Self-assessment of the digital skills of career education specialists during the provision of remote services
The aim of this study is to explore the digital self-assessment of career guidance professionals and to determine the following:
How do career guidance professionals use digital technology to deliver career guidance services?
How do professionals view the potential of digital tools to provide career skills development? How do career guidance professionals evaluate their digital literacy
Philosophy of Assessment Paper
Write a statement of your philosophy on the role of assessment and evaluation in the classroom.
In the paper, explain your beliefs about the following: the relationship between instruction and assessment; the effects of individual and cultural differences on instruction and assessment; the needs and strategies for collaboration with students, peers, families, and others; the purposes for and examples of pre-, formative, summative, and self-assessment; the use of standards for instruction and assessment.
Your paper should be a minimum of six (6) double-spaced pages in length, and a minimum of (6) sources in addition to the textbook should be used to document the paper appropriately.
As far as the category you can Autism
Define the category using your own words.
Imagine a child with the category of exceptionality you selected.
Discuss the benefits and challenges for the student, family, and teachers of teaching this child in an inclusive setting.
Explain how two students with this exceptionality may perform differently and what accommodations will allow them to perform successfully.
Search online for an organization that supports teachers and families of students with this exceptionality. Include the URL for that organization in your initial post.
Assignment Ten – Support Assessment for Learning
Activity 1
Links to learning outcome 1 (1.1, 1.2, 1.3)
Prepare a presentation to share with colleagues during staff development week on assessment for learning.
This presentation should:
• Analyse the role of the support worker in relation to assessing learner achievement
• Summarise the difference between formative and summative assessment
• Explain the characteristics of assessment for learning
Activity 2
Be able to reflect on organisational practice.
For this activity answer the following criteria critically analysing your role and how your own values impact on your practice.
Provide suitable examples.
Explain how reflection supports improving the quality of the learning environment (2.1)
Demonstrate the ability to reflect on practice (2.2)
Describe how own values, belief systems and experiences may affect working practice (2.3)
Evaluate own knowledge, performance and understanding against internal or external benchmarks (3.1)
Supervisory Observation
This unit requires you to be observed in your own setting. Your supervisor should observe you in practice, completing the following tasks as part of your day to day role.
Your supervisor will complete an observation form with commentary on your performance and competency in these specific tasks.
Following your observation, you should discuss with your supervisor any areas of development as part of a professional discussion. A professional discussion form should be completed/or a zoom recording of your professional discussion can be submitted.
Ensure that your name units’ number and criteria identified in the observation is included. All records must be signed and dated before submitting your tutor.
Criteria covered:
• Use clear language and examples to discuss and clarify personalised learning goals and criteria for assessing progress with learners (2.1)
• Use assessment opportunities and strategies to gain information and make judgements about how well learners are participating in activities and the progress they are making (2.2)
• Use information gained from monitoring learner participation and progress to help learners to review their learning strategies, achievements and future learning needs (3.1)
• Demonstrate ways to encourage learners to communicate their needs and ideas for future learning (3.2)
• Show how to support learners in using peer assessment and self-assessment to evaluate their learning achievements (3.3)
Show how to support learners to (3.4):
• Reflect on their learning
• Identify the progress they have made
• Identify their emerging learning needs
• Identify the strengths and weaknesses of their learning strategies and plan how to improve them
Provide feedback to the teacher on (4.1):
• Learner participation and progress in the learning activities
• Learners’ engagement in and response to assessment for learning
• Learners’ progress in taking responsibility for their own learning
Reflective Records
Reflective Records are an opportunity for you to provide an account of your working practice with examples of how you meet each of the following criteria.
You should complete your reflective record using the Reflective Record sheet that we provide. After you have completed your Reflective Record, both you and your work-based supervisor must sign and date the reflective record.
You may include more than one criteria on one Reflective Record sheet. You must clearly state the Unit Number, Unit Name and Criteria Number(s) on your Reflective Record Sheet. note sheets are provided at the back on the course.
Complete a Reflective Record sheet to demonstrate how you meet each of the following criteria. You must provide specific examples of how you have done this in practice.
It is not enough to just describe your responsibilities in each case – specific examples of what you have done in your work place should make up your Reflective Records.
Criteria covered:
• Collate the information needed to update learner records from valid and reliable sources (5.1)
• Show how to raise any concerns about the information with the relevant people (5.2)
• Review learner records to ensure they are accurate, complete and up-to-date (5.3)
• Show how to maintain confidentiality according to organisational and legal requirements (5.4)
• Use organisational procedures to ensure secure storage of learner records (5.5)
Benchmark – Learning Experience Description
Devise a learning experience or group of experiences that you would use to develop oral, reading, and writing (including mechanics) skills within an age group of ELLs of your choice.
These could be an extension to other learning experiences that you have designed or implemented previously.
Describe this learning experience (or experiences) in a 1,500-1,750 word essay. Your essay must include the following:
The grade or age group of your intended students and a list of the materials needed;
A brief description of how the learning experience or group of experiences would be carried out and how you would measure the effectiveness;
A thorough explanation about how knowledge in each of the following: phonology, morphology, syntax, semantics, and pragmatics informs instruction with specific examples from research; and
An overview of the historical development of language acquisition theories that support the design of your learning experience or group of experiences for your intended age group.
