Assessment Essay Example for Free

Assessment Essay 1:1 Functions of assessment Initial assessment- the starting part, used to decide what is known, what needs to be taught and what can be assessed. Formative assessment- this stage is where the learner is still in training and requires feedback on how they are progressing. Summative- used to judge completion. Whether you have passed or not. Holistic- clustering of assessments based on the grouping of a work role, rather than stand alone. Functions of assessment in training Identify the skill gap Design the training Deliver the training Plan the assessment Assess Feedback Either move on to the next part of training or go back and re do the previous assessment. This starts from the minute you get a new learner signed on. I do this by, setting out a training plan, giving the training, deciding with the learner when we both feel they are ready to be assessed and then do the assessment. With Sonya, she came from another salon where she had already done her level 2, she was about to be signed on to level 3. Before we got her signed on we done an assessment on a colour and a cut to make sure she was competent at level 2. 1:2 Key concepts and principles of assessment Reliability: By using the criteria and qualification and credit framework any assessor working independently should come to the same decision when assessing a learner. The learner should have been given the appropriate training and be competent to do the assessment. Validity: Is the work valid to the unit? The learner should be watched at all times to make sure the work is authentic. Assessments show us, what the learner is capable of and where further training would be required. It would also show if the learner needed any extra help. 1:3 Responsibilities of the assessor Make sure the candidates logbook is marked of when an assessment has been passed. Provide opportunities for assessment and make sure you book time out in your column. Be fair to all candidates, avoid any discrimination, comparing one against the other. Assess the learner against the national occupational standards and not your own opinion of what the standards should be. Consider the needs of the individual candidates; one might have a different learning style to the other. Learning difficulties should also be taken into account and help appropriate given where needed. Plan and assess assessments with candidates. Make sure learner and assessor think it is the right assessment to be done and that the learner is capable of doing the assessment. Place the learner under no undue pressure. If the candidate does not feel good about doing the assessment you should encourage them, if as an assessor you think they are capable of passing the assessment. But do not apply pressure as this could make the learner worry or feel stressed out by this. Check and ensure all the evidence is valid, authentic, current, sufficient and reliable. Make sure the work is valid to the unit and accurate, the learners own work, the work is consistent and of the appropriate nvq level criteria and is not a fluke. The work should also be current, i.e. if the learner has transferred salons and had some assessments already signed off you should make sure they are currently competent. Give constructive feedback. Using â€Å"complement sandwich† Positive comment Critical comment Positive comment Make sure you include the learner to give self assessment so you know how they think they have done. When giving your feedback always start with â€Å"how do you think you did?† Always give feedback promptly and record all assessment decisions and evidence clearly and fully so that everyone can always look back and see what has been said and done. Also in case there are any disagreements on the outcome you can look back at the records. Agree future action plans with the learner so that both the learner and assessor know what the next stage will be. Any discussions with the learner should be carried out in a professional manor. During meetings with the learner you should review the progress of assessment plans and determine where additional learning and training is required. I have recently had an issue with one of my trainee’s, she did not want to be taught anymore, and just wanted to be assessed on her cutting. She felt she had had enough training , although I didn’t. As she felt very strongly about this I allowed her to do a model we were going to use as training as an assessment, I did this so she would understand that she needs more training. Once she had completed the assessment I checked the cut, and explained to her where she had gone wrong, and also explained to her that with a little bit more practice she would be able to be assessed on models similar to what she had done and would be able to be marked off on them. She has agreed to have a little bit more training and agreed we will decide together in future when she will be assessed so as not to waste models. 1:4 Regulations and requirements relevant to assess hairdressing. Realistic working environment. Must develop realistic management procedures that incorporate a ‘salon image’. All assessments must be carried out under realistic commercial pressures and on paying clients. Assessments should be completed within the commercial timescale. Candidates must be able to achieve a realistic volume of work. The space per working area conforms to health and safety legislation. The range of services, professional tools, products, materials and equipment must be up to date and available for use. A reception area for clients to be greeted must be available. It must also include a payment facility. A retail facility must be provided.

