zilongwang/ReadingBank huggingface dataset:
4. WORKPLAN TASKS The Workplan must describe the tasks/activities to be accomplished, the expected time frame for accomplishment (commitments), the projected outputs (activities and deliverables), and the projected outcomes (environmental improvements and results). Utilize task activities described in your proposal. Edit chart as necessary, but do not include more than 4 tasks. Tasks are identified as examples, add or delete as appropriate for your project. Task 1: Cooperative Agreement Oversight (Utilize task descriptions from proposal.) Task 1 - Cooperative Agreement Oversight Subtasks (Commitments) Anticipated Outputs (projected activities, deliverables, reports) and Anticipated Outcomes (projected results, effects, improvements) Anticipated Accomplishment Date(s) (Month/Year) Actual Accomplishment Date(s) Obtain QEP and legal services (if necessary): Prepare Request For Proposals/Qualifications, evaluate applications, conduct interviews, hire qualified environmental professional (QEP) Conduct annual performance evaluations on QEP Obtain legal services for title searches, regulation interpretations, etc. Outputs: RFP/RFQ; documentation of meeting of open competition; contract for of services Performance evaluation reports, and applicable corrective actions Outcomes: High quality products and services to meet project needs Maintain a high level of work effort 12/31/16 Reporting: Prepare quarterly reports, MBE/WBE and FFR form at the end of the reporting period site data in ACRES Prepare report and grant closeout material Outputs: Quarterly reports and other forms; updated ACRES database; final report and closeout forms Outcomes: Regular communication of project status and next steps; current database for congressional reporting 1/30/17 Quarterly reports every quarter; MBE/WBE forms 3/30 & 9/30; ACRES updated when site activities occur Records: Maintain grant files Maintain site project files Maintain financial records Outputs: Accurate and complete suitable for audit purposes Outcomes: High quality project records reflective of the work performed Continuously throughout grant period Requests for Reimbursements or Advances Outputs: Forms submitted to Las Vegas for payment Outcomes: Reduce unliquidated obligations Continuously throughout period Training: Attend EPA Brownfields Conferences and other related workshops Outputs: Attend Brownfields conference Outcomes: December 2017 Ongoing
Improve Brownfields knowledge and expand networking opportunities EXAMPLE Task 2: Community Engagement – OR - Insert Task Name Task 2 – Insert Task Name Subtasks (Commitments) Anticipated Outputs (projected activities, deliverables, reports) and Anticipated Outcomes (projected results, effects, improvements) Anticipated Accomplishment Date(s) (Month/Year) Actual Accomplishment Date(s) Establish Brownfields steering committee Ensure that commitments made by CBOs in proposal are implemented. Outputs: Bi-monthly meetings, meeting agendas, attendance lists and meeting notes Commitments from CBOs Outcomes: An active and motivated workgroup driving Brownfields initiatives Develop Marketing Materials: Create brochure targeting private & public property owners, lenders and developers Create FAQ fact sheet Update website Outputs: # Color brochures; # FAQ insert(s); 1 easy to navigate and attractive website Outcomes: marketing tools to promote project work and disseminate information Implement outreach strategy in target areas: Meet w/ local community organizations and/or attend local town selectman meetings Publish program info in local papers and post notices in town halls & community centers Outputs: Give BF presentations at # meetings, minimum # round of ads/postings in local target areas Outcomes: Improve community knowledge on BF issues and identify potential BF sites Hold local public meeting on Phase II sites: Discuss Phase II results, and potential cleanup and redevelopment plans Outputs: Minimum # local public meeting, presentation materials, attendance list Outcomes: Encourage public participation and support of BF project(s) going forward EXAMPLE Task 3: Site Inventory Expansion & Selection – OR - Insert Task Name Task 3 - Insert Task Name Subtasks (Commitments) Anticipated Outputs (projected activities, deliverables, reports) and Anticipated Outcomes (projected results, effects, improvements) Anticipated Accomplishment Date(s) (Month/Year) Actual Accomplishment Date(s) Site inventory: Gather recognized and potential brownfields sites in target areas Enter sites on GIS mapping tool Outputs: GIS map of potential BF sites Outcomes: Graphical capturing of BF sites for
Region Country 2013 Net Imports (KT) Long Term Trade Status Market Factors Market Attractiveness for Project Eastern Europe Russia 3.1 Net importer Market size: small Moderate growth market No new capacities likely to come up and no current capacities present Location proximity advantage High Poland 3.5 Net importer Market size: small No capacity in the country as of now Moderate growth rates expected in the future Location proximity advantage Moderate Western Europe Italy 10.0 Net importer Market size: small Mature market Moderate France 3.9 Net importer Market size: small No capacity in the country as of now and one plant closed down, hence completely reliant on imports Low growth market Moderate United Kingdom 2.9 Net importer Market size: small Low growth rates expected in the future Moderate Netherlands 6.5 Net importer Market size: small Low growth rates expected in the future Moderate Middle East Turkey 4.1 Net importer Market size small Proximity to country Moderate growth rates expected in future Location proximity advantage High
Region Country 2013 Net Imports (KT) Long Term Trade Status Market Factors Market Attractiveness for Project South America Brazil 6.8 Net importer No local producer, mainly imports from Japan and Germany Moderate growth rates likely in future Moderate North America USA 17.7 Net exporter Balanced market but imports from Germany and Japan Premium pricing Moderate Source: Jacobs Consulting Ltd.
