Teaching learning assessment Essay

Learners must go through all 10 units on their programme of larning to be awarded a BTEC Higher. National Certificate and all 16 units to be awarded a BTEC Higher National Diploma.

The appraisal of BTEC Higher National makings is criterion-referenced and Centres are required to measure scholars ‘ grounds against published acquisition results and appraisal standards. All units will be separately graded as ‘pass ‘ , ‘merit ‘ or ‘distinction ‘ . To accomplish a base on balls class for the unit scholars must run into the appraisal standard set out in the specifications.

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This gives transparence to the appraisal procedure and provides for the constitution of national criterions for each making.

The units in BTEC Higher National makings all have a criterion format which is designed to supply clear counsel on the demands of the making for scholars, assessors and those responsible for supervising national criterions.

Unit of measurement format
Each unit is set out in the undermentioned manner.

Unit rubric, larning hours and NQF degree

The unit rubric is accredited by QCA and this signifier of words will look on the scholar ‘s

Presentment of Performance. In BTEC Higher National makings each unit consists of

60 guided acquisition hours.

Each unit is assigned a fanciful degree index of H1 or H2, bespeaking the comparative rational demand, complexness and deepness of survey, and learner liberty.

At H1 level the accent is on the application of cognition, accomplishments and apprehension, usage of conventions in the field of survey, usage of analytical accomplishments and choice and administration of information.

At H2 level the accent is on application and rating of contrasting thoughts, rules, theories and patterns, greater specialization in the field of survey, and an increasing independency in systematic question and analysis.

Description of unit

A brief description of the overall intent of the unit is given, together with the cardinal countries of survey associated with the unit.

Summary of larning results

The results of the unit place what each scholar must make in order to go through it. Learners must

achieve all the results in order to go through the unit.

Content

This subdivision picks up highlighted words from the results and amplifies the content coverage required when turn toing the results. The content subdivision will frequently supply lists of subjects.

Please note all facets of the listed subjects should be covered, except those that begin with ‘eg ‘ , where points listed are simply declarative.

Results and appraisal standards

Each unit contains statements of the grounds that each scholar should bring forth in order to have a base on balls.

Guidance

This subdivision is non normative but provides extra counsel and elaboration related to the unit to back up teachers/deliverers and assessors. Its subdivisions are given below. Merely those subdivisions which apply to the unit will look.

• Delivery – offers guidance about possible attacks to bringing. The counsel is based on the more usual bringing manners and is non intended to govern out alternate attacks.

• Assessment – provides advice about the nature and type of grounds that scholars are likely to necessitate to bring forth. This subdivision should be read in concurrence with the appraisal standards and the generic class forms.

• Links – sets out the links between units. Provides chances for integrating of acquisition, bringing and appraisal. Any links to the National Occupational Standards will be highlighted here.

• Resources – identifies the specializer resources likely to be needed to let scholars to bring forth the grounds required by each unit. The Centre will be asked to guarantee that this resource demand is in topographic point when it seeks blessing from Edexcel to offer the making.

• Support stuffs – identifies, where appropriate, text editions, pictures, magazines, diaries, publications and web sites that may back up the bringing of the unit.

Learning and appraisal

The intent of appraisal is to guarantee that effectual acquisition of the content of each unit has taken topographic point. Evidence of this acquisition, or the application of the acquisition etc, is required for each unit. The appraisal of the grounds relates straight to the appraisal standards for each unit, supported by the generic class forms.

The procedure of appraisal can help effectual acquisition by seeking and construing grounds to make up one’s mind the phase that scholars have reached in their acquisition, what further larning demands to take topographic point and how best to make this. Therefore, the procedure of appraisal should be portion of the effectual planning of learning and larning by supplying chances for both the scholar and assessor to obtain information about advancement towards larning ends. The assessor and scholar must be actively engaged in advancing a common apprehension of the appraisal standards and the class forms ( what it is they are seeking to accomplish and how good they achieve it ) for farther larning to take topographic point. Therefore, scholars need constructive feedback and counsel about how to better, capitalizing on strengths, with clear and constructive remarks about failings and how these might be addressed.

Assessment instruments are constructed by Centres. Assessment instruments should jointly guarantee coverage of all assessment standards within each unit and should supply chances for the evidencing of all the class forms. It is advised that appraisal standards and contextualised class forms are clearly indicated on each appraisal instrument to supply a focal point for scholars ( for transparence and to guarantee that feedback is specific to the standards ) and to help with internal standardization procedures. Tasks/activities should enable scholars to bring forth grounds that relates straight to the appraisal standards and class forms.

