Assessment Plan for Strategic Management Unit - Essay Example

Assessment Plan for Strategic Management Unit al Affiliation Assessment Plan for Strategic Management Unit Introduction The assessment plan will monitor the students and capture the progress of the students towards the achieving their goals at the school. The assessment plan will have multiple modes in assessing the students and make the students meet the learning goals required in the unit of Strategic management. Course overview Students will be required to have a basic understanding concerning strategy planning including all the processes related in the management team. It will also entail the definitions of various organizations mission statements during the clarification of the planning by using the right formulae and implementations. Lastly, students will be able to evaluate all the strategies and ideas that will facilitate to retrieval of the objectives of the organizations. Students will also be able to identify different theories that are related with strategic management and be able to identify all the tools and techniques that will be used in the practice of management of the business strategies. The main key area to focus will be on the students being able to identify the resources and the position of an organization being able to have specific management strategies that will be able to enable the organization identify the resources. The resources can be human labor, the company’s culture and the processes developed in the business. Students will also be able to come up to identify external environment that may be affecting the organization (Daniels, Patterson & Dunston, 2011). Objectives Students should be able to, Analyze different approaches in the school strategic management and be able to identify the resources of different organizations. They should be able to learn different theories that will analyze the understanding of different variables realized in the strategic management of organizations along with the concepts that are related. They should be able to identify and use the various tools and techniques used in the development of strategic management and are able to master the effectiveness of the strategies. Business strategies that are generic will be considered by the students by learning the various functional strategies that will lead to the success of the organizations including the practices. Students should come up with a case link that will be useful in the levels of the functional strategies and practices that will be conducted in organization. They should be able to identify the resource people for the organization and address the financial planning process for the organizations. Teaching Methods The students will be taught in various methods including, online classes, Face to face communication, distance mode of learning and blended mode. The unit will be taught to the students by using lecturers, using tutorials, using laboratories, seminars and online studying. Tools and methods Used Students will be by using a number of methods and tools including, Formative Assessment This will entail the assessments that will be done during the regular daily lessons that will be offered online and in classes. It will include questions that tests asked for the students to answer. This will also include the peer and self assessments, rubrics and slips (Darling-Hammond & Bransford, 2005). They will assist in indentifying the extra knowledge for the teacher in order to analyze the students regarding to the learning section and reflection. It will also rank the students in terms of performances for the better analyzing in the ASL. With this, the students will take examination that will occupy 40 to 50 percent of the total marks. There will also be individual work test that will have 30 to 40 percent and lastly the students will have a group work that will have 30 to 40 percent. Pre and Post assessment In the pre assessment, information regarding to the students will be collected even before the instructions are given to the students (Before the beginning of the unit classes). This will enable me to understand the knowledge prior of the students and the type of data to be used before issuing the instructions. The assessment will be offered to the students some days before the classes begin. In the post assessment, it will be the last summative assessment that will be offered to the students since it will be connected to the pre assessments. On comparing the results from the two assessments, the results should be connecting to the goals of the unit course. Four leading Questions The following four questions will be considered in order to determine why other students are performing better than the others. The questions include; What the teacher knows and the student knows concerning strategic management? Why students are ready to learn the unit? What the students need to practice in the course unit? What students need to be re-taught again concerning strategic management? In regard to this, I will analyze on what I already understand concerning the unit then relate to what the students know. I will also understand whether the student know anything concerning the unit. I will plan to collect all the practices and procedures needed for the students to be familiar with the unit by using the pre assessment four questions. Incase students do not grasp what they are taught in class, it will be my pleasure to re teach them again for them to grasp and understand the unit. Feedback to the Students The unit has a lot of motivation to a large number of the students since it is market in the current business world. The students will be able to analyze and understand the various strategic plans applied in organization. They also have an advantage because what they will learn is practical. There are large numbers of organizations in the current business that apply the strategic plans required in the market. This builds a good background for the study of the unit course. Mathematical and drawing evidence action All the students will be offered with the form in order for them solve mathematical