Romania -3.3 Net Exporter Medium Access to black sea No new capacity announced, Net exporter Hungary 0 Net Exporter Medium New TVK capacity on-stream from 2015 onwards Czech Republic 4 Net Importer Low Fluctuates between importer and exporter Poland 31.9 Net Importer Low If bio-based plant is realized, the trade status of country from will switch to net exporter. Western Europe France 246 Net Importer Low Major consumer of Dutch and German butadiene Belgium 107 Net Importer Low consumer of Dutch and German butadiene Germany -162 Net Exporter Medium Major exporter Expensive logistics Netherland -348 Net Exporter Medium Major exporter Expensive logistics USA USA 233 Net Exporter Low Will become a major alternative exporter to compete with Western Europe Very expensive logistics Source: Jacobs Consultancy Ltd. Forecasts Methodology Introduction Jacobs Consultancy’s forecasting methodology involves the development of cash production costs at each stage of the production chain from crude oil to downstream product. This cash cost of production, combined with a forecast of return on investment at each stage, gives a forecast of long run marginal costs. This reflects the minimum price over the cycle at which producers will continue to invest in new capacity. The production process is broken into the following key steps: Conversion of crude oil in the refinery into hydrocarbon feeds for the fuels and petrochemical sectors The production of olefins (principally ethylene and propylene) and aromatics The conversion of olefins and aromatics into petrochemical derivatives.
Benchmarking Categories Selecting Best practices Barriers to benchmarking Baselining What is it? Difference from external benchmarking Measurements/Metrics Articles discussed around issues with metrics Metrics reported vs. Metrics executives care about Communication issues Audience – macro vs. micro Business alignment Chapter 8 – Risk (Identify and Assess) Risk Mgmt Risk Identification Assets – Inventory and other Attributes are not the same across all Classifying and Categorizing Asset Valuation (Goal) Prioritizing Assets Threat Identification Vulnerability Assessment Risk Assessment Likelihood x Value of Asset – Current Controls + Uncertainty Qualitative Risk Analysis Quantitative Risk Analysis Single Loss Expectancy Annualized Rate of Occurrence Annual Loss Expectancy
2. Standard(s) (one per row) 3. Skill(s) (one per row) 4. Level(s) of Rigor 5. Possible Type(s) of Items 6. Write and/or Select Assessment Items Item # Standard(s) and/or Skill(s) Type of Item Level(s) of Rigor # of Points % of Assessment TOTAL Copy and paste your assessment items here to create a student-facing assessment. TBD TBD TBD TBD TBD
New Leadership Alliance Guidelines for Assessment And Accountability in Higher Education (2012) Introduction: Are Our Students Learning? This fundamental question should the work of colleges and universities that are preparing students for success — in careers, as citizens — in our increasingly complex world. The Committing to Quality guidelines are a tool to help higher education institutions answer this question and take responsibility for assessing and improving student learning. Committing to quality means setting clear goals for student achievement, regularly measuring performance against those goals, reporting evidence of success, and continuously working to improve results. We urge all those in college and university communities — presidents and chancellors, faculty members, academic and student affairs administrators — to share and discuss these principles and, ultimately, to put them into practice. Downloaded from http://www.chea.org/alliance_publications/committing%20to%20quality-3rd%20edition.pdf on 2/11/14
Assessment Invoices and Payment Due Dates Self-insuring (SI) employers receive assessment invoices each year at the end of January and July. The payment deadline is Feb. 28, Feb. 29 in a leap year, and Aug. 31, respectively. The payment due date means the payment must post to the employer’s account by the due date to consider it on time. There is no grace period. Employers can pay invoices by electronic checks or automated clearing house transfer, credit card and check. It is important that we receive payment at the address noted on the invoice with enough time to allow processing and posting to the appropriate account. To ensure prompt and timely processing it is essential to include the policy number on the check, and to attach the stub included with the invoice. Without this information, delay in the payment process will likely happen. Make online electronic payments using this link The mailing address for payment Ohio Bureau of Workers’ Compensation, P.O. box 89492, Cleveland, OH 44101-6492 Send overnight payments to: Ohio Bureau of Workers’ Compensation Attn: Lockbox 89492 4910 Tiedeman Road, Cleveland, OH 44144. Access self-insuring invoice details at this page: . If an employer disagrees with a late payment penalty, the employer may request a review of the penalty, with proof of timely submission of the payment. We will not consider a postmarked envelope as a sufficient evidence of the timely submission. Sufficient support of timely submission may include, but is not limited to the following: A timely electronic confirmation; Overnight receipt confirmation; BWC date stamp with timely receipt date. The employer should submit a request for review of a late payment penalty to . If the employer disagrees with the review findings, he or she may request to refer the matter to the SI Review Panel. Sincerely David Sievert Interim Director Self-Insured Department
