Essay Distinctive Ideas Witness Assessment

Exposition Distinctive Ideas Witness Assessment Exposition Distinctive Ideas Witness Assessment â€Å"Witness† unmistakable thoughts article Presentation: - The film spine chiller, ‘Witness’, coordinated by Peter Weir and gazing John Book, a character rendered by the on-screen character Harrison Ford, delineates the perfect American police analyst attempting to defend the life of a youthful Amish kid, after he falls â€Å"witness† to a homicide. - Theme: - Nature of Man: Good versus Evil: the possibility that each individual has both great and awful offered to them, in any case, it is in their tendency to use the fortunate or unfortunate in various circumstances. - Although not utilized as a general stand apart topic, it is unpretentiously embedded into the characters and the universes they live in. Section 1: - SCENE 1: Book’s weapon - Samuel finds the firearm, Rachel discovers, and Eli addresses Samuel - GOOD: - John’s nature to respond the manner in which he did when he saw Samuel with the weapon - Rachel (mother’s) sense to react to the situation that way she did - speaks to the positive qualities in the Amish individuals â€Å"while you’re in this house, I demand that you regard our ways† - The idea of Samuel - disclose to Eli that he would just utilize the firearm to murder awful individuals - â€Å"I would just execute the terrible man† - Eli instructs Samuel on what is directly from wrong. - EVIL: - John Book’s impact over Samuel, which sees Samuel inquisitive to attempt to deal with the weapon. - Catalyst for savagery. - Eli â€Å"unclean thing† - Eli infers that Book is irreverent by carrying the firearm into the house. - TECHNIQUES: - Camera points - close up shots (places accentuation on feelings/responses and topic with practically no reference to the foundation), medium shots (abdomen upwards, watching outward appearances and non-verbal communication, environmental factors and condition) - Lighting - normal lighting (anyway light is digging out from a deficit which depicts pessimism - Book and Samuel scene), fake light (diminish light demonstrating evening time - Sound impacts (discourse - voices) Passage 2: - SCENE 3: Book gets down to business and gets some answers concerning the passing of Carter (work accomplice) - GOOD: - Amish individuals don’t retaliate with vacationers - potential individuals from Western world - Daniel doesn't fight back to the activities of the vacationers - spoke to as the greater individual/from the better network - â€Å"It’s not our way† - Eli - John’s nature to respond to the vacationers so as to ensure the Amish - he comprehends the positive qualities in them and that they ought not be treated in such a way. - EVIL: - Makes a correlation with the western world being terrible by ridiculing the Amish. - Portrayal of the genuine western word - all of John’s activities - not completely adjusted to the Amish society starting at yet - After creation contact with the Western World, John gets irritated in the wake of getting some answers concerning the passing of Carter thus, this impacts him to fight back to the activities of the vacationers. - Although Eli reveals to Book that its not their approach to retaliate, John says - â€Å"It’s my way† - TECHNIQUES: - Camera points - cart shot (stays aware of the subject/characters by methods for a track), wide shots (shows the condition that the characters are in and afterward centers around primary subjects), close ups (shows the subtleties of the characters, responses and feelings) - Lighting - normal lighting (upgrades the impact of the