Include at least five sources from your research to support your position.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.
Sociolinguistic Presentation
Paper detalis:
There are many sociolinguistic concepts related to language learning. Understanding these concepts and how they can affect your instruction are pivotal to your success as an effective language instructor.
Create a 10-15 slide presentation in digital format (e.g., PowerPoint, etc.) for your colleagues to help them better understand concepts related to sociolinguistics and how they affect instruction. Your presentation should include, but not limited to, the following:
Pidgin languages
Code switching
Dialectology
Language change
,in-text citations, and a reference slide that contains 3-5 sources
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Assignment Eleven – Engage in Personal and Professional Development
Activity 1
Links to learning outcome 1 (AC1.1)
Refer to your job description or one for the role of a teaching assistant to support you with this task.
• Describe the duties and responsibilities of (your) own work role.
Activity 2 – Be able to reflect on organisational practice.
For this activity answer the following criteria critically analysing your role and how your own values impact on your practice.
Provide suitable examples.
Explain how reflection supports improving the quality of the learning environment (2.1)
Demonstrate the ability to reflect on practice (2.2)
Describe how own values, belief systems and experiences may affect working practice (2.3)
Evaluate own knowledge, performance and understanding against internal or external benchmarks (3.1)
Identify sources of support for planning and reviewing own development (4.1)
Activity 3 – Be able to use learning opportunities and reflective practice to contribute to personal development.
Show how to record progress in relation to a personal development plan (5.3)
For this activity produce a personal development plan, use the headings below as a template:
What would like to learn or achieve How I will learn or achieve this? Who can help me achieve this? When I hope to achieve this by? How will this help me improve my job?
Provide written answers to the following criteria:
Evaluate how learning opportunities identified in your personal development plan have improved performance (5.1)
Explain how reflection on own practice has led to improved ways of working (5.2)
Supervisory Observation
This unit requires you to be observed in your own setting. Your supervisor should observe you in practice, completing the following tasks as part of your day to day role.
Your supervisor will complete an observation form with commentary on your performance and competency in these specific tasks.
Following your observation, you should discuss with your supervisor any areas of development as part of a professional discussion. A professional discussion form should be completed/or a zoom recording of your professional discussion can be submitted.
Ensure that your name units’ number and criteria identified in the observation is included. All records must be signed and dated before submitting your tutor.
Criteria covered:
• Demonstrate use of feedback to evaluate own performance and inform development (3.2)
• Show how to work with others to review and prioritise own learning needs, professional interests and development opportunities (4.2)
• Show how to work with others to agree a personal development plan and set targets (4.3)
Reflective Records
Reflective Records are an opportunity for you to provide an account of your working practice with examples of how you meet each of the following criteria.
You should complete your reflective record using the Reflective Record sheet that we provide. After you have completed your Reflective Record, both you and your work-based supervisor must sign and date the reflective record.
You may include more than one criteria on one Reflective Record sheet. You must clearly state the Unit Number, Unit Name and Criteria Number(s) on your Reflective Record Sheet. note sheets are provided at the back on the course.
Complete a Reflective Record sheet to demonstrate how you meet each of the following criteria. You must provide specific examples of how you have done this in practice.
It is not enough to just describe your responsibilities in each case – specific examples of what you have done in your work place should make up your Reflective Records.
Criteria covered:
• Collate the information needed to update learner records from valid and reliable sources (5.1)
• Review learner records to ensure they are accurate, complete and up-to-date (5.3)
• Use organisational procedures to ensure secure storage of learner records (5.5)
TOPIC 3 DQ1 TOPIC 3 DQ2 SPD 570 STUDENT RESPONSES
“We must differentiate our mindset first and our lessons second.” (Dweck, 2012).
What does this saying mean to you? In your own words, what is the difference between differentiation and tracking?
Tucker, C. (2016). Differentiation vs Tracking. https://catlintucker.com/2016/06/differentiation-vs-tracking/
Tucker, C. (2016). Differentiation Vs Tracking. Retrieved from https://catlintucker.com/2016/06/differentiation-vs-tracking/
Describe an experience where you have seen monitoring and adjusting of instruction that met the needs of students. What worked in this situation and how can you apply what was learned in future practice?
Topic 3 DQ1 Topic 3 DQ2 SPD 570
Answer questions from Topic 3 DQ1 and Topic 3 DQ2 with 250 words and 2 scholar references.
These are separate assignments and should have own reference page. Included the topic in the title so can identify the assignment .
Topic 3 DQ 1
“We must differentiate our mindset first and our lessons second.” (Dweck, 2012).
What does this saying mean to you? In your own words, what is the difference between differentiation and tracking?
Topic 3 DQ 2
Describe an experience where you have seen monitoring and adjusting of instruction that met the needs of students. What
worked in this situation and how can you apply what was learned in future practice?
Reading Learning Experience
Using the Arizona English Language Proficiency Standards (ELPS), create a reading learning experience you would implement with ELLs to support fluency and comprehension of the language. Be sure to specify the grade or age group and level of your students.
Include a 750-1,000 word description of the learning experience, the materials needed, and how it would be carried out. This description should also include the differentiation strategies you would integrate to support the following language proficiency levels:
Pre-emergent
Basic
Intermediate
Support the use of your differentiation strategies with 3-5 sources from your research.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