CATs locate assessment of student learning right in the classroom and put its control into the hands of individual instructors. Although the CATs were originally intended for formative assessment at the course level, they can be adapted to the program level and also help answer summative questions. Advantages Disadvantages & Solutions Have maximum relevance and usefulness for immediate improvement because assessment takes place at the point of student learning. Can be conducted continuously to emphasize that teaching is a formative, evolving process. Can provide feedback on what students know and can do, how they got and what helps or hinders learning Engage students in their learning, motivate them to monitor themselves, and help them become reflective learners Communicate that professors care about students, but also respect faculty autonomy Are highly dependent on the cooperation of individuals, so create a culture that values and supports the entire assessment process Can present challenges in generalizing to program or institution so encourage an ongoing forum for sharing approaches and results. Local Tests With tests, the testing instrument can be tailored to the intellectual content, curricular design, teaching practices, and expectations of the campus’s educational programs. It can lend itself to rapid adaptation if those conditions change. The process can also promote faculty ownership of learning by solidifying collective commitment to outcomes, curricular elements, and assessment methods. Advantages Disadvantages & Solutions Have content validity because they are designed for local learning conditions Can reflect the campus’s culture and processes Can be integrative and highly creative in format Elicit high-quality student effort if Provide directly relevant and useful information. May focus on surface learning, so provide a gripe sheet to extract deeper reflection May lack norms for reference, so supplement with a commercial test if norms are essential May contain ambiguous items or offer questionable reliability and validity, so pilot the test to identify and evaluate such problems prior to any large-scale administration Can be seen as threatening, so keep the focus on useful information for learning improvement, not on test scores per se. Source: The Art & Science of Assessing General Education Outcomes, A Practical Guide by Andrea Leskes and Barbara D. Wright Commercial Tests The terms “standardized” and “objective” are often applied to commercially available tests, implying that other assessment methods meet neither criterion. Standardized refers to uniform test conditions and scoring procedures, so
Other documents relevant to the position applied This Office shall adopt an open ranking system guided by DepEd Order No.39, s.2007 and DepEd Order No. 42, s. 2007; and DepEd Order No.66, s.2007. Enclosed are the Qualification Standards for each position cited above. Immediate and wide dissemination of this memorandum is required. SGD. MARIA LUISA P. SAMANIEGO Assistant Schools Division Superintendent Officer-In-Charge Enclosure to Division Memorandum No. 34, s.2015
POSITION TITLE SG NO.OF ITEM/S QUALIFICATION STANDARDS EDUCATION REQUIREMENT EXPERIENCE REQUIRED TRAININGS ELIGIBILITY PUBLIC SCHOOLS DISTRICT SUPERVISOR 22 1 Master’s Degree in Education or its equivalent 2 years as Elementary School Principal III or 4 years as Elementary School Principal II 16 of relevant training PBET/LET/RA 1080 (Teacher) HEAD TEACHER III (PAULBA NHS) 16 1 Bachelor’s Degree in Secondary Education; or Bachelor’s Degree with 18 professional education units with appropriate field of specialization Head Teacher for 2 yrs; for 2 yrs; or Teacher for 5 yrs 24 hours of relevant training PBET/LET/RA 1080 (Teacher) HEAD TEACHER III (ELEMENTARY) 16 1 BEED or Bachelor’s Degree in Secondary Education; or Bachelor’s Degree with 18 professional education units with appropriate field of specialization Head Teacher for 2 yrs; for 2 yrs; or Teacher for 5 yrs 24 hours of relevant training PBET/LET/RA 1080 (Teacher) HEAD TEACHER II (ELEMENTARY) 15 1 Bachelor’s Degree in Elementary Education;or Bachelor’s Degree with 18 professional education Head Teacher for 1 for 1 year;or Teacher for 3 years 24 of relevant training PBET/LET/RA 1080 (Teacher) ADMINISTRATIVE ASSISTANT II (OSDS-FINANCE) 8 1 Completion of 2 studies in college 1 year of relevant experience 4 hours relevant training Career Service 1st Level Eligibility
(54-73 kg) Arm <8 lbs (4 kg) Head <13 lbs (6 kg) 160-200 lbs Leg <31 lbs (14 kg) (73-91 kg) Arm <10 lbs (5 kg) Head <17 lbs (8 kg) 200-240 lbs Leg <38 lbs (17 kg) (91-109 kg) Arm <12 lbs (6 kg) Head <20 lbs (9 kg) 240-280 lbs Leg <44 lbs (20 kg) (109-127 kg) Arm <14 lbs (6 kg) Head <24 lbs (11 kg) 280-320 lbs Leg <50 lbs (23 kg) (127-145 kg) Arm <16 lbs (7 kg) Head <27 lbs (12 kg) >360 lbs Leg >57 lbs (26 kg) (>163 kg) Arm >18 lbs (8 kg) Head >30 lbs (14 kg) Ergonomic Tool #5: Retraction (last updated Nov. 17, 2006) Lifting and Carrying Supplies and Equipment Lifting Task Lifting Index of Risk 3,000 ml irrigation fluid <0.2 Sand bags 0.3 Linen bags 0.4 Lead aprons 0.4 Custom sterile (eg, heart or spine) 0.5 Garbage bags (full) 0.7 Positioning devices off or rack (eg, stirrups) 0.7 Positioning devices off shelf or rack (eg, gel pads) 0.9 Hand table (49” x 28”)-largest hand table-used infrequently 1.2 Fluoroscopy Board (49” x 21”) 1.2 Stirrups (2- one in each hand) 1.4 frame 1.4 Irrigation containers for lithotripsy (12,000 ml) 1.5 Instrument pans 2.0 Key
Name: NHS Number: General Examination Height Weight O2 Levels % Pulse Sitting BP Standing Temperature (please circle if normal) Normal (37 Abnormal ºC General condition and physique Dysmorphic features and stigmata Bruises or injuries (please consider whether a vulnerable adult referral need to be made) Skin (include any chronic skin conditions), hair, nails, lymph nodes Pallor, jaundice, cyanosis, oedema, etc. Endocrine, Ear, nose, throat Dental Health Cardiovascular System pulse rate/rhythm Respiratory System (consider pulse oximeter in patients with chronic respiratory problems e.g. asthma, COPD) Gastro-intestinal System Genito-Urinary System Locomotor System (consider using a FRASE assessment if there is a history of falls or mobility problems) Name: NHS Number:
