Ctlls - Principle and Practice of Assessment

Unit 1- 1.1, 1.2-This is a reflective account of the things I have done, experience and knowledge I have gained throughout the assessor 's course mainly during the process of assessment. First, I would like to describe the definition of assessment, its key concepts, stages to show the knowledge and understanding I have gained throughout the course. An assessment is a pre-agreed formal session with the learner. Assessment is judging performance against an agreed standard and is also a way of finding out if learning has taken place. It enables yo assessor to ascertain if learner has gained

The assessment strategy should state how the subject should be assessed, and subsequent results recorded. It should also state the experience, professional development and qualifications that assessors should hold. Quality assurance requirements, for example internal and external verification or moderation, will also be stated. Organisation may also have an assessment policy which an assessor should familiarise him/herself with.

The reliability of an assessment in a perfect situation should produce the same results if marked by another tutor or if that examiner unknowingly receives the same paper again. If different marks are given the assessment is consequently unreliable and proves that this assessment is subjective.

My methodology for writing this essay is so that I can gain my Ctlls qualification and support my own teaching practices. In my research for this assignment I have used books, the Internet for various websites and my notes from the lessons, as well as my own experience from teaching.

Diagnostic/Prescriptive/Evaluative (DPE) process is a type of instruction according to Thomas (1996) that helps students with Intellectual Disabilities (ID) accomplish the best chance of success and independence, when accompanied with life goal planning, and goal instructional analysis (GIA), which is a fundamental part of the DPE teaching. The DPE process takes lesson planning, breaks down instruction into manageable segments specialized for the individual student, which provide the necessary educational flexibility to ensure successful outcomes. The first step of this process is to diagnose the student’s skill level along with his/her strengths and weaknesses, and then devise or prescribe a lesson path, where student progress can be

In order to complete the study, research questions were developed with specific variables in order to determine the results

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

For the readers to have clear understanding of the article, it is empirical that the researcher defines the given research topic precisely. Hence, the chance of accomplishment in a research project is greatly improved when the opening is correctly defined as a precise statement of goals and rationalization. Even though Snipelisky and Ziajkas’ definition of the topic article relates to the main subject of the research study, examining the whole article content and presentation, it is impossible to reach conclusion that this study to bear the credibility it claims. Hence further research is

Clearly states the research objectives and the intended methods of research based on the identified key area/s of research. Explain why the proposed methods of research are suitable for the research to be conducted.

A common misconception present in society is that people with learning disabilities are perceived to have less potential to succeed in an academic setting than those without them. However, this statement simply is not true. They just need further accommodations or assistance to maximize their chances for success than the average student. Furthermore, no one should ever have to face the indignity of being thought of as unintelligent, lazy, or inferior by anyone because he or she was diagnosed with a learning disability.

It is important to mention at this stage that a research study presented by a researcher may not give complete information about the selected topic. There can be certain limitations of methodology and the new researchers may criticise it for being incomplete. As research is a circular process in which ideas can be added and extracted by researchers anytime, the application of the presented ideas by one researcher are tested and verified.

* The methodology chapter contains the discussion about the methodology adapted during the research process. The adapted methodology adapted on the rationale ground. First the research topic was carefully and analytically chosen. The selection of topic was the rationale decision due to two basic reasons. First reason was that the information available on the topic is excessive and vast quantity. The secondary information is readily

This chapter deals with introducing the nature of the study as the reason why the researcher chose this topic. This also contains the general problems that he wanted to find answers to, the importance and to whom it would benefit and the important terms to be defined.

The researchers used several materials to support the main idea of the subject area. Researchers used the descriptive interview approach to gather several sources and materials to expound further on the topic.

Choosing a topic is always the first step of any research process. The statement seems simple, but the chosen topic defines all other stages of the process. In order to choose a topic, one has first to identify a problem whose remedy or eradication calls for research. This is then followed by the development of a research question. The question forms the statement that serves as the research topic. The topic, which is the focus of the study, provides keywords for the next stage of research, that is, the literature review.