Mythic Heros: Sinbad The Sailor :: essays research papers

Mythic Heros: Sinbad the Sailor   Ã‚  Ã‚  Ã‚  Ã‚  When I think about mythic heroes, for many years the first name that came to mind was Sinbad: Sinbad the sailor. In his days as an adventurer, he went on seven fantastic voyages which earned him fame for the rest of his life. Yet, now in retrospect, I no longer consider him to be the great adventurer that I saw him as in my childhood.   Ã‚  Ã‚  Ã‚  Ã‚  On his seven voyages, Sinbad encountered every obstacle one could possibly think of. He and his crew met up with: a fish so large, many mistook it for an island, an island where rocs (enormous birds (their eggs were often mistaken for buildings)) still lived, cannibals, giants, and even herds of angry elephants. On each and everyone one of his famed voyages, he was shipwrecked, alone, and faced with some hideous danger. On each and everyone, he overcame the odds, destroyed his foes, and returned home with riches beyond the imagination.   Ã‚  Ã‚  Ã‚  Ã‚  As a child, the stories of Sinbad's voyages were wildly entertaining. In each one, there was adventure, danger, money, and the hero always came home in one piece. Now that I look back at the stories, there are some parts of Sinbad's fantastic tales that bother me.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, Sinbad never set out in search of adventure. These amazing things just seemed to always happen to him. He normally set out as a merchant, carrying goods from one exotic land to another. Yet, on each of these trips, something incredible happened to him and his crew, resulting in a dead crew and a fantastic story for Sinbad the sailor.   Ã‚  Ã‚  Ã‚  Ã‚  Secondly, all of Sinbad's great adventures occurred sequentially. In other words, he went immediately from one adventure to another without so much as a nap in between. This man never had a quiet boat ride in the entire span of time in which his adventures took place.   Ã‚  Ã‚  Ã‚  Ã‚  Another interesting point is the manner in which Sinbad always left and returned to his home port in Baghdad. All seven times, he left with a full crew and carrying the goods of a local merchant. Yet all seven times he returned, he was alone, the crew having died in the early part of the respective adventure. All seven times, he returned without the goods that he was to take to market, but he often returned with new riches from the island where he was stranded (and of course, kept them for himself). This leads me to believe that maybe his crew

