘Add-up’ the judgements to obtain the best-fit level. the sufficiency of evidence, is your judgement secure? Each moderator should provide feedback on their findings as evidence that the exercise has been completed (a simple pro-forma is available for this purpose). The outcomes of cluster meetings should be sent to the cluster ChAD. The cluster should meet to discuss the findings and plan improvements in preparation for the next meeting. Individual schools should use moderator’s comments to help them improve assessment procedures and outcomes. Cluster evidence should be available for cross cluster moderation carried out by the Hub team. attained by learners within the cluster? What do the outcomes tell you about the quality of assessment within the cluster? What actions are taken as a result of the cluster moderation meetings?
Assessment Policy May 2017 Content 1. Introduction ………………………………………………………………………………………………………. 3 2. Key Stages ……………………………………………………………………………………….……………… 3 3. Stages of Mastery Model ……………………………………………………………………………………….. 3 4. and Responsibilities ……………………………………………………………………………………… 4 5. KS 4 Assessment and Resources ……………………………………………………………………………… 5 6. KS5 Assessment and Resources ……………………………………………………………………………….. 5 7. Recording and Reporting ………………………………………………………………………………………… 5
In school summative assessment – Y1/2 Reading Writing SPaG Maths Foundation Term 1 STAT Online individual child profile. PM bench marking Phonics baseline using letters and sounds Alan Peat higher order thinking questions used. STAT Online individual profile. Wow Write and Assessed Write pieces are moderated. STAT Online individual child profile. Y1 Phonics baseline Y2 – Twinkl tests to support assessment in writing STAT assessment grids completed. STAT Online individual child profile. End of unit tests. Diagnostic questions. NCTEM Mastery Questions. Use alongside TA from ‘Twinkl’ end of unit PUMA Tests. Assess against the Chris Quigley Milestones identified on the topic or termly assessment sheet. Judgements made on depth of understanding or skill. Assessment trackers completed. Term 2 STAT Online individual child profile. PM bench marking Phonics baseline using letters and sounds Alan Peat higher order thinking questions used. STAT Online individual child profile. Wow and Assessed Write pieces are moderated externally. STAT Online individual child profile. Y1 Phonics baseline Y2 – Twinkl tests to support assessment in writing STAT assessment grids completed. STAT Online individual child profile. End of unit tests. Diagnostic questions. NCTEM Mastery Questions. Use alongside TA from ‘Twinkl’ end of unit tests. PUMA Tests. Assess against the Chris Quigley Milestones identified on the topic or termly assessment sheet. Judgements made on depth of understanding or skill. Assessment trackers completed.
Term 3 STAT Online individual profile. PM bench marking Phonics baseline using letters and sounds Alan Peat higher order thinking questions used. Y1 Phonic screen Y2 SAT test STAT Online individual child profile. Wow Write and Assessed Write pieces are moderated. Y2 SAT writing STAT Online individual profile. Y1 Phonics baseline Y2 – Twinkl tests to support assessment in writing STAT assessment grids completed. Y2 SPAG test STAT Online individual child profile. End of unit tests. Diagnostic questions. NCTEM Mastery Questions. Use alongside TA from ‘Twinkl’ end of unit tests. PUMA Tests. Y2 SAT test Assess against the Chris Quigley Milestones identified on the topic or termly assessment sheet. Judgements made on depth of understanding or skill. Assessment trackers completed. Summary of strengths shared in end of year report. In school summative assessment – Y5/6 Reading Writing SPaG Maths Foundation Term 1 STAT Online individual child profile. PM bench marking Phonics baseline using letters and sounds Alan Peat higher order thinking questions used. STAT Online individual child profile. WowWrite and Assessed Write pieces are moderated. STAT Online individual child profile. Y1 Phonics baseline Twinkl tests to support assessment in writing STAT assessment grids completed. SPAG.com Tests STAT Online individual child profile. End of unit tests. Diagnostic questions. NCTEM Mastery Questions. Use alongside TA from ‘Twinkl’ end of unit tests. Regular Arithmetic papers. PUMA Tests. Assess against the Chris Quigley Milestones identified on the topic or termly assessment sheet. Judgements made on depth of understanding or skill. Assessment trackers completed.
