Evaluate Assessment Activities Essay Example for Free

Evaluate Assessment Activities Essay Describe, use and evaluate two different assessment activities used to check the learning of either individuals or a group of learners. Analyse the purpose of assessment and produce a written justification of your chosen assessment method. Use an extract from your teaching practice portfolio and reflect on how your feedback has informed your learners progress and achievement and how feedback from others has informed your own professional practice. Introduction In my first year at College I have delivered Entry and Level 2 Motorvehicle Maintenance and with no previous experience of this course assessment was something I leant on the job so to speak. Initially it was games and questions and answers followed by tests which were mainly practical. As the year progressed I then started doing formal practical exercises (observed assessments), Web based exercises and finally multiple choice exam style questions. The Entry level course is assessed purely by portfolio (questions and answers plus job cards) but the Level 2 course has a summative exam element. These are spread over the year and total 5. The two I am going to discuss are the observed assessments and job card creation. Job card creation The first assessment method I will discuss is the completion of job cards. As part of the course (either group) the learners all complete practical tasks in the workshop. Indeed this is one of the highlights for them as they are not an academically based group on the whole. Each practical task is designed to reinforce the theory element that was covered in the previous lectures. During the practical we (staff) make sure the learners understand what they are doing and its relevance to the topic in hand. We also check they make notes to help with job card completion. Differentiation is also practised, not in the task itself but the bike they are given to work on. Some are easier than others for given jobs. Once the task has been completed and the workshop cleared up and all tools put away etc. (i. e. there is a break from the original task in hand) they all have to complete a job card to reflect what they have been doing. During this time I keep a close eye on what they are writing and often challenge them on various facts. I found ome learners struggled to remember what they had just done even with the help of notes whilst others completed the task almost unaided. During this task the results of assessing learning really became obvious. It was interesting that for the most part it was always the same learners that has the same problems. Over the year they did become better, some more than others. There were some however who had hit their ceiling with what we might consider these ver y simple tasks. Fortunately the course demands a very formative assessment approach and this final task of completing the job cards is almost a formality and not something you can fail at. The bulk of the course assessment was done actually during the practical task. This was more the case for Entry level learners than the Level 2 learners. Level 2 learners had to complete similar tasks etc. but were slightly better at completing job cards. Again this was not something they could fail at. If it was not right they simply adjusted it until it was. For the learners this task was not one they relished as almost exclusively they are kinaesthetic learners with an aversion to both reading and writing and often listening. This was consequently quite a hard task for the learners but a necessary one as the course demanded it as evidence of their learning. It did open the opportunity for discussion however and lots of them learnt a lot during these sessions. There was also an element of team work as for the most part they worked in groups doing the workshop tasks. As the year progressed and reflecting on my teaching portfolio, without exception all my learners improved and in some cases gained the confidence and desire to help others which was very encouraging. Interestingly this was the less able helping those that may have missed a session etc. A great boost in self confidence for them and the class generally. As the teacher from this whole workshop process I was able to differentiate between those likely to be technician material, those who may make fitters and those who were not going to make it in the field. With the benefit of hindsight these impressions are accurate so far. Observed assessments This is for the Level 2 learners only and involves carrying out a practical task on a motorvehicle under near exam conditions i. e. no talking to other learners in the room etc. They could talk to the teachers and ask some questions. This was a particularly instructive task for us the teachers as the learner is suddenly on his/her own rather than in a group as they had been in the normal workshop sessions. As the teacher we had few surprises with the performance of the learners but there were one or two early on. These were mainly because it was possible during the workshop sessions to take a back seat and let your group do most of the work. Because of this they were unsure when it came to their assessment which is only to be expected. Whilst most learners completed