ORGANIZATION -Overall Plan -Intro/Body/Conclusion -Sequence of Ideas -Grouping of Ideas -Persuasive Strategies lead to a good argument -Transitions are used appropriately *Organization is appropriate for persuasive writing. *Ideas are logically sequenced and grouped. *Introduction “sets the for the writing and introduces reader to the topic. *Conclusion provides a sense of closure, reminding the reader of the writer’s purpose, without repetition. *Transitions vary & effectively link ideas & paragraphs. STYLE -Word Choice -Audience Awareness -Voice -Sentence Variety -Strategies Appropriate to Persuasive Writing *Sentences create a tone or “voice” that that is appropriate for the topic and audience. *Word choice is varied, precise, engaging, and non-repetitive. *Figurative & technical “content specific” language is used to help the reader make meaning. *Sentences vary in length, structure, and beginnings. *Authoritative word choice… clearly, without a doubt, surely, certainly CONVENTIONS -SENTENCE FORMATION: correctness, clarity, simple, compound, complex, end punctuation -USAGE: sub-verb agreement, pronoun agreement, standard words MECHANICS: internal punctuation, spelling, paragraphs, capitalization * Clear and correct simple, complex, and compound sentences with correct end punctuation. * Words are used correctly in context. (usage) * Correct spelling, punctuation, paragraph breaks, and capitalization. * Correct subordination/coordination. * Errors do not interfere with reader’s understanding. Essay Total Points _______ +10 = _________ Additional Points Rough Draft +20 Points Personal Edit Review + 10 Peer Edit Review +5 Cover + 5 *Revised and Edited Total Points: _____________
Were there any problems during… Pregnancy Birth Yes No Yes No Has your child had… Frequent coughs, Ear infections Mumps Measles Chickenpox Any stay in hospital Any allergies Yes No Yes No Yes No Yes No Yes No Yes No Yes No Hearing Date of Most Recent Hearing Test Outcome Has your child got/had a hearing difficulty Yes No Are you concerned at the moment about your child’s hearing? Yes No Early Development Approximate Age Sitting Crawling Walking First Words Joining Words Together Toileting Day: Night: Does your have any difficulties with eating or drinking? Yes No Please give details. Has your child ever… Sucked their thumb Used a Still use a bottle Yes No Yes No Yes No Family Please give names and ages of any brothers and sisters Has anyone received Speech and Language Therapy or had known Speech Problems? Yes No
found. Documentation shows poor reliability and eliminates rationale of statistics due to methods of modification. Validity was also not mentioned in the test manual concluding that strength of this assessment is decreased. Normative data was only provided for the visual search subtests and not discussed with further subtests. The sample size of the data included 25 males and females ages 16-83 years old. We believe this sample size was relatively small and additional subtests should be included with data to support this assessment tool. The utilized population representing the data shows no correlation of visual diagnosis or how the participants were selected. Student Critique Strengths The biVABA demonstrates several strengths throughout utilization. The test manual provides adequate elements of how to administer and understand each subtest. Information of the neuroanatomical origins provides feedback for the test administer as to why each test is being directed. This may ease explanations to the client and family due to the extensive information provided to help better understand visual impairments. Occupational therapists will be granted opportunities to better understand what the client is experiencing based on this information. The biVABA is stored in an organized portable container that can be mobile in practice and easily stored. Several additional tools are found within the appendixes that are useful for practitioners when administering this test. Referral notes for physicians and intervention plans for therapy support occupational therapists to not feel overwhelmed by the components of this test. Limitations The biVABA shows limited sources to determine the type of assessment and the explanation of validity and reliability. One data table was found utilizing normative information to assist our explanation with the type of assessment that the biVABA represents. Without the
Specific Examples/ Is the program-approved Scope and Sequence being referenced? Is the educator familiar with the program’s lesson plan format? Does the educator plan to differentiate instruction and individualize lesson plans to address DLL, disabled, and special needs children? Does the educator plan instruction with realistic time allotment and pacing? Do lesson plans and activities appropriately span the G3 goals ( Galileo’s Lesson Plan Map and Activities Map may be generated on teacher-created content housed in Galileo) Are the activities structured with clearly defined beginning, middle, and ending? Is scaffolding with supporting strategies being utilized (e.g., educator makes a variety of suggestions to the child to help solve the problem, asks probing questions)? Does educator link current Galileo G3 goals to past and future Galileo G3 goals (e.g., follows simple one-step directions, follows a small set of step-by-step directions) Does the educator identify cross-curricular teaching can be applied? Is verification made confirming materials/centers are prepared to children arrival? Guiding question: Guiding question:
ATI ATI offers a number resources to aid in using the Galileo curriculum. They include: Professional Development Resource Purpose DL Score Level Ranges Development Level (DL) score ranges and achievement levels for each of the G3 assessment scales. Kit contains Observation Records for each Galileo G3 3-5 years scale. The kit can assist in documenting class observations. Guide provides useful tips to help enhance observations, including Galileo G3 3-5 years scale examples, and quick reference guides that walks through the process of recording and reporting on observational data. Workbook assists with calculating estimated growth in your program. Predicted Development Level Document assists with identifying predicted Development Level (DL) scores for children at different ages. Reliability (IRR) online coursed Assists teachers and program staff to develop the knowledge and skills required to reliably conduct observational assessments. Fundaments of Galileo, Merlin, and Curriculum online courses Each online course offers users with the background needed to implement the observational data and manage curriculum. On-site Custom Offeringsd ATI’s Professional Development team offers customized sessions to best meet your professional development needs. Complimentary webinar to assist educators in becoming proficient users of Galileo Pre-K Online with the goal of enhancing children learning. Each session is recorded and available on demand in the online help files and in the Galileo Forum. Group Webinard Live, customized webinar training are reflective of individual program needs. These complimentary, small group webinar training generally focus on a single topic.
The Exam Board Chair and academic assignment co-ordinators have permanent roles on the ADIG. As the group fulfils its function of reviewing the assessment framework and implementing a competency portfolio, individual roles and membership may change over time. The Public Involvement, Internal Examiner and Trainee Representatives shall normally serve on the group for a minimum of six months and a maximum of three years. OPERATING PROCEDURES Quorum The ADIG will be considered quorate when: The Chair person (or their nominated deputy) and/or co-Chair and three other members are present. One Exam Board representative (either Chair or Deputy) is present. The assignment co-ordinator (or their nominated deputy) for a specific assignment is present when proposals relating to that assignment are to be discussed and agreed. Meetings The Committee will meet following key Exam Boards where assignments are ratified. Frequency of meetings will be reviewed in the May/June meeting. Where practicable, the agenda together with reports and documents that relate to the Committee will be forwarded to members in sufficient time to enable consideration prior to meetings. On occasion, there may be Reserve Business to be discussed as part of the meeting. Programme staff only will attend these discussions. Accurate notes will be kept of each meeting of the Committee. The notes of a meeting shall be submitted to committee members for ratification at the next subsequent meeting of the Committee. Reports Reports submitted to the committee for consideration at the next meeting should be received by the Chair(s) two weeks prior to the meeting. Evaluation and Review The purpose, membership and procedures of the ADIG will be reviewed annually, in the May/June ADIG meeting.
WORK-BASED LEADERSHIP PROJECT ASSESSMENT FORM Doctors Name GMC No. Assessors name Position GMC No. Competency Insufficient Evidence Needs further development Competent Excellent Demonstrates personal Qualities manages own time, health, learning needs, awareness of own performance and impact on others (12) (not demonstrated) (some limited awareness personal management) (Satisfactory awareness & demonstrates personal management fit for independent practice) (Demonstrates and applies solid awareness of personal factors affecting performance and takes steps to improve) Working with others co-operative working, communication, developing team performance and relationships (8) (minimal evidence only) (Only Limited communication with and utilization of use different team members) (communicates well with team members to level expected for newly qualified GP) (encourages team development &performance above level expected for in early independent practice) Managing services Identifies important services, engages and contributes to local delivery (9) (10) (minimal evidence only) (limited understanding of healthcare delivery issues in the practice/community) (understands & engages with issues concerning service management to level expected for independent practice) (identified complex issues concerning healthcare delivery and engages in managing to level of experienced GP) Improving Services Evaluates and helps develop services to be delivered more safely or effectively (5) (7) (minimal evidence only) (Limited evidence of service development activity only) (new or improved services identified and developed to level expected for new GP) (service development area identified, developed AND successfully implemented & evaluated) GLOBAL SCORE Insufficient Evidence Needs Further Development Competent As expected for independent practitioner Excellent Performing at level of experienced practitioner
The FCAT Assessment Half Termly Assessment Mapping In week 1 of each half term, subject leaders must provide their line manager with the half termly assessment map – this should include: - What is assessed and How? When will the assessment be? How internal moderation will be carried out? Where this assessment links to the NC/Specification? How this assesses student’s cumulative knowledge in this subject? When this assessment will be subject to FCAT moderation? Where the assessment is common across FCAT one map can be produced by the subject QIG. Moderation Details of the FCAT approach to moderation are detailed Data Collection Principles & Dates Data will be collected or reviewed at 7 points during the academic year; these dates will be agreed for all academies and as far as possible timed to coincide with meetings of Academy Councils. The data collection will be current and staff should be reminded of the need for accurate data at all times. The collection and monitoring of student data is a vital part of the role of all teaching staff and leaders in each academy. Staff should therefore expect that persistently missing data collection deadlines will be dealt with as a disciplinary matter. Data Collection and Y11 pre public examination dates will be agreed before the end of the spring term for the following academic year. These will run concurrently across all FCAT academies as detailed in the assessment methodology section above. The dates agreed for the 2015-2016 academic year are as follows: - Data Review* - W/b - 14th September 2015 First Y11 Pre Public Examinations - W/b - 12th October 2015 Data Collection 1 - W/b - 2nd November 2015 Data Collection 2 - W/b 4th January 2016 Second - W/b - 1st February 2016 Data Collection 3 - W/b - 22nd February 2016 Data Collection 4 - W/b - 11th April 2016 Data Collection 5 - W/b - 6th June 2016 Data Collection 6 - W/b - 18th July 2016
