Leadership Teamwork In The Public Serv

I declare that the work contained in this assignment is my own, except where acknowledgement of sources is made.

Task 1 links to learning outcomes 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1 and 6.3.

In this evidence you will need to explain your understanding of the principles and requirements of your assessment practices. 1. Explain how peer and self assessment can be used to promote effective learner involvement in the assessment process, what are the benefits of learners taking ownership and responsibility for their learning journey:It is important to involve learners

The only thing which should be brought to my attention is Paul’s academic level. Therefore, when I receive data from any national or international testing which Paul may be required to sit. I will take into consideration of Paul’s score and performance in the exam/s will not be at the same level as his peers. Due to this, I will get the teachers to provide Paul the option of sitting the national or international exam at his learning level. If Paul does sit an exam at his grade level I will simply disregard his score, as it may cause a negative effect on the school’s

Assessment must be made available to all those who have the potential to achieve the standards. Learners should be presented with the disputes and appeals procedure and equal opportunities statement at induction. Learners should know where and what the policy and practice is.

Student chooses refusal skills that are appropriate for the scenario chosen, and explains them mostly accurately.

State and then explain two important learnings for novice evaluators based on the description of the

Determining mastery can be a complex procedure even for the most experienced educators. It involves not only a designated percentage on assessments, but also must take into account the cognitive complexity of the assessment as well as the nature of the learning goal students are being asked to master. This further requires consideration for “the rigor of expectations set for students’ performance” (Guskey, 2001). An assessment can contain items or tasks that are so challenging that even students who receive a low “cutoff” score can be deemed as having achieved mastery. For example, think about the Graduate Records Examination (GRE). Though a student may only answer half of the test questions for the GRE physics exam correctly, due to the complexity of the questions, they will have performed better than over 70 percent of those who take the test.

I declare that this assignment is my own work, which all sources of reference are acknowledged in full and it has not been submitted for any other course.

I THE UNDERSIGNED, HEREBY DECLARE THIS ASSIGNMENT AS MY OWN WORK. IT HAS NOT BEEN PREVIOUSLY SUBMITTED FOR ANY OTHER EXAMINATION.

Criteria reference|To achieve the criteria the evidence must show that the student is able to:||Task no.||Evidence|

A pass grade is achieved by meeting all the requirements defined in the assessment criteria for

2. The Criteria which will be assessed on this assignment are shown in the section

Moreover, this part would also have issues with face validity. By simply reading the instructions, the task does not have the appearance of only measuring the writing ability. Most importantly, the students’ perception of such validity issue might hinder them to perform in a way that reflects their real ability. We realize that teachers working for this school board had no choice but to use this instrument as is. We do not believe that the instrument should be disregarded, but given the chance to correct some of its weaknesses, we would consider using it. The first important thing we would address is the task dependency. We would revise the C2 reinvesting task in a way that it would not be included in the C3 task anymore. In that way all tasks would be completely dependent. Another example would be to further develop the C3 evaluation grid. We would include more than one criterion and each of them would be more detailed. This would help remove some of the subjectivity and help the measurement being more reliable from one scorer to the other. Another change would be to correct every spelling mistake found in the instructions. We also think that there is room for an actual oral test activity. Such task could have easily been placed in the instrument and would have provided students with an authentic sample of the target language. Our last point would be to correct the weight of each competency to be perfectly in accordance with the MELS program

v) Each merit is gained by a student achievement, each student achievement gain a merit.