the tasks correctly there were a few problems as expected. Going back to my ethic of trying to treat them as adults I tried to relax them whilst doing the task and relieve the usual stress associated with this type of task. This was mainly around failure either in the task or to complete in the allotted time. I spent a lot of time reassuring them that if it didn’t work out it was not a problem, we would just do it again after some more practice. In the early assessments the learners looked as though they were treading on glass but as the year progressed and they relaxed and began to know our boundaries it became an enjoyable exercise for them. For the teacher again it provided a wealth of information on their progress, knowledge and confidence and gave us discussion material for both the learners and parents evening. These tasks gave the learners an opportunity to show their knowledge and expertise and consequently progress through the course curriculum. There was no learning from one student to another of course but there was a good competitive spirit around success and time keeping. The purpose of assessment ‘Assessment is a measure of learning, at a given point in time’ [ ]. Taken on its own this is rather insular so it should be noted that the assessment process is a ‘a two way process’ [ ]. This means that the teacher should take on board feedback from the assessment process and where necessary modify their teaching practices to improve the overall learning experience. At its simplest this is for planning further teaching and assessment. There are several methods of assessment, some of them formal e. g. observations, tests, exams etc. and some are informal e. g. questions and answers, quizzes etc. and finally there are initial, formative and summative assessments. In these early days of the course it seemed logical to use the above assessment methods as they were contributing directly towards the outcome of the course and its evidence based criteria. The college choice of examining board (City and Guilds) has left me very little scope for alteration of the assessment methods I have outlined. Looking forward though I plan to make the job cards a lot easier to complete which will aid in hitting the City and Guilds targets whilst going some way towards removing the dependence on reading and writing especially the English element. I have other plans to re-introduce this though with research based homework as the functional skills elements must not be neglected. Feedback from my learners on my initial attempts has been very encouraging. So, whilst my aim is to follow on what Dr Patrick Geoghegan says ‘the students could test themselves in a non-intimidating way that could be fun’ [ ] I realise there is a way to go but we have made great strides this year and next year will be better. Certainly, this year has been a steep learning curve for both the learners and teachers but we are progressing together and it is looking promising on the progression from one level to the next. I was observed by my supervisor and during the catch up session later received feedback about my teaching session. The most interesting point for me was the level of the lecture. It was a seemingly simple subject on exhaust systems but during the lecture the class and I got into an interesting discussion which veered off into the speed of sound through different temperature gases and so on. The feedback was simply to keep the lecture on track. To this end I have now started to pre-empt little diversions like this with additional slides either at the end or in a separate presentation. This way I can cover these points at a later time or at the end if appropriate. Separating these out also means when I put my presentations on Moodle I can only put up the core show and keep some back for differentiation purposes. Conclusion Good assessment techniques particularly formative ones can be embedded into the lesson and almost unnoticeable to the learners. There are of course the more formal techniques which are more obvious e. g. QA, tests etc. For myself I have been using a large range of assessment techniques some of which I did not even realise I was doing at the beginning. During the year the assessment process has been an interesting learning curve for both myself and my learners. I have involved them as much as I can and some of the feedback from them has been very insightful and consequently fed back into the process. Finally, feedback to the learner from assessment should always be as constructive as possible. This is supported by the following quote ‘assessment feedback †¦. should always be constructive’ [ ]. Bibliography Books Ann Gravells and Susan Simpson, planning and Enabling Learning in the Lifelong Learning Sector, 2008 Susan Wallace, Teaching and Supporting Learning in Further Education, Learning Matters, 2001 G Petty, Teaching Today, Nelson Thornes, 2009 Websites Geoghegan P M (2006) Hot potatoes formative assessment, in Every Student Matters Activities for Engaging and Widening Participation in Higher Education: A Preliminary Collection, Higher Education Academy Ireland Blending assignments and assessments for high-quality learning http://www. enhancementthemes. ac. uk/themes/IntegrativeAssessment/IABlendingInclusivity. asp