problems that will be involved in the strategic marketing unit. Each student will be assigned with a calculation that will be completed at the end of the mathematical class of the unit. There will also be a rubric concerning the calculations made by the students. Drawings will also be involved in the exercise. It will also allow the students to be classified as Novice, Apprentice, Practitioner and Expert. Below is the attached rubric. Rubric for Mathematical and drawing evidence action Novice Apprentice Practitioner Expert There is neither any strategy nor solution met. There is also no evidence on the task done. Students have introduced a strategy that is partially correct. There is a right way of solving the task. There is little evidence on the previous drawings of evidence. There is a right strategy chosen to solve the mathematical situation. The planning done in the task is evident. They achieve the correct answer. Efficient and correct strategy has been chosen giving the solution and it is well evaluated. There are realistic adjustments made in the stated strategies and new alternatives are given. They achieve the correct answer. Overview of the Assessment Plan Leaning Goal Assessment Type Format of the Assessment Scheduled Date Accommodations Analyze different approaches in the school strategic management and be able to identify the resources of different organizations Learn different theories that will analyze the understanding of different variables realized in the strategic management of organizations along with the concepts that are related. Identify and use the various tools and techniques used in the development of strategic management and be able to master the effectiveness of the strategies. Business strategies that are generic will be considered by the students by learning the various functional strategies that will lead to the success of the organizations including the practices Summative a) Pre assessment b) Post assessment Formative c) Formative Question 1-4 in pre-assessment. Students must include the keyword in the definitions Questions 1-4 in post-assessment students must identify the possible main strategies required in planning. Assessment Students Work students will be allowed to a problem solving question concerning the planning calculations. Provide feedback to the students concerning the challenges in the topic. Students will be given individual assignments to tackle in class regarding to the definitions of strategic marketing. It will entail 20 percent of the total marks. A group assignment will be offered to the class that will hold 40 percent of the total marks. Examination will be offered to the students that will entail 50 percent of the total marks. 5 days before classes begin. During the last class lecture. Be conducted at the end of the topic (Planning strategies) Will be conducted during the 2nd lessons till the 5th lesson. This will be offered during the midterm after the 15th classes. It will be offered towards the end of the classes. All the students will be allowed to give examples of organizations that allow strategic planning. All the students will be forced to communicate and relate with clever students. All students will be required to have a calculator for the operations along with pencils for the drawing. Poorly performing students will be assigned and be given referencing materials recommendation. Students that will fail will be given another individual assignment. Students that will fail will be forced to retake the unit. Narrative part (According to the university’s standards) With the construction of both the pre assessment and the post assessment processes, I was able to come up with a series of four questions that will help me in achieving the key goals identified. By understanding what the teacher and the student knows concerning the unit gave me the opportunity to identify the different approaches in strategic management. It is also true that in identifying different approaches of strategic management processes requires both the teacher and the student to be in good terms and have good communication skills (Beghetto & Kaufman, 2010). With the pre assessment questions, I will ask the students five days before the start of the classes. This will give me enough time to learn and understand the students. All the students will be required to give example of organizations that have the strategic plans. The post assessment question will be presented towards the last classes when the students have already learnt a lot concerning the course. Since the course has got some calculations and drawings, the students will be entitled to learn that towards the end of the unit as stated by the Head of the unit course. All the calculations and drawings are required to end by the last class I will be lecturing according to the teaching standards (Shoemaker, 2010). Students will be offered with the assignments individually except group work assignments. For the groups, two copies of assignments will be issued to the group representatives. The group leaders will be coming to the office to enquire or ask questions and represent other students. With the formative assessments there will be three main assessments. There will be issuing of individual assignments that will amount to the overall performance of the students (Greenstein, 2010). This is according to the unit standards at the university. It will be offered during the 4th lesson whereby every student will submit the assignment on the next class (5th lesson). The assignment will have thirty percent of the total marks of the unity (Shoemaker, 2010). Students that will fail will be forced to take another assignment in the 7th class. This is to ensure that a large number of students pass in the unit since they will be given time to revise and research. Group assignment will also be issued during the fifteenth class where students will form groups of four students each. They will return in their research papers after two weeks according to the standards (Shoemaker, 2010). The assignment will have 40 percent of the total marks. The group members will be awarded