The Assessment Plan, Education Questions, Checklist on Communication - Assignment Example

Project SITUATION ONE: ASSESSMENT PLAN. TYPES OF ACTIVITY SEMISTER SEMISTER 2 SEMISTER 3 SEMISTER 4 OUTCOMES CATEGORIES OF ACTIVITY Showing out oral presentation, appropriate skills to the field of education. (John will take charge of the outcome assessment) Develop measure Develop rubric Refine rubric as required according to the pilot. Collect data Pilot: Record 6 presentation provided in each Educ305 ( research methods and 400 (senior seminar) to plot a come up with a test rubric concerning the recordings performed in the class by the faculty) Record 9 presentations from Educ305 and400. Apply the rubric to all the given presentations before going for a break Analyse data and reflection Make a summary of the data and present it at the second class meeting to reflect and discuss on. Make changes All the required changes shall be implemented in the next session Demonstrate the understanding of the educational field historical context. ( Sarah will head this outcome assessment) Develop measure Develop test items that would be used in Educ100 ( introduction to education Refine the test items as required. Collect data Pilot: Administrating items to the pilot group ( ask learners in 100 to 400 to volunteer to give answers and evaluate the tools Administer tools in 100 and 400 at the end of the session. Analyse data reflection Score the tests items for all level. Present at the second meeting of the session for discussion about the possible changes and decisions. Make changes Changes if required would be implemented in the next year. Tools for assessment. Tool A: Education Questions. No QUESTIONS 1 What are the characteristics of formal education? 2 What are the resources that are used in teaching students? 3 Identify the different types learning materials that are used in teaching? 4 What is the effect of new technology in education? 5 What are the similarities and differences between an objective and resources used in learning? Tool C: Checklist on communication NO CONTROL POINT Complies (yes/no) N/A Justification COMMUNICATION SKILLS QUALIFICATIONS 1 Did the candidate follow a one-day course on practical role playing highlighting the role playing principles? 2 Did the candidate follow the two witness’s teaching inspection? 3 Did the candidate respond to the instructor’s inquiries in an appropriate manner? 4 Did the candidate take part in a one hour education task? 5 Did the candidate follow a 60 minutes radio presentation on teaching skills? Tool C: Questionnaire on communication. No QUESTION Answer 1 What are the resources required by a teacher? 2 What are the traits of a responsible teacher? 3 What are the characteristics of an objective of a lesson? 4 What are the major components of a lesson plan? 5 How can a teacher handle misbehaviour in his class? These tools and the assessment plan were selected because they are suitable in assessing the skills of the candidates because of a number of reasons. The tools and assessment plan have been contextualized to fit the employment and industrial conditions in which an assessment candidate would work. This tools and assessment plan were collaborated by asking other assessors and other parties that were interested in the assessment. The assessment plan and tools had targeted students in need of the communication skills. This would be done by making the plan and tools to be available to the candidates so that they can have a full knowledge concerning the procedures and the process of assessment well before the assessment commences. The assessment plan and instruments assessed the communication skills, interpersonal skills, problem solving skills, and self management. The assessment tool and plan were trail by reviewed them through a pilot testing of other candidates. All the reasonable and required adjustment and procedures from the trail were reviewed. The assessment plan and tools were validated by making sure that the focus of the assessment was on relevant skill mapping and competency areas. Validation was done through ensuring that the processed tools of assessment were as per the correct performance skill. The assessor ensured that tasks of assessment resembled those found within the workplace. Validation was done through the use of a variety of assessment approaches. SITUATION TWO: ASSESSMENT PLAN. TYPES OF ACTIVITY SEMISTER 1 SEMISTER 2 SEMISTER 3 SEMISTER 4 OUTCOMES CATEGORIES OF ACTIVITY Showing out oral presentation, appropriate skills to the communication field. (Ken will take charge of the outcome assessment) Develop measure Develop rubric Refine rubric as required according to the pilot. Collect data Pilot: Record 6 presentation provided in each UCU105 ( research methods and 300 (senior seminar) to plot a come up with a test rubric concerning the recordings performed in the class by the faculty) Record 9 presentations from UCU105 and300. Apply the rubric to all the given presentations before going for a break Analyse data and reflection Make a summary of the data and present it at the second class meeting to reflect and discuss on. Make changes All the required changes shall be implemented in the next session Demonstrate the understanding of the communication field’s historical context. ( Jackie will head this outcome assessment) Develop measure Develop test items that would be used in UCU105 ( introduction to education Refine the test items as required. Collect data Pilot: Administrating items to the pilot group ( ask learners in 105 to 300 to volunteer to give answers and evaluate the tools Administer tools in 105 and 300 at the end of the session. Analyse data reflection Score the tests items for all level. Present at the second meeting of the session for discussion about the possible changes and decisions. Make changes Changes if required would be implemented in the next year. Tools for assessment. Tool A: Communication Questions. No QUESTIONS 1 What are the characteristics of effective communication? 