The Roswell Incident :: essays research papers

The Roswell Incident Forty-seven years ago an incident occurred in the southwestern desert of the United States that could have significant implications for all mankind. It involved the recovery by the U.S. Military of material alleged to be of extraterrestrial origin. The event was announced by the Army Air Force on July 8, 1947 through a press release carried by newspapers throughout the country. It was subsequently denied by what is now believed to be a cover story claiming the material was nothing more than a weather balloon. It has remained veiled in government secrecy ever since. The press release announcing the unusual event was issued by the Commander of the 509th Bomb Group at Roswell Army Air Field, Colonel William Blanchard, who later went on to become a four-star general and Vice Chief of Staff of the United States Air Force. That the weather balloon story was a cover-up has been confirmed by individuals directly involved, including the late General Thomas DuBose, who took the telephone call from Washington, D.C. ordering the cover-up. Numerous other credible military and civilian witnesses have testified that the original press release was correct and that the Roswell wreckage was of extraterrestrial origin. One such individual was Major Jesse Marcel, the Intelligence Officer of the 509th Bomb Group and one of the first military officers at the scene. On January 12, 1994, United States Congressman Steven Schiff of Albuquerque, New Mexico, announced to the press that he had been stonewalled by the Defense Department when requesting information on the 1947 Roswell event on behalf of constituents and witnesses. Indicating that he was seeking further investigation into the matter, Congressman Schiff called the Defense Department's lack of response "astounding" and concluded it was apparently "another government cover- up." History has shown that unsubstantiated official assurances or denials by government are often meaningless. Nevertheless, there is a logical and straightforward way to ensure that the truth about Roswell will emerge: an Executive Order declassifying any information regarding the existence of UFOs or extraterrestrial intelligence. Because this is a unique issue of universal concern, such an action would be appropriate and warranted. To provide positive assurance for all potential witnesses, it would need to be clearly stated and written into law. Such a measure is essentially what presidential candidate Jimmy Carter promised and then failed to deliver to the American people eighteen years ago in 1976. If, as is officially claimed, no information on Roswell, UFOs, or extraterrestrial intelligence is being withheld, an Executive Order declassifying it would be a mere formality, as there would be nothing to disclose. The Order would, however, have the positive effect of setting the