Parental Feedback into Children’s Acquisition Essay

One of the most remarkable characteristics of human beings lay in the fact that, virtually, every single one acquires language at a very young age (Crain & Martin, 1999, p. 4). This is because what lies at the heart of what it means to be a human person is an innate predisposition towards the acquisition of â€Å"the most intricate forms of knowledge we will ever acquire†¦early on in life† (Sigelaman & Rides, 2008, p. 277). In view of such contention, it merits to make mention that, according to Crain and Martin, there are two telling truths that define language acquisition: that on the one side of the spectrum, language is universal (within the human species) and that, on the other side of the spectrum, there is a considerable latitude in the kind of environmental inputs that permit children to develop language (1999, p. 7). Put simply, a person’s acquisition of language is characteristically both universal – i. e. , that all persons, in all places, at all times and defined by whatever circumstances has to, one way or another, learn a language or two – and conditioned – i. e. , that language acquisition is influenced by the particularities of one’s own facticity. Particularly, this paper seeks to underscore the telling importance of parental feedback in the development of linguistic skills of human persons; specifically of children. Herein, it merits noting that parental presence and interaction during the crucial stage of language acquisition are components that present cases of no little importance to the growth and development of a child. Furthermore, this study takes keen interest into how the different theories of language acquisition do frame the importance of parental feedback and interaction to a child’s journey towards assimilating language. This early, it is insightful to already affirm that whilst there is a universal recognition of the supreme importance of parental presence during a child’s language acquisition months, how different theories understand the degrees and extent of such fundamental importance nevertheless varies. Scope and Methodology The foregoing central thesis having presented, it may help to further underscore that this study does not and will not attempt to present an exhaustive treatment of the subject matter. In fact, this study focuses merely on presenting three language acquisition theories, whose respective programmes, arguably, already constitute substantial themes so as to lend points for worthwhile discussions. The three theories which are to be delved into include: the Behaviourist, the Innatist and the Interactionist paradigms. Be that as it may, this study weaves together the expository and argumentative approaches in presenting the discussions; being that this study does not merely aim at presenting different learning acquisition theories, but also gleaning how such theories take parental feedback as a constitutive component of language acquisition process. The Process of Language Acquisition Essa notes that language does not begin when babies speak their first words around the end of their first year (2003, p. 329). Instead, it is a process which, whilst contiguous, is nonetheless wholly distinguishable in stages. Wasserman is of the firm belief that there are at least two different stages involved in language acquisition: i. e. , pre-language that begins before birth and lasts until the age 10 or 12 months, and the linguistic stage from the ages of 12 to 36 months (2007, p. 416). To both stages, it must be argued, a requisite range of mental progression is conveniently assumed. This is because it is reasonable to assume that children’s grasp of their surroundings come way ahead of their ability to express them. If truth be said, children are said to undergo their respective language acquisition stages in a manner being contemporaneous of the progression of their cognitive, affective and personality aspects. Santrock contends that language acquisition is a particular stage which brings into play the process of acquiring not only the contours of language, but also the rules that are inherent to language acquisition itself. The learned author states: As children go through the early childhood years, their grasp of the rule systems that govern language increase. These rule systems include phonology (the sound system), morphology (the rules for combining minimal units of meaning), syntax (rules of making sentences), semantics (the meaning system), and pragmatics (the rules for use in social meanings). (Santrock, 2004, p. 254). On account of such programme, it thus makes sense to claim that language acquisition â€Å"can be assessed in multiple ways†, insofar as â€Å"it is a multifaceted system that used for social communication and for individual mental representation† (Milligan, et. al. , 2007, p. 623). Put in other words, since the process of language acquisition is distinguishable (albeit not separable) into construable parts, then it is certainly something that can be assessed according and relative to its constitutive stages. Additionally, language is measured by way of observations of naturalistic conversation, learning from standardized inventories, as well as evaluating the performance on language-ability tasks (Milligan, et. al. , 2007, p. 623). The Roles of Parental Feedback as Gleaned from Three Language Acquisition Theories To be sure, one can find an array of truly insightful theories that seek to shed light into the process of language acquisition specifically pertinent to children. Consistent with the reasoned limitation set initially in this paper, three theories – the Behaviourist, the Innatist and Interactionist – shall be discussed for the sole purpose of this study. First, the Behaviourist paradigm considers the environment as primary molder of the circumstances of human persons. In the same manner, those subscribing to this theory believe that the external environment, more than anything else, is chiefly influential in directing the behavior of children. Skinner, as the foremost proponent of learning theory, suggested that language is a special case of behavior being that it is largely determined by training based on trial and error, and not by maturation (Minami, 2002, p. 14). Fundamentally, this theory proposes that whilst children would pass through different but contiguous stages, the environment and specific experiences of the children are what primordially affect their development and growth (Wasserman, 2007, p. 416). Indeed, language learning is embedded from the outside, nay from social contingencies, where everything from phonology to syntax, comprehension and production, are all part of complex dynamics among caregivers, the wider social environment, and the language-learning of a child (Dale, 2004, p. 337). Under the lenses of a Behaviourist paradigm, the role of parents could nowhere be under-appreciated. As a matter of fact, they ought to be considered as chief personalities that belong atop the list of those whose influence to children’s language acquisition development is of paramount importance. Sigelman and Rides, for their part, has this to say: Behaviourist B. F. Skinner (1957) and others have emphasized the role of reinforcement. As children achieve better approximations of adult language, parents and other adults praise meaningful speech and correct errors. Children and also reinforced by getting that they want when they speak correctly. (Sigelman and Rides, 2008, p. 282). Parental feedback, therefore, acts as the primary reinforcement of an infant’s language development. And this is precisely because children are acutely responsive to the positive reinforcements – such as smiling, cuddling and conversation – done by their parents (Essa, 2003, p. 327). It must also be cited that children learn to speak by imitation and they reproduce the sounds (words) that they hear from around them. Additionally, parents are the ones who provide a language model, by talking to and around children (Crain &Martin, 1999, p. 4). Two facets of learning acquisition come into the fore in view of the Behaviourist perspective: the content of language and the motivation to learn. And as far as the Behaviourist theory is concerned, the importance of parental feedback falls more under the parameters of motivating children develop their linguistic skills. This runs quite consistent with the general theory of Behaviourism which takes all learning largely as a motivational issue latched, as it were, to the entire learning process. It helps to moreover appreciate the fact that the Behaviourist model gives too much emphasis on acquiring correct linguistic skills on account of healthy motivations provided for by parents, if not by the adults within the immediate surroundings of the children. Thus, where healthy motivation wants, learning acquisition suffers correlatively. At the very least, lack of parental feedback and provision of encouragement may frustrate a child’s natural inclination to adopt, appropriate, imitate and learn from the conversations he or she hears from parents and other older companions (Sigelman and Rides, 2008, p. 282). Surely, it is important for parents to ensure that children are significantly reinforced at a time when they are becoming â€Å"increasingly capable of producing the sounds of their language† – things that they acquire through confident adaptation and imitation (Santrock, 2004, p. 254). The aforesaid paradigm was challenged by Chomsky and Pinker. They, along with those who subscribe to the Innatist theory, argue that since patterns in language development are similar across different languages and cultures, the environment plays a minor role in the children’s of language. They moreover emphasized that human persons possess an intrinsic biological endowment that enables them to discover the framework of principles and elements common to attainable human languages (Minami, 2002, p. 14). As a consequence, the Innatist approach takes children as essentially wired to know without being taught, notwithstanding the role of communication in providing meaning, eliciting affirmation or negation, proffering critical questions and eliciting a force to command and direct (Essa, 2003, p. 327). At the very least, the Innatist approach insists that children are able to learn language on their own innate ability. Once more, Sigelman and Rides suggest: Chomsky proposed that humans have inborn mechanism for mastering language called the language acquisition device (LAD). The LAD was conceived as an area in the brain equipped to identify certain universal features of language†¦To learnt to speak, children need only to hear human speaks; (and) using LAD, they (can) quickly grasp the rules of whatever language they hear. (Sigelman and Rides, 2008, p. 283). In view of what Sigelman and Rides have to say, it is therefore not without good reasons to surmise that parents play a lesser role in the child’s language development. Parental feedback, as a consequence, is essential only insofar as children are able to use it as a welcome reference for their otherwise innate predisposition towards language acquisition. Parents thus need only to let their children be. This is because, according to Chomsky, language is a product of the young human brain, such that virtually, any exposure to conditions short of total isolation and vicious mistreatment will suffice to bring children forth a successful language acquisition all the same. In the ultimately analysis, there is really nothing much to do with a child to help him or her properly acquire the content and the corollary rules attendant to human language; for a child is essentially set up for language, and need not necessarily or extensively use the exigencies of his or her external environment to acquire it (Dale, 2004, p. 338).