decisively when necessary. act decisively when necessary. Using the information above, identify key strengths in this area: Development areas Overall grade for this section: Inadequate progress (4) Pass practice (3) Good level practice (2) Outstanding level practice (1) Fully met Working towards met Working towards Fully met 8. Fulfil wider professional responsibilities Inadequate (4) Pass level (3) Good (2) Outstanding (1) Make a positive contribution to the wider life and ethos of the school Does not yet make a positive contribution to the wider life and ethos of the school. Is able to make a positive contribution to the wider life and ethos of the school. Is proactive and makes a positive contribution to the wider life and ethos of the school. Is consistently proactive and makes a significant contribution to the wider life and ethos of the school. Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Does not yet develop effective professional relationships with colleagues, and does not know how and when to draw on advice and specialist support. Is able to develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support. Develops effective professional relationships with colleagues. Consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support. Works well collaboratively to develop creative practice. Is proactive in developing consistently effective relationships with colleagues. Shows initiative in consulting with colleagues effectively, knowing when and how to draw on their advice and specialist support. Works well collaboratively to develop innovative and creative practice.
Management Calendar for Assessment, Recording & Reporting cycle: Academic Year 2018 – 2019 Approximate timings over a term Week 1 Week 2 Week 3 Week 4/5/6/7/8 Week 10 Week 11 Week 12 Week 13/14 Subject Science – Formative English - formative - formative Maths Moderation Science - Summative English Moderation Young People Behaviour management Plan Evaluation Form Tutor IEP – Target setting Wk 6: B squared data input and Classroom Monitor IEP Outcomes B squared Data Input and Classroom Monitor Monitoring & evaluation Wk 8: Teaching Observations HLTA Observations ASDAN moderation John Muir Moderation Assessment - (Ongoing Formative & Summative Assessment Throughout Term) Wk 6: Thrive Moderation Thrive: Re assessment and new target setting
Assessment Report: Graduate Survey (2012) Xing Liu Part I. How satisfied are you with teacher education program at Eastern Connecticut State University The following five-point Likert scale was used: Very Satisfied 5 Satisfied 4 Neutral 3 Slightly Satisfied 2 Very Dissatisfied 1 Descriptive Statistics N Minimum Maximum Mean Std. Deviation 1). Understand the content and/or area specialty 42 2.00 5.00 4.3095 1.04737 2). Understand how students learn 42 1.00 5.00 4.2619 .88509 3). Use different pedagogical approaches 42 2.00 5.00 4.3095 .84068 4). Implement Connecticut's Common Core of Teaching 43 1.00 5.00 3.6512 1.06645 5). Integrate technology into classroom instruction 43 2.00 5.00 3.7442 1.00221 6). Use assessment skills 43 1.00 5.00 4.0233 1.14410 7). Teacher special education students 43 1.00 5.00 3.3023 1.37208 8). Educate students from diverse cultural backgrounds 43 1.00 5.00 3.7209 1.07627 9). Collaborate with colleagues 43 2.00 5.00 4.3953 .76031 10). Deal with changes in the classroom or school 42 2.00 5.00 3.6667 1.11894
KS2 % EXP. % EXP. National % GDS/Higher Standard % GDS National Average Scaled Score Average scaled score National 2016 36% 70% 9% 17% 100 103 2017 64% 75% 9% 23% 99 104 2018 79% 76% 7% 24% 103 104 KS2 GPS % EXP. % EXP. National % GDS % GDS National Average scaled score Average Scales National 2016 73% 73% 18% 23% 102 104 2017 55% 77% 0% 31% 98 106 2018 43% 78% 14% 34% 100 106 KS1 SATs Reading Writing Maths
