Assessment Plan Name Institution Tutor Date Assessment Plan The assessment plan aims at testing skills, values, and knowledge acquired by students upon completion of the course (Kubiszyn & Borich, 2010). Students should apply critical and creative thinking before tackling any question or participating in a debate…
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The results will be used to gauge the level of knowledge and skills acquired by every student. Student participation in discussions, research papers, and writing assignments will also be used to evaluate them. These results will be graded according to the course assessment rubric and will serve as an indication of the level of skills achieved by every student. Students enrolled in this course will have to participate in a debate session, write a research paper, sit for written tests, and sit for a final examination. The debate or discussion forum will involve student groups of five members each. Every group member will present an item from the material prepared by the group. The purpose of the discussion is to evaluate communication, creative thinking, and performance skills. However, student performance will be graded according to the overall group performance and not on individual performance. This will encourage the students to work together as a group and will enhance individual participation during presentations. Students will also be required to write a research paper in groups of five students. The research question will be provided by the instructor, and students will have a maximum of five weeks to complete the research paper. The research paper will aim at evaluating the ability to analyze and evaluate a particular problem. The paper will be graded according to group performance instead of individual performance. A maximum of five written tests will be issued in a semester to evaluate writing skills and creative and critical thinking. These tests will be graded according to individual student performance and will cover the coursework covered by the instructor. Written tests will assess grammar, writing, clarity in expression, and precision in answering questions. The wording should capture the important and clear issues contained within the test questions. Students should have the ability to apply writing skills learned in the course and exhibit their understanding of a particular question. The final exam will cover the whole coursework outlined in the course outline. This involves areas covered in the class, assignments, and other areas included in the outline, which may not have been covered with the instructor. The exam will have the highest contribution in the overall student grade. Students who perform poorly in the final exam will be considered to have failed the entire course. Deficient Unpreparedness and the students have underdeveloped ideas. No research-based literature in the whole paper. Fragmented writing and ideas are not logically presented. Many spelling, grammatical, and punctuation errors. Poor sentence structures. Thesis and purpose are unrelated to the question and cannot be determined. No apparent transition between sentences, paragraphs, or sections. Underdeveloped Student has confusing ideas, and the topic is not well covered. Overemphasis upon non-research-based literature. Little research-based literature. Some ideas are presented in a logical order. Weak organization with constant shifting in presentation of ideas. Several spelling, grammar, and punctuation errors. Inconsistent sentences. Thesis and purpose are vague and loosely related to the subject. Vague transitional devices and unclear structural sequence. Average Student is prepared and presents major ideas. Adequate emphasis on important researched literature. Ideas are
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One of the elements of an assessment triangle that the author critically analyzed is cognition. Cognition refers to the theory, data, and a set of assumptions about how student present their knowledge and develop competency in a subject matter domain. Using the concept he tries to align his summative assessment in the best possible way.
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The nursing students will meet in the nursing lounge so
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It is used to document what is taught and when it is taught, to reveal the gap in the curriculum, and to facilitate in the designing of the assessment plan (Bena and Jeff, 2008). On the other hand, assessment strategy is the relationship between learning and teaching procedures used within a course (Assessment strategy, 2013).
The author of the essay "Case Study: Leadership Assessment at Robinson Insurance Agency" assumes that organizations have to strive in the bid to acquiring and investing in people with great leadership roles. Nevertheless, many organizations have found it difficult to identify and develop leadership potential.
According to Stiggins et al. (2004) a sound and productive classroom assessments are build on dimensions like the specific information needed of intended users, achievement targets, accurate reflection of students achievement, effectively communicated results to the intended users and having students involved in the assessment, record keeping and communication.
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