Key stage Abilities Possible Indicators of Concerns about Attainment / Progress Documentation required Foundation Key stage 1 Key 2 Key stage 3 Key stage 4 Post-16 Many children, especially those with profound and multiple disabilities, might not use their functional vision to the optimum. For this reason early identification and access to appropriate teaching is essential. Where this is neglected a range of other difficulties might develop e.g. difficult behaviour patterns. Pupils may need to be taught skills which other children develop independently: e.g. self-help and mobility skills. They might need a modified environment and access to specialist equipment to enable learning. Children with progressive conditions need to be monitored especially carefully as a loss of vision has both learning and emotional implications. Although vision impairment is the primary SEN, it is part of a wider spectrum of difficulties that impede or prevent the pupil from making progress. The pupil requires mobility training in order to function independently and take part in all aspects of school life. Social communication and interaction skills are impaired so that the pupil cannot make age-appropriate relationships with peers and/or adults and is not aware of socially acceptable behaviour patterns in important areas. Development of basic cognitive skills is delayed. The pupil needs significant adaptations to curriculum materials and access to alternative media (e.g. Braille/ Adapted Print) or technology that enables access to print media. Pupil has difficultly developing the listening and concentration skills necessary to access the curriculum Medical, ophthalmological and functional vision records. Reports from SEN Specialist Support qualified advisory teacher for vision impairment and/or educational psychologist. Information from the school as how needs have been addressed, including evaluated IEPs and attainment and progress in relation to nationally accepted curriculum levels as for all pupils. Information about any other areas of achievements. Information about work done by the school to meet needs. Physical and Medical Difficulties Most children with physical disabilities sufficiently severe as to require a statutory assessment will have been identified and assessed before they reach school age.
Section IV: The RVC Assessment Process Assessment Timeline Who How By When Report Review By When 1. Assessment Plan RVC SLO TBA SLO Assessment Template 1/31 TBA TBA 2/14 Program/Discipline Academic Chair/Faculty Program/Discipline Assessment Template or enter in TracDat 1/31 Associate Dean Meet w/ Chairs 2/14 Course Academic Chair/Faculty Course Assessment Template or enter in TracDat; Master Course Syllabus Review Template 1/31 Associate Dean Meet w/ Chairs 2/14 Implement Spring Semester Assessment Plan As Defined in Assessment Plan 2. Mid-Year Observations/Results RVC SLO TBA SLO Assessment Template 5/15 TBA TBA 5/30 Program/Discipline Academic Chair/Faculty Program/Discipline Assessment Template or enter in TracDat 5/15 Associate Dean Meet w/ Chairs 5/30 Course Academic Chair/Faculty Course Assessment Template or in TracDat; Master Course Syllabus Review Template 5/15 Associate Dean Meet w/ Chairs 5/30 3. Assessment Plan Review RVC SLO TBA SLO Assessment Template 9/15 TBA TBA 9/30 Program/Discipline Academic Chair/Faculty Program/Discipline Assessment Template or enter in TracDat 9/15 Associate Dean Meet w/ Chairs 9/30 Course Academic Chair/Faculty Course Assessment Template or enter in TracDat; Master Course Syllabus Review Template 9/15 Associate Dean Meet w/ Chairs 9/30 Implement Fall Semester Assessment Plan As Defined in Assessment Plan 4. End-of-Year Observations/Results RVC SLO TBA SLO Assessment Template 12/15 TBA TBA 12/20 Program/Discipline Academic Chair/Faculty Program/Discipline Assessment Template or enter in TracDat 12/15 Associate Dean Meet w/ Chairs 12/20 Course Academic Chair/Faculty Course Assessment Template or enter in TracDat; Master 12/15 Associate Dean Meet w/ Chairs 12/20
Mark Scheme Grade 1-2 Identify Grade 3 State Grade 4 Describe Grade 5 Explain Grade 6 Analyse Grade 7 Evaluate Grade 8/9 Create Geographical Knowledge and understanding Identifies a characteristic of Nigeria. Recalls generalised Uses knowledge to state some characteristics of Nigeria’s economy. Recalls one or two facts Describes specific features about Nigeria’s economy. Recalls numerous facts/information Uses increasing depth to explain the features of Nigeria economy at a range of scales. Recalls specific facts accurately Applies knowledge to explain all aspects of the report. Accurate/ Selective recall of facts Makes links in knowledge to evaluate all aspects of report. Place specific detail is applied Demonstrates knowledge and detail about Nigeria’s economy and fully recognises its importance at a range of scales. Evidence that knowledge extends beyond the classroom Application No conclusions are drawn from evidence Come to conclusions without referring to this evidence Describe conclusions to own findings, although this may not be routed in the evidence Explains own conclusions effectively referring to some evidence Bases conclusions on sound evidence Evaluative approach to conclusions. Makes judgements about the future for the people of Nigeria. Analyses evidence, Justifies findings with well-reasoned conclusions Geographical skills and techniques No attempt to use basic cartographic, graphical and numerical skills Uses basic cartographic, graphical and numerical skills, often with inaccuracies Uses a limited range of cartographic, graphical and numerical skills Uses a range of cartographic, graphical and numerical skills Presents finding clearly using a wide range of cartographic, graphical and numerical skills Selectively and confidently uses a wide range of cartographic, graphical and numerical skills Uses more complex skills such as GIS Spelling, Punctuation, Grammar and Specialist Terminology (SPGST)