Term 3 WRITING Writing Sample – Narrative Writing Tracker READING Running Records including retell M100 Reading Tracker if over L15 SPEAKING AND LISTENING Speaking and Listening Checklist NUMERACY Numeracy Interview Numeracy Tracker INQUIRY Integrated Tracker Pre Test Post Test WRITING Writing Tracker Writing Sample - Narrative On Demand Adaptive - Writing READING Reading Tracker Running Records including retell On Demand Adaptive – Reading if over L15 SPAT-R for kids in Term 2 SPEAKING AND LISTENING Speaking and Listening Tracker NUMERACY Numeracy Tracker On Demand Adaptive – Number INQUIRY Integrated Tracker Pre Test Post Test WRITING On Demand Adaptive - Writing Writing Sample – Narrative Writing Tracker READING On Demand Adaptive – Writing Reading Tracker SPEAKING AND LISTENING Speaking and Listening Tracker Presentations B.T.N Review NUMERACY Numeracy Tracker On Demand Adaptive – Number Pre / Post Fractions and Decimals Interview INQUIRY Integrated Tracker Pre Test Post Test WRITING Writing Tracker Writing Sample – Narrative On Demand Adaptive – Writing READING Reading Tracker Probe On Demand Adaptive – Reading SPEAKING AND LISTENING Speaking and Listening Tracker Inquiry presentations. B.T.N Review. NUMERACY Numeracy Tracker Pre / Post Tests On Demand Adaptive – Number INQUIRY Integrated Tracker Pre Test Post Test Term 4 WRITING On Demand Linear – Writing Writing Sample – Procedural Writing Tracker READING Running Records including retell Probe if over L15 M100 Reading Tracker SPEAKING AND LISTENING Speaking and Listening Checklist NUMERACY Numeracy Interview Numeracy Tracker INQUIRY Integrated Tracker Pre Test Post Test WRITING On Demand Linear – Writing Writing Sample - Procedural Writing Tracker READING Reading Tracker Running Records including retell Probe if over L15 SPAT-R for kids in Term 3 SPEAKING AND LISTENING Speaking and Listening Tracker NUMERACY Numeracy Tracker INQUIRY Integrated Tracker Pre Test Post Test WRITING On Demand Linear – Writing Writing Sample – Procedural Writing Tracker READING Probe Reading Tracker SPEAKING AND LISTENING Speaking and Listening Tracker Presentations B.T.N Review. NUMERACY Numeracy Tracker Pre / Post On Demand Linear - Number INQUIRY Integrated Tracker Pre Test Post Test WRITING Writing Tracker On Demand Linear – Writing Writing Sample – Procedural READING Reading Tracker Probe On Demand Linear - Reading SPEAKING AND LISTENING Speaking and Listening Tracker Inquiry presentations. B.T.N Review. NUMERACY Numeracy Tracker Pre / Post Tests On Demand Linear - Number Fractions and Decimals Interview INQUIRY Integrated Tracker Pre Test Post Test Reports Due Last reviewed 16/10/2012
ASSESSMENT SCHEDULE 2016-17 YEAR AUTUMN TERM SPRING TERM SUMMER TERM 7 Interim Assessments Friday 4th November – Friday 18th November, 2016 Interim Assessments Monday 27th February – Friday 17th March, 2017 End of year examinations Friday 7th and Monday 10th July, 2017 8 Interim Assessments Friday 4th November – Friday 18th November, 2016 Interim Assessments Monday 27th February – Friday 17th March, 2017 End of year examinations Monday 3rd – Tuesday 4th July, 2017 9 Interim Assessments Friday 4th November – Friday 18th November, 2016 Interim Assessments Monday 27th February – Friday 17th March, 2017 End of year examinations Thursday 29th - Friday 30th June, 2017 10 Interim Assessments Friday 4th November – Friday 18th November, 2016 Interim Assessments Monday 27th February – Friday 17th March, 2017 End of year examinations Friday 28th April – Friday 5th May, 2017 11 Pre-public examinations Friday 9th – Thursday 15th December, 2016 Public Examinations Dates to be published. 12 Interim Assessments Friday 11th November – Thursday 24th November, 2016 Pre-public examinations Monday 27th February – Wednesday 1st March, 2017 Public Examinations (some subjects) Dates to be published. End of year examinations (for subjects with no public examinations) Tuesday 11th – Friday 14th July, 2017 13 Interim Assessments Friday 11th November – Thursday 24th November, 2016 Pre-public examinations Monday 13th – Wednesday 15th March, 2017 Public Examinations Dates to be published.
