· Validity - When assessing a student, all material produced must be true to the work the student carried out. It must give a near to exact reflection of the student 's work and must be based on credible assessment. I will ensure I put this into practice by being accurate in my measurements of my student 's capability.
· Authenticity – All assessments taken of my students must be genuine and have proven origins. Planning – A plan must be made to ensure that the student progresses at a good rate through the course material. It also gives a structure to the course, helping the student to learn in a more focused and directed way. I would make a yearly, monthly and weekly plan to give the student targets to work towards during
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This will ensure that all employees and candidates are not disturbed whilst carrying out their usual plans of learning and teaching. It also helps the candidate as they will not be disrupted by others.
Having a suitable place to perform the assessment helps the candidate to be in the most conducive environment for success. It can also boost their concentration levels and make them feel at ease, allowing their skills, knowledge and understanding to flow better.
To plan a holistic assessment the various skills that the student is being assessed for must be sufficiently outlined and understood. Thereafter, a range of different assessment strategies must be used to cater to both the variety of skills to be assessed and the student 's learning style. This will help to ensure that the student is assessed in the fairest way.
A holistic assessment can be carried out by the creation of different tasks derived from the assessment criteria, which have been modified to the student 's specific
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It can be used for many purposes, one of which can be to assess candidates.
When candidates are performing an assessment, a video camera can record the assessment, allowing the assessor to see exactly where the candidate 's performance doesn 't meet the specific criteria. This then helps the assessor to understand what can be done to improve the candidate 's performance for future assessments.
An electronic record can be kept of the candidate 's progress, which can include their periodic review discussions, their actual progress against their projected levels of progression, copies of evidence that they have submitted and a copy of the criteria they are working towards. If kept online, it can aid the learning they do away from their usual place of study and help their peers to see how well they are
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
After receiving applications, narrowing down the possible job applicants and picking the right candidate is next. One of the vital components of selection is measurement (Heneman III, Judge, & Kammeyer-Muellar, 2012). Measurement can consist of assessment tests and checklists created from job descriptions and necessary knowledge, skills, and abilities. Centralization helps with the creation of assessments and checklists and enforcement of tests equally across the company (Heneman III, Judge, & Kammeyer-Muellar, 2012). Assessments can be either external or internal. Examples of external assessments Tanglewood can use are resumes, references, and background checks (Heneman III, Judge, & Kammeyer-Muellar, 2012). These tests would be the first stage in selecting a candidate and the HR staffing function can easily go through these at the corporate office. Internal assessments, internal assessments, to help narrow down candidates, are personality tests, performance tests, and situational judgment tests (Heneman III, Judge, & Kammeyer-Muellar, 2012). The majority of Tanglewood employees are store associates who would be handling money and working with customers. The internal tests would probably be better done at the store and the results sent up to corporate. Tanglewood is reaching all over the northwest and still expanding, it would be unreasonable to have candidates come to the corporate office to fill out the assessments and not get hired. For internal
Research carried out by Ofsted (2011) shows that, assessment improved a practitioner’s awareness of a child’s strengths and weaknesses. Subsequently, this had a positive influence on their planning, as they were able to differentiate and offer adequate support for children. Ofsted believes it to be the best way to improve pupil’s attainment (Ofsted, 2011).
The purpose of assessment is to ensure that the tutor has a clear understanding of their learners and their individual needs. In education there are two different terms of assessment Norm-referenced and criterion-referenced assessment. An example of Norm-referenced assessment is an A-level or GCSE format which compares other candidates with each other and the marks being compared with the norm or average.
Quality assurance is important in assessment as it makes sure that assessment is carried out according to awarding body standards and it makes sure that learners are receiving quality assessment and the process followed by the centre is consistent and valid and is also fit for purpose.
This contribute to the assessment because this information can be use to improve and enhance future performance. 6.5 Record the outcomes of assessments to meet the internal and external requirements In my teaching practices, I always record assessments outcomes as it helps me to follow my students progression and at the same time I can monitor learners' achievement. All information concerning their assessments are recorded, I use them to compare each assessments to the other. I can see which assessment was successful and which assessment has not been done properly.
Another advantage is providing feedback to employees on their work performance. Instead of listening to a manager tell an employee how to do a job, one may review a tape to see exactly what they are doing wrong and judge the employees performance. In this case, monitoring is used as a tool to show employees their work habits and what they need to change to improve their performance. Employees generally like this because they can see for themselves their weak and strong points, and they can use the information to improve their work methods. This knowledge can increase employee performance and efficiency.
In the past, assessments were popularly conducted for the purpose of accreditation, but with the growing change in the quality of education, it has become evident that assessments aren’t just products to qualification but as Sieborger (1998) identifies, is that assessment is the process of gathering and interpreting knowledge to make valid and justifiable judgements about the learners performance and the assessors ability to transfer and establish knowledge to the learners.
Psychometric tests are designed to measure the behaviour and capabilities of possible employees. (Johnstone, 1999). Employers use these tests to measure two categories of qualities – abilities and preferences (Mills et al., 2011). This provides an effective and efficient way to find the best person for the job as the tests give a true reflection of how an employee can accomplish assigned tasks which is completed online as part of the application process. Candidates are chosen for the next stage of the process through the comparison of test scores, resulting in grouping candidates into high and low percentile scoring categories. The higher scoring applicants are put through to the next stage of the process. This would normally be the interviewing stage. The lower scoring applicants would be declined. This is a form of filtering down the number of applicants, although the interviewing stage provides the means of selection, despite its subjectivity the tests provide a uniform set of standards to measure one candidate objectivity against another (Johnstone,1999). Psychometric
An Assessment Center can be defined as "a variety of testing techniques designed to allow candidates to demonstrate, under standardized conditions, the skills and abilities that are most essential for success in a given job" (Coleman, 1987), it consists of a standardized evaluation of behavior based on multiple evaluations including oral exercises, counseling simulations, problem analysis exercises, interview simulations, role play exercises, written report/analysis exercises, and leaderless group exercises. These centers allow the candidates to make proofs of their knowledge through a number of job and special situations (Joiner, 1984).
The assessment would be able to identify gaps in employees’ mental abilities. The assessment can have the employee to respond to questions that are required for the position. Depending on the job requirement, it could ask the employee questions providing proper change for a cashier position. If the employees do not have the ability to assignments that are required of them, then the organization needs to either train the employees on hire employees that display the required knowledge skills.
le when assessing intelligence, interest in the job applied for, motivation and personality. The producers of such tests have stated that they are accurate and completely unbiased. They are supposed to be particularly good at assessment of personality. For example, they can show if a candidate would work well in a team or would be more effective working alone. The following of theses tests are of the following: · performance tests · knowledge tests · aptitude tests · intelligence tests · personality tests Assessment centers tests Job applications are subjected to a wide range of assessments over a whole day or two.
When testing a child, make sure that the testing method used is appropriate for that child. For example, if giving a test that relies on visual aids to administer the test, it is important that the teacher is certain that all the children have good enough vision to clearly see the aids. When assessing young children in particular, it is important to look for more than simply right or wrong. An in-depth look is necessary to see what the children really know before giving them a poor grade. Children’s work needs to be critiqued in more than one way to be sure that they really do or don‘t understand.... ...
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
I use assessments to assist me to identify and to develop their learning process. Assessment is not about the final grade, but the learning experience. I would rather have my students know how to look up information and apply knowledge than to memorize it and forget it ten minutes after the test. Learning is a life-long adventure and I want my students to know how to adjust and cope during their adventure. I want my students to have the skills for researching and finding the answer. It is not always that answer which demonstrates learning; it is in the process in which you find the answer that demonstrates learning.