Essay-based assessment: Students submit a written evidence (usually a pdf or word document) Individual assessment, albeit it can also be used for peer-reviewed When to use: To prove apprehension of an abstract body of knowledge, problem solving skills, analytical skills and academic writing skills. When not use: To assess “soft” skills such as communication skills, team work or interviewing skills Moodle Assignment Blackboard Learn Assignment Turnitin Assignment MSDc in Digital Education for Moodle assignments Check with Robert for good examples of course using essays and Turnitin at CHSS Academics, LTW, support Computer assessment: Students interact with a software interface by completing certain questions (e.g. MCQ, fill the gap, drag and drop question, etc.) and usually received instant generic feedback after submitting the question or test Individual assessment only. When to use: To identify trends and patterns within a large student group and to obtain a detailed analysis of the test results with minimal effort. When it is possible to provide a generic feedback identifying students who could benefit from a more personalised feedback or extra support. To allow students to test their knowledge when they feel they are ready. When not to use: To assess group work or for peer assessment. To assess soft skills such as QMP VLE Quiz tools Speedwell Peerwise Susan Greig to identify examples of good practice for QMP Ross Ward to identify examples of Blackboard Learn quiz project led by David Finnegand and Matin Simmen Speedwell: Vet School QMP and Peerwise Support provided by IS Helpline Make clear that Speedwell support is provided by the Vet School Learning Technologists and only for their programmes
investigate a real-world engaging and complex question, problem or challenge Project-based assessment allows to evaluate the students’ creativity, planning and organisational skills, as students are often asked to prepare a project proposal in which the research question is related to their work and the methods and methodology that they will use to address the question. Some assessments involve field trips and field work which can also promote team work and leadership skills. The main advantage of using assessment is that students have the opportunity to strengthen their understanding of theoretical knowledge through experiencing the subject matter in a practical way. assessment works well with mature students (undergraduate students in the last years or postgraduate students). When not to use it: Students in early years of University studies as they may have not acquired enough understanding of the discipline to be able to formulate or address a research question. Medicine & Veterinary Medicine and from School of Education. The MSc in Special Education, from the School of Education, is a good example of project-based assessment In-class assessment (also referred as classroom assessment techniques, CAT): When to use it: Electronic voting system Wesley Kerr to identify best Support provided by IS Helpline
Assessment Rubric for Thesis/Dissertation Final Defense Results Student’s Name: Banner ID: U Major: Degree: MS PhD Area of Concentration: Date: Thesis/Dissertation Criteria Advanced (3) Intermediate (2) Beginner (1) 1 Research Question/Problem Communicates a high level of sophistication in presenting and situating research quesstion. Clearly presents research question. Research question unsophisticated or not clearly presented. 2 Literature Review Demonstrates depth of knowledge and thorough preparation in review of literature. Adequate literature review. Literature review is incomplete, inaccurate and superficial. 3 Methods Describes and competently implements appropriate methods. Uses appropriate methods. Methods not appropriate to research question. 4 Results and Implications Presents results thoroughly, with full discussion of their implications for the research question. Presents results with some discussion of their implications. Presents results incompletely or inaccurately. 5 Format and Organization Document is well organized and logical. Guides the reader through the chain of reasoning or progression of ideas. Document is adequately organized and logical. Document is poorly organized. 6 Citations and References Uses appropriate references with proper citations. Uses some references with citations. No references or citation used. 7 Verbal Communication Oral defense presented clearly; questions answered directly and succinctly. Oral defense presented clearly; questions answered adequately. Oral defense disorganized; questions not answered adequately. Committee Approvals: (Please print) Signatures Criteria 1 2 3 4 5 6 7 Overall Chair (Examining Committee) Chair (Examining Committee) Committee Member Committee Member Committee Member Committee Member Committee Member Committee Member Committee Member Committee Member Committee Member Committee Member Criteria Averages Please complete this assessment form for each graduate student in your program upon completion of their Thesis or Dissertation Defense. Return this completed Assessment Rubric and the Thesis/Dissertation Final Defense Results form to your Graduate Coordinator or designee. Please note that this Assessment Rubric form will be used to assess the graduate student’s 1) research abilities, especially writing skills, and 2) oral presentation/communication/organizational skills (shaded areas).Your graduate coordinator will collect this SACS data for your MS candidates and will forward this rubric to the Associate Dean of Research and Graduate Studies for your PhD candidates. The Thesis/Dissertation Final Defense Results form will not be sent to the Graduate School until the graduate student’s committee members complete this rubric.