2 What are the equipments that are used in communication of ideas to a given audience? 3 Identify the different types of non verbal communication styles? 4 What is the effect of new technology in communication? 5 What are the similarities and differences between followers and leaders? 6 What is the effect of persuasive communication in a workplace? Tool C : Checklist on communication NO CONTROL POINT Complies (yes/no) N/A Justification COMMUNICATION SKILLS QUALIFICATIONS 1 Did the candidate follow a one-day course on practical role playing highlighting the role playing principles? 2 Did the candidate follow the two witness’s communication inspection? 3 Did the candidate respond to the instructor’s inquiries in an appropriate manner? 4 Did the candidate take part in a one hour reading task? 5 Did the candidate follow a 40 minutes radio presentation? Tool C: Questionnaire on communication. No QUESTION Answer 1 What is the communication requirement of an organization? 2 What are the traits of a persuasive speech? 3 What are the characteristics of a good listener? 4 From the 10 minute radio conversation, what are the characteristics of a telephone conversation? 5 From the 10 minute radio presentation name the main participants of the conversation. These tools and the assessment plan were suitable in assessing the skills of the candidates because of a number of reasons. Firstly, the tools and assessment plan were contextualized to fit the employment and industrial conditions in which an assessment candidate would work. Secondly, they gave out the relevant evidences that are required in order to reach a conclusion of the candidates’ assessment. Thirdly, the instruments and plan complied with the standards of competency for all the competency units. Fourthly, these tools reflected the assessment principles. The tools showed out compliance with equity and access principles by meeting the evidence rules, and addressing the adjustments that are reasonable. Lastly, these tools gave out integrity choices that are not compromised. Apart from this, the assessment plan and tools had targeted students in need of the communication skills. This would be done by making the plan and tools to be available to the candidates so that they can have a full knowledge concerning the procedures and the process of assessment well before the assessment commences. The assessment plan and instruments assessed the communication skills, interpersonal skills, problem solving skills, and self management. The assessment tools and plan would ensure that the evidence is well collected through using a number of methods to collect the evidence. In order to be trailed, the assessment tool and plan was reviewed through a pilot testing of other candidates. The welfare and safety considerations were reviewed. All the reasonable and required adjustment procedures were reviewed. The considerations of the OHS in making sure that all is well were also reviewed. The instruction clarity to assessors and candidates in a setting that is stimulated were also reviewed. This assessment plan and tools were validated by making sure that the focus of the assessment was on relevant skill mapping and competency areas. Validation was done through ensuring that the processed tools of assessment were as per the correct performance skill. The assessor ensured that tasks of assessment resembled those found within the workplace. Validation was done through the use of a variety of assessment approaches. This tools were Collaborated by asking other assessors and other parties that are interested in the assessment. Project 2. ASSESSMENT PLAN FLOW CHART Phase 1: Plan Strategy. Phase 2: Assessment Instrument. Phase 3: Implement Strategy Phase 4: Results It is always necessary to have appropriate plans in place because they would allow relevant personnel to visualize at a glance the structuring of the assessment, to visualize whatever is involved, and the criteria of assessment in which assessment would take place. It is also vital to document aspects of the assessment plan so as other personnel could visualize the requirements of assessment and the progress of the plan. This would enable other assessors to carry out the assessment whenever the original assessor fails to complete the assessment fully. The assessment shall be contextualized by ensuring that the assessment the required purpose, specific standards of competency, guidelines of assessment, qualifications for a package, evidences for the requirements, employment and industrial conditions, legal requirements, candidates readiness, application of tools and readiness, evidence recording, and evidence evaluation. The assessment plan shall be confirmed to the relevant personnel through asking the other assessors or the interested parties to review the assessment draft before making a final copy. The available instruments would be analysed for their sustainability and modified as required. This is so in order to ensure that they satisfy the needs of the specific candidates. This will also ensure that the assessment reference the required plans and strategies. The assessment instruments shall be mapped against the competency units by the assessor interpreting the entire work functions, processes, and activities that are represented by the packaging unit. Read More