Rubric – Assessment 1 Element Criteria Fail Pass Credit Distinction High Distinction Identify health issues for Australian youth. Historic aspects of health in Australia Current aspects of health Physical activity and skills needed to improve health Claire Hughes (2009) Assessment as text production: drawing on systemic functional linguistics to frame the design and analysis of assessment tasks, Assessment & Evaluation in Higher Education, 34 (5), 553-563 DOI: 10.1080/0202930802187316
Intended purpose and audience (be specific) How initial ideas / concept changed and reason for changes Intended genre and elements of your story that represent this genre Stylistic choices and language techniques employed to create meaning Stylistic influences Themes Strengths and weaknesses of learning process language: using forms, features and structures appropriate to purpose and audience. Persuade your audience to understand and appreciate the power of your composition as a conceptual or symbolic representation Demonstrate an understanding of the processes employed in creative composition. Demonstrate an understanding of the way language is employed to create meaning in creative texts. Evaluate the diverse ways texts can represent personal and public worlds and recognise how they are valued. Reflect on, monitor and evaluate learning experiences. To assist you with this task, you are to keep a journal throughout the unit where you will document procedural aspects of your creation journey such as: your initial ideas /concepts /symbolic representation planning notes about audience, intended meaning about character and genre about point of view and voice notes about style and language choices images or drawings that assist visualisation research such as: context, characters, samples of author styles and so on. draft versions and edits feedback from peers and teachers reasons for the changes to drafts any other reflections You should use your journal to inform your reflection. Marking Criteria’s Part A Short Story Composition Marking Criteria: Outcomes: 11-1, 11-3, 11-4, 11-5. Marking Criteria Marks Highly engaging short story Ideas or concept represented are evocative and appropriate to audience and purpose, and explored in an insightful or perceptive manner with powerful use of symbolism Highly skilful employment of form, language and literary techniques to convey meaning A 13-15 Engaging short story Ideas or concept represented are interesting and appropriate to audience and purpose, and explored in a considered and thoughtful manner, with effective use of symbolism Skilful employment of form, language and literary techniques to convey meaning B 10-12
Section 2 Purpose of reading and writing and symbolism Learning – classwork complete Application of learning – story Creative journal entry Section 3 Genre and character Learning – classwork completed Application of learning – redraft story Creative journal entry Section 3 Voice and point of view Learning – classwork completed Application of learning – redraft story Creative journal entry Section 4 Style and literary devices Learning – classwork completed Application for learning – redraft story Creative journal entry Section 5 Consolidate Review learning – narrative checklist edit and submission of story Draft of reflection, edit and submission
NPI Plan Requirements Clarification NAI Schedule 2.2(e) Arrangements for limiting risks to the environment, including a description of equipment and arrangements for the protection of the environment from an incipient major accident and how warnings are to be given and the actions persons are expected to take on receipt of a warning. Note – see Schedule 2.2.(i) requirements for details of “equipment and arrangements” Assessment Guidance / Minimum Information Location of Information Inspector’s Assessment Comments Does the OPEP detail arrangements in place for limiting risks to the environment, which include response arrangements detailing who would undertake any necessary actions during a response? NPI Plan Requirements Clarification NAI Schedule 2.2(f) A description of the equipment and resources available to respond to a release of oil to the sea, including the equipment and resources available for the capping of any potential release from a well., including- (i) a complete and up-to-date inventory of emergency response equipment pertinent to those operations; and (ii) details of the ownership, the storage location, the arrangements for transport to, and mode of deployment at, the incident location of the equipment and resources. And 2.2(g) the measures in place to ensure that the response equipment and procedures are maintained in an operable condition. Assessment Guidance / Minimum Information Location of Information Inspector’s Assessment Comments Does the NPI OPEP state that the required information relating to the well/location specific inventory of oil spill response equipment must be included in the relevant Production Installation/Field OPEP or TOOPEP?
Signs of Safety Assessment Framework What are we worried about? What’s working well? What needs to happen? Past Harm Complicating Factors Existing Strengths Existing Safety Danger Statement(s) Safety Goal(s) Safety Scale: (Locate different people’s judgements on the 0 10
Assessment tracking – BTEC Higher Nationals ASSESSMENT RECORD AND FEEDBACK SHEET Programme: Student Name: Unit Grade: Unit No. & Title: Year: Assessment Date: Assessor Name: Unit Completion Date: IV Signature: Assignment No. & Learning Outcomes Date Issued Hand in Date Summative Feedback Resubmission Date* * Resubmissions must be approved by the Assessment Board Assignment No. Grade Date Achieved Comments Assessor Signature