same marks and identify their part of submit that will be proportional. Mathematical calculations and graph drawing exercise will be done during the last classes of the unit. Lastly, examination will be issued after the syllabus has been completed. The examination will have 50 percent of the total marks whereby students will sit in for a two hours exam as per the standards of the university (Shoemaker, 2010). Students that will fail the examination will have few chances to survive since the examination holds much of the marks. If confirmed that they have failed after computing all the marks, they will retake the unit according to the university’s examination standards. Not met the standards Minimal Standards met Partially met Met the standards Inclusion of the elements needed Part one Goal objectives of the unit. Appropriate teaching methods- online classes, distance learning, face to face communication Formative assessment-individual assignment, group assignment and examination Pre and post assessment- Questions that relate and connect to the main objective goals Four leading questions Feedback to the students Mathematical and drawing evidence action Rubric guide Part Two-overview of the assessment plan Chart With, Learning goal Assessment (pre and post assessment, formative) Questions and activities specified for the assessment Accommodations Part Three Explanation on the post and pre assessment and how they are related to the learning goals. Discussion on the formative assessments in combination with the rationale and use of the lessons accordance to the learning goals. Description of the insights expected due to the assessment and influence concerning the instructional plans. Validity: Assessments as connected with the learning goals. Do not have any components. The methods and the assessment do not have congruence complexity. Only minimal formative assessments are available and they do not tally with the learning goals. There is minimal data that is also provided. Has some of the goals in the assessment but they are not congruent enough having the complexity required. There is a partial alignment of the partial assessments. There are some data of the calculations. Every goal plan is well assessed at the plan. They are congruent and have the cognitive complexity. Formative assessments are available and well aligned. There is enough ability to produce the calculations and data regarding to the learning goals. Clarity There are no components and evident Scoring procedures are very inaccurate and the items are poorly given. The procedures are confusing and there is no clear criteria used. Procedures to score are explained and some items are well placed. Some of the procedures given are clear. The procedures of scoring are well explained and the items very well directed. The procedures are very clear to the students. Multiple modes and approaches Components given are either missing or evident. There are minimal assess modes and they are not easy to access the students before and after the instructions. There are multiple modes of assessment and they are not performance oriented. They do not even need the knowledge intergration. There are multiple assessment modes with an assessment to the student performance. There is also the intergration of the knowledge skills and have the ability of reasoning. It also includes the skills of reasoning. Accommodation as related to the individual student The components are not there. Very few accommodations. They are not connected to the characteristics of the context. There are limited accommodations to the assessments. The accommodations are appropriate and they connect to the context. Writing Quality Organization- none Style-there are no styles with sentence errors that have obscure meanings. Usage of mechanics- there are sub-standards of grammar and punctuations. Organization- there is no coherent structure with paragraph interference. Style- lacks the sentence variety with run-ons problems. Usage and mechanics- substandard use of grammar and punctuation. Have mechanic errors. Organization- coherent narrative with paragraph structure. May lack headings. Style- some varied sentence structure. Usage and mechanics- has a reasonable use of grammar, punctuation and spelling. Have some mechanical errors. Organization- coherent clear and narrative. Good paragraphs with the required headings. Style- has sentence structure that is varied. Usage and mechanics- demonstrates mastery of grammar. Have few mechanical errors. References Andrade, H. L., & Cizek, G. J. (2010). Handbook of formative assessment. New York: Routledge. Beghetto, R. A., & Kaufman, J. C. (2010). Nurturing creativity in the classroom. Cambridge: Cambridge University Press. Daniels, K. N., Patterson, G. C., & Dunston, Y. L. (2011). The ultimate student teaching guide. Thousand Oaks, Calif: Sage Publications. Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass. Greenstein, L. (2010). What teachers really need to know about formative assessment. Alexandria, Va: ASCD. Frey, N., & Fisher, D. (2011). The formative assessment action plan: Practical steps to more successful teaching and learning. Alexandria, Va: ASCD. Kazeroony, H. H. (2012). The strategic management of higher education: Serving students as customers for institutional growth. New York, N.Y.] (222 East 46th Street, New York, NY 10017: Business Expert Press. Maki, P. (2010). Assessing for learning: Building a sustainable commitment across the institution. Sterling, Va: Stylus Pub. Miller, S., Williams, S., & UK Water Industry Research Limited. (2000). A review of PPRA (pre and post renovation assessment). London: UK Water Industry Research Ltd. National Research Council (U.S.). (2003). Adaptive monitoring & assessment for the comprehensive Everglades restoration plan. Washington, D.C: National Academies Press. Shoemaker, D. J. (2010). Theories of delinquency: An examination of explanations of delinquent behavior. Oxford: Oxford University Press. Walvoord, B. E. F., & Anderson, V. J. (2010). Effective grading: A tool for learning and assessment in college. San Francisco, CA: Jossey-Bass. Read More