When Centres are planing assessment instruments, they need to guarantee that the instruments are valid, dependable and fit for intent, constructing on the application of the appraisal standards. Centres are encouraged to put accent on practical application of the appraisal standards, supplying a realistic scenario for scholars to follow, doing maximal usage of work-related practical experience and reflecting typical pattern in the sector concerned. The creative activity of appraisal instruments that are fit for intent is critical to achievement and their importance can non be over-emphasised.

Rating Higher National units

The appraisal of BTEC Higher National makings will be at unit degree and there will be no overall class for either the Certificate or the Diploma. This means that scholars are able to entree the making through a unitised attack.

Each unit will be graded as a base on balls, virtue or differentiation. A base on balls is awarded for the accomplishment of all results against the specified appraisal standards. Merit and differentiation classs are awarded for higher-level accomplishment.

The generic virtue and differentiation class forms listed on pages 16-17 are for rating the entire grounds produced for each unit and depict the scholar ‘s public presentation over and above that for a base on balls class.

The virtue and differentiation class forms can be achieved in a flexible manner, eg in a consecutive or holistic manner, to reflect the nature of the sector concerned. Each of the generic virtue and differentiation class forms can be amplified by usage of declarative features. These give a usher to the expected scholar public presentation, and support the generic class forms. The declarative features should reflect the nature of a unit and the context of the sector programme.

The declarative features shown in the tabular array for each of the generic class forms are non thorough. Consequently, Centres should choose from the list or may build other appropriate declarative features for their sector programme which may be drawn from the appropriate higher-level accomplishments. It is of import to observe that each appraisal activity does non demand to integrate all the virtue and/or differentiation class forms.

Contextualising the generic class forms

The generic virtue and differentiation class forms need to be viewed as a qualitative extension of the appraisal standard for base on balls within each single unit. The relevant generic class forms must be identified and specified within an assignment and the relevant declarative mood features should be used to put the needed grounds in context.

Class forms
Pass class
A base on balls class is achieved by run intoing all the demands defined in the appraisal standards for

base on balls for each unit.

Merit class
Merit forms Indicative features
In order to accomplish a virtue

the scholar must:

The scholar ‘s grounds shows:

• identify and use

schemes to happen

appropriate solutions

• effectual opinions have been made

• complex jobs with more than one variable have been

explored

• an effectual attack to analyze and research has been applied

• select/design and use

appropriate

methods/techniques

• relevant theories and techniques have been applied

• a scope of methods and techniques have been applied

• a scope of beginnings of information has been used

• the choice of methods and techniques/sources has been

justified

• the design of methods/techniques has been justified

• composite information/data has been synthesised and

processed

• appropriate acquisition methods/techniques have been applied

• nowadays and

communicate

appropriate findings

• the appropriate construction and attack has been used

• coherent, logical development of principles/concepts for the

intended audience

• a scope of methods of presentation have been used and

proficient linguistic communication has been accurately used

• communicating has taken topographic point in familiar and unfamiliar

contexts

• the communicating is appropriate for familiar and

unfamiliar audiences and appropriate media have been used

Differentiation class
Differentiation forms Indicative features
In order to accomplish a

differentiation the scholar must:

The scholar ‘s grounds shows:

• usage critical contemplation to

measure ain work and

justify valid decisions

• decisions have been arrived at through synthesis of thoughts

and have been justified

• the cogency of consequences has been evaluated utilizing defined

standards

• self-criticism of attack has taken topographic point

• realistic betterments have been proposed against defined

features for success

• take duty for

managing and organising

activities

• autonomy/independence has been demonstrated

• significant activities, undertakings or probes have been

planned, managed and organised

• activities have been managed

• the unforeseen has been accommodated

• the importance of mutuality has been recognised and

achieved

• demonstrate

convergent/lateral/

originative thought

• thoughts have been generated and determinations taken

• self-evaluation has taken topographic point

• convergent and sidelong thought have been applied

• jobs have been solved

• invention and originative idea have been applied

• receptivity to new thoughts is apparent

• effectual thought has taken topographic point in unfamiliar contexts

Programme design and bringing

The makings consist of nucleus units ( which are compulsory ) and specialist units. These specialist units will be largely optional and are designed to supply a specific focal point to the making. Required combinations of specialist units are clearly set out in relation to each making in the defined making constructions provided in this papers.

In BTEC Higher National makings each unit consists of 60 guided acquisition hours. The definition of guided acquisition hours is ‘a fanciful step of the substance of a making ‘ . It includes an estimation of clip that might be allocated to direct instruction, direction and appraisal, together with other structured learning clip such as directed assignments or supported single survey. It excludes learner-initiated private survey. Centres are advised to see this definition when be aftering the programme of survey associated with this specification.