The Battle Of The Roman Republic - 798 Words

Two major forces struggled for dominance within Rome during the last century before the Common Era began. These two political forces were the citizens, whom Cicero believed should rule, and the military. The latter would assume power and according to Cicero this was the beginning of the end of the Roman Republic.[1] Cicero was correct in his stoic assessments that when the power was taken from the people and put into the hands of the few then no longer was Rome guided by moral and philosophical principals. With the power in the hands of the military Rome would now be put on a war path of conquest, greed, corruption, and self-preservation founded on fear and intimidation rather than public service, personal accountability and honesty.[2] Cicero however Novus Homo that he was, being the first elected from his family to the Consul in 63 BC, was in a loss for true company among the biggest the power players of his day. Being a true stoic Cicero’s loyalty to country cost his popularity with the most powerful men of Roman politics including, Julius Caesar and Mark Antony while Octavian who would later propel Rome to her greatest dominance and bring about the Pax Romana, he would get caught in the middle of Cicero’s political struggle. Octavian even argued in the senate for two days on Cicero’s behalf for him to not be added to a list of enemies and adversaries of the Second Triumvirate, but to no avail as the damage was done. Here Octavian learned a great lesson of theseShow MoreRelatedThe Battle Of The Roman Republic1741 Words   |  7 PagesAs the Roman Republic found its way into the third and second centuries BC, it could not have anticipated its level of military engagement nor the number of conflicts it would find itself in over the next two hundred years. 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