ASSESSMENT OF THE GOVERNMENT EFFORTS IN IMPLEMENTING INCLUSIVE PRIMARY EDUCATION TO CHILDREN WITH MENTAL RETARDATION IN ILALA DISTRICT HAROLD HOSSEA RWEGOSHORA A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE MASTER DEGREE OF SOCIAL WORK OF THE OPEN UNIVERSITY OF TANZANIA 2016
Each year the Assessment Committee will two Aviation Core courses and one Flight Certification Course to undergo a more formal Course Review. This Course Review will ensure that the course is adequately teaching the outcomes and objectives provided to AABI. Creating such a schedule will ensure that the eight Aviation Core courses and four Flight Certification Courses are reviewed by the Assessment Committee every four years. The Instructor who was most recently assigned to teach the course will be required present a full report to the Assessment Committee to include the following: Syllabus Historical student enrollments Historical Grade Distributions List of all Assessment Techniques Samples of SEI’s Evidence of teaching and assessment of the AABI General Outcomes, AABI Core Outcomes and AABI Program Criteria Examples of high, medium and low grades on papers and homework The purpose of such an evaluation is to provide a more in-depth review and evaluation of the course, leveraging historical data and reviews assess the need for course changes and to strategize remedies. Capstone Projects Aviation 4500: Capstone is the culminating experience for graduating seniors within the Aviation Major. This course is project based with students participating as a group, to solve, or address, real-world aviation problems. The objective of the course is to leverage the aviation education students have received from CAS and applying it to a project that mimics assignments encountered on the job. Stage Check Review and FAA Written Examinations: (Used to assess Professional Pilot Specialization students) A Post-Stage Check review form will be required to be filed out by the evaluator and turned into the Director of Flight Education and Assessment Committee Project Manager at the completion of each Stage Check. This form will record data about the students’ performance during the oral and practical exams, as well as their score on the FAA written exam. It will also list any topic areas from the FAA written test and the Practical Test Standards in which the student was found to be deficient. This information will be evaluated year to view stage check completion rates and identify any trends in decreasing student proficiency rates so that appropriate modifications can be made to the Pilot Certification Courses.
Formative assessment involves more than marking and feeding back; it is into the next steps, looks forward as well as back and is closely allied to forward planning. Assessment at Bewsey Lodge will: Enable individual pupils to make progress in their learning. Relate to shared learning objectives. Be underpinned by confidence that every child can improve. Help all pupils demonstrate what they know, understand and are able to do independently. Involve success criteria that is shared and that work is assessed against the criteria. Include reliable judgements about how learners are performing, related where appropriate to national standards. Involve both teacher and pupil reviewing and reflecting upon assessment information. Providing feedback which leads to pupils recognising the next, steps in their learning and how to work towards achieving these. Enable teachers to plan more effectively by using assessment outcomes to develop next steps. Provide us with information to evaluate our own practice and set appropriate targets at whole school, class and individual pupil levels. Enable parents to understand and be involved in their child’s progress. Ensure that our practises are fully inclusive. Roles & Responsibilities Teachers and Teaching Assistants are responsible for carrying out summative and formative assessments with individual pupils, sample groups and whole classes, depending on the context. These outcomes will be shared with pupils as part of an on-going assessment dialogue with pupils about their learning progress. The outcomes of summative assessments are reported to the SMT. These outcomes will be shared with parents at Parent Consultation Meetings and in each term’s pupil report. Subject leaders are responsible for monitoring standards in their subject according to the expectations set out in the National Curriculum. Summative Assessment Reading, Writing & Maths Formal assessment in reading, writing and maths will take place three times a year. It will involve both teacher assessment and standardised testing. Once assessments have taken place, it is the responsibility of the class teacher to ensure that they are marked according to the marking guidance issued with the assessment. It is also the responsibility of the class teacher to analyse data to inform future planning. All results will be shared with the SMT in order to monitor pupil progress and attainment. The assessment coordinator will analyse data and provide the head teacher with required statistics. Following data analysis, the head teacher and SMT will conduct pupil progress meetings with each class teacher to discuss the rate of progress within their class and the next steps in raising attainment/progress. Foundation Subjects & Science
What is the preferred assessment method(s)? Why? How will you collect your data? What instrument will you use? What is your timeline and who is responsible for various aspects? What is your data analysis plan? How will data be analyzed? Who will do it? What are the politics and ethics associated with this project? How will you ensure that your assessment project is culturally responsive?