Mode of bringing

Edexcel does non specify the manner of survey for BTEC Higher National makings. Centres are free to offer the makings utilizing any manner of bringing that meets the demands of their scholars. This may be through traditional schoolroom instruction, unfastened acquisition, distance acquisition or a combination of these. Whatever manner of bringing is used, centres must guarantee that scholars hold appropriate entree to the resources identified in the specifications and to the topic specializers presenting the units. This is peculiarly of import for scholars analyzing for the making through unfastened or distance acquisition.

Full counsel on Edexcel ‘s policies on ‘distance appraisal ‘ and ‘electronic appraisal ‘ are provided on our web site. Learners analyzing for the making on a parttime footing bring with them a wealth of experience that should be utilised to maximum consequence by coachs and assessors. Appraisal instruments based on scholars ‘ work environments should be encouraged. Those be aftering the programme should take to heighten the vocational nature of the BTEC Higher National

making by:

• interceding with employers to guarantee that the class is relevant to the specific demands of the

scholars

• accessing and utilizing non-confidential informations and paperss from scholars ‘ workplaces

• including patronizing employers in the bringing of the programme and, where appropriate, in the appraisal

• associating with company-based/workplace preparation programmes

• doing full usage of the assortment of experiences of work and life that learners conveying to the programme.

Resources

BTEC Higher National makings are designed to fix scholars for employment in specific sectors. Physical resources need to back up the bringing of the programme and the proper appraisal of the results and, hence, should usually be of industry criterion.

Staff presenting programmes and carry oning the appraisals should be to the full familiar with current pattern and criterions in the sector concerned. Centres will necessitate to run into any specializer resource demands when they seek blessing from Edexcel.

Specialist resources should include instance survey stuffs, existent resources acquired from commercial operations, pictures and documented illustrations of current pattern, eg studies from the Computing/IT industry. These are detailed in each unit.

Delivery attack

It is of import that centres develop an attack to learning and larning that supports the specialist vocational nature of the BTEC Higher National makings. The specifications incorporate a balance of practical accomplishment development and cognition demands, some of which can be theoretical in nature. Coachs and assessors need to guarantee that appropriate links are made between theory and pattern and that the cognition base is applied to the sector. This will necessitate the development of relevant and up-to-date instruction stuffs that allow scholars to use their acquisition to existent events and activity within the sector. Maximal usage should be made of the scholar ‘s experience.

Meeting local demands

Centres should observe the makings set out in these specifications have been developed in audience with Centres, employers and professional organic structures for the computer science sector, together with support from the Sector Skills Council or NTO for the sector. The units are designed to run into the accomplishment needs of the sector and the specialist units allow coverage of the full scope of employment. Centres should do maximal usage of the pick available to them within the specialist units in these specifications to run into the demands of their scholars, every bit good as the local accomplishments and developing demands identified by administrations such as Regional Development Agencies and Local Learning and Skills Councils. Centres may non ever be able to run into local demands utilizing the units in this specification. In this state of affairs, Centres may seek blessing from Edexcel to do usage of units from other criterion NQF BTEC Higher National specifications. Centres will necessitate to warrant the demand for importing units from other specifications and Edexcel will guarantee that the vocational focal point of the making has non been diluted.

Locally-devised specializer units

There may be exceeding fortunes where even the flexibleness of importing units from other specifications does non run into a peculiar local demand. In this instance, Centres can seek permission from Edexcel to develop a unit with us to run into this demand. The instances where this will be allowable will be really limited. Edexcel will guarantee that the unity of the making is non reduced and that there is a lower limit of convergence and duplicate of content of bing units. Centres will necessitate strong grounds of the local demand and the grounds why the bing criterion units are inappropriate. Edexcel will necessitate to formalize these units.

Restrictions on fluctuations from standard specifications

The flexibleness to import standard units from other BTEC Higher National specifications and/or to develop alone locally-devised specializer units is limited to a upper limit of four units in a

BTEC Higher National Diploma making and a upper limit of two units merely in any
BTEC Higher National Certificate making. The usage of these units can non be at the

disbursal of the nucleus units in any making.

Practical work undertaken in the higher national sheepskin

We did many practical ‘s in the HND. Some topics are practical topics. Database construct, informations analysis and design, ocular scheduling, Java scheduling, web engineering topics are among those. For the database construct capable I did a database for a book store utilizing Microsoft entree. And for the information analysis and design capable I did a database for a infirmary utilizing Microsoft SQL waiter 2005, and for the Java programming capable I did some application utilizing netbeans. I use the same database of the information analysis and design subjects one as the backend for the Java programming topic ‘s Java application. For the ocular scheduling topic I did a application once more. It is utilizing Microsoft degree Celsius # 2008. for the web engineering topic we were had some practicals utilizing Windowss server 2003, as the concluding undertaking of the class or the informations systems project capable ‘s undertaking I did a application to a little private infirmary utilizing ocular studio 2008. these are the practical plants that are undertaken during in the HND course…

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