Finding Scripture: Money and Nationalism Worksheet and Journal Essay

Money: Matthew 6:19-24 – This verse is telling us that the material things that we have here on earth are not important, the treasures that we are earning while we are here on earth for when we get to heaven are the things that are important. The size of our store house depends on what we do for the Lord while we are here on earth. Matthew 19:16-30 – This passage is telling us that in order for us to inherit the kingdom of God, we must follow Christ wholeheartedly and be born again. If we do not follow Christ we will not inherit the Kingdom of God. 1 Timothy 6:10 – The verse is telling us that we shouldn’t love money because it can be our ultimate downfall. It can be coveted by some, and it can detour us from our faith. Colossians 3:23-25 – That if we are going to serve the Lord, we need to do it with a good attitude and do it wholeheartedly without griping and complaining. And if we serve Christ while we are here on earth we will receive rewards in heaven . Matthew 25:14-29 – Whatever the Lord gives us he will bless it, if we remember to give back to him of what we have. We can’t be selfish; we have to give freely wholeheartedly. Malachi 3:10 – Whatever we have we need to give a tenth of everything we have. Our tithe belongs to the Lord, and we need to remember to always pay him first. And God will always bless what you have. God will continually bless you if you give freely to him. Write 2-3 sentences explaining how the six passages above might shape the Christian worldview regarding Money: These verses remind us of how important it is to give God our time, our money, and anything we have wholeheartedly. We owe God a tenth of everything we have. God will continually bless us, if we give it without griping and complaining.  Anything we do for the Lord, whether we serve him, we need to do it in the right attitude. God loveth a cheerful giver. Give a brief summary after each passage listed below. Nationalism: Mark 12:13-17 – I believe this passage is talking about our loyalties to Christ and our loyalties to man. Romans 13:1-7 – Paul is telling Christians about how they should be obedient to the government, but how God is our ultimate authority, he is all powerful over anything else. Daniel 3:1-30 – The verse is telling us the story of Shadrach, Mescach and Obedigo, how back then King Nebuchadnezzar had a image that was set up, and he ordered that everyone bow down to worship it, well these three boys refused to bow down and worship it, they believed in the one true God. So the king had them thrown into the fiery furnace. Well when they threw them in, they looked and noticed that the three men were walking around in the furnace, along with one other person, which was the Son of God. So the King ordered the men to get them out, and when they got them out, the king acknowledged that there was only one true God, and that was the God who had delivered these three men out of the fiery furnace. Daniel 6:1-28 – This passage is talking about King Darius and David, and how they were trying to find fault again Daniel, but when they talked to him they could find no fault or anything else, except the fact that He obeyed the Law of God. Write 2-3 sentences explaining how the four passages immediately above might shape the Christian worldview regarding Nationalism: These passages are telling us that even though we have a government and people that are in high positions, we must still obey them, but God is our ultimate authority, and He is all powerful and all-knowing above anyone else and above everything else. See Part 2 of this assignment on the next page. Part 2 – Journal on Nationalism Use the space below to compose a journal of 250-500 words on nationalism by answering the following: Is there ever a reason for a citizen of any country  to reject obeying the laws of the land if those rulers do not uphold that country’s values and self-regulations? Whether your response is â€Å"Yes† or â€Å"No,† please provide reasoning for your answer by explaining your answer in terms of your worldview. Well first of all, we can define Nationalism as a belief, when members of a entire nation, have similar goals, and common interest in other things, and they differ from many other people. I personally do not believe there is ever a reason for anyone not to obey the laws of a land, even if those ruler do not uphold that country’s values and self regulations. I’m sure there have been times in the past when other people from other countries did not want to obey certain rules, but I’m sure it can be very hard when you come from another country and you are so used to living with different rules and regulations, and then you come to our country and there are also different laws to follow. So yes I would say it is a reason for this to happen. My view on Nationalism is, is that we all have a government, and even though God is our ultimate power, it is still important for us to follow the rules of our government. It tells us in the book of Daniel, how we should obey our government and then also obey God. These passages are telling us that even though we have a government and people that are in high positions, we must still obey them, but God is our ultimate authority, and He is all powerful and all-knowing above anyone else and above everything else. It is so hard sometimes to do the right thing, but with God he will make it better .

The Grapes of Wrath Movie Adaptation - Free Essay Example

Sample details Pages: 1 Words: 367 Downloads: 8 Date added: 2019/05/13 Category Literature Essay Level High school Tags: Grapes of Wrath Essay Did you like this example? For this bonus assignment I chose the The Grapes of Wrath. This movie is based on the novel written by John Steinbeck. It was directed by John Ford. It was produced in 1940. The stars of the movie include: Henry Fonda ( Tom Joad), Jane Darwell (Ma Joad), Charley Grapewin ( Grandpa) and many more. The movie can relate to the discussion over civil liberties and civil rights and being protected by the federal government. The people in the story were not protected by the government and were forced off their land during the great depression. The familys farm is taking by the bank because they were not able to pay the bills due to the drought that caused everything to die (hints where the protection from the government would have been nice here). Tom Joad returns home after being let out of jail to find his family in quite a predicament. The Joad family decides to pack up and look for a better life in California. On their journey they meet many other families suffering from the great depression on their way to the promise land as well in hopes to find some of that gold. But the trip is not easy, they have many hardships and release that when they reach California it isnt exactly what they had hoped. Don’t waste time! Our writers will create an original "The Grapes of Wrath Movie Adaptation" essay for you Create order I think the government should have tried to step in and help out the people suffering from the Great Depression instead of forcing them off their land. I think this movie ties in to our discussions in a way of showing that we as Americans do have troubles and that the Constitution and the rules, we have now , have been set there to help us in a time of need. Back in the 1940s there was not much assistants for the people to receive and this movie is a great piece of history. We as a nation have came so far since this time and this story and we should remember it and keep continuing to work to improve every day. History is a way for us to learn from our mistakes ( as a nation, government, peoples) and to learn how to not make them again in the future.