American dream in The Great Gatsby Essay

In todayê ¼s society, it appears that everybody endeavors to be at the top, and for some individuals, the top methods the most achievement, and achievement implies cash. The American dream-to go from nothing to the zenith of achievement is clear both in the novel The Great Gatsby and in the cutting edge world. Another evident part of the American Dream is fresh opportunities, Gatsby, alongside numerous different Americans today makes progress toward renewed opportunities, Jay Gatsby is by all accounts the exemplification of a man attempting to locate the American dream. Gatsby was not generally the rich lavish man who tosses extravagant gatherings that we meet in the start of the novel. His thought processes in ascending to the highest point of the social stepping stool and obtaining riches might be not quite the same as most people groups intentions in accomplishing the American dream. Gatsbyê ¼s desire for the American dream came out of his journey to one day at last be with the adoration for his life, Daisy. This raise another part of the American dream: fresh opportunities. More than anything, Jay needs another opportunity with Daisy. He â€Å"had that natural conviction that life was starting over again† and that he could get Daisy back. He makes every effort to attempt to accomplish this. ! A significant part of the American dream is by all accounts materialistic, and Gatsby certainly speaks to these materialistic pieces of the American dream. He has the enormous house, the decent vehicle, and tosses his cash around on his unrestrained gatherings. At last however, Gatsby doesn't accomplish the second piece of the American dream; renewed opportunities. Gatsby is killed and never gets the chance to go through his time on earth with Daisy which is all he at any point truly needed after he escaped the war. Gatsbyê ¼s â€Å"dream more likely than not appeared to be near such an extent that he could scarcely neglect to get a handle on it. He didn't realize that it was at that point behind him.† Katerina Bessey Monday, December 10, 2012 12:23:31 PM ET Material riches unquestionably still exists in todays society. Numerous peopleê ¼s intentions in accomplishing this material riches is to be acknowledged by society. This identifies with the way that Gatsby needs to accomplish material riches so Daisy will fall back in affection with him. Daisy enveloped everything about riches even â€Å"Her voice is brimming with money,† which is the reason Gatsby thought riches was the best way to her heart. Individuals regularly imagine that material riches implies achievement which is the reason it isâ associated with the American dream. I don't really concur with this, however it is certainly how society sees it. I think this is particularly the way todayê ¼s youth sees achievement they think the material things like pleasant garments, vehicles and houses show how fruitful an individual is. In the setting of The Great Gatsby, the individuals who have the decent vehicles and homes are the ones who are seen as fruitful. These individuals may not be the most joyful, or have the most ethics, however as far as materialistic things, they are the best. ! Fresh opportunities consistently have been, and I accept consistently will be related with the American dream. Gatsby and a considerable lot of different characters in the book and searching for fresh opportunities throughout everyday life. Individuals have consistently connected America with circumstance and renewed opportunities at things. Everyone needs to have the option to have another opportunity at something they come up short, or something that doesnê ¼t go very as arranged. Today, individuals nearly hope to get fresh opportunities at things. This is by all accounts to a great extent due the point of reference that was set by the American dream. American itself has been viewed as the place that is known for renewed opportunities since pioneer times. Individuals came here for new chances and another opportunity at life. Individuals despite everything come to America today for that exact same explanation. Christianity today is another case of renewed opportunities. It permits individuals to Katerina Bessey Monday, December 10, 2012 12:23:31 PM ET repent and be completely recovered and â€Å"reborn† permitting individuals to accomplish another beginning, or a second chance. Though the American dream has changed marginally since the 1920ê ¼s, Jay Gatsby depicts a considerable lot of the parts of it that are as yet present today. Mr. Gatsbyê ¼s desire for material riches to increase another opportunity with the adoration for his life and excursion from â€Å"rags to riches† are still piece of the American dream for some individuals in our advanced world.

Tips For Finding Good Intolerance Essay Topics

Tips For Finding Good Intolerance Essay TopicsPeople write this type of essay because they are under a lot of stress, they feel sick, they are depressed, they want to change their life, they have a job that isn't giving them what they want, or they just want to express themselves. By having a topic for your intolerance essay, you can save yourself time, frustration and even be able to find things to say that will be very meaningful to the person reading it.It's important that you are able to connect with the other person. If they feel comfortable enough with you, then you should be able to tell them exactly what is bothering you about their situation and how you are able to help them in some way. You should also let them know that if they have an issue, they need to get in touch with you, so that you can give them your advice.Some people are not really ready to open up about things that they feel uncomfortable talking about. You may find yourself in this position. In this case, you s hould try and find a topic that is more forgiving.One thing that you can do is write a small article that talks about what you're comfortable writing on a more general basis, but isn't as intimate. This way, it can still show that you care about them, but it's not as personal.Another way is to write something that will allow you to have a more personal conversation, but at the same time avoid writing something that would get you into trouble. For example, if you write about your dog, it might be hard to tell your girlfriend how much you love her, but you don't want to put her in a compromising situation either.If you find that you are going over the same topics over again, you might need to do something different for the whole essay. Instead of writing about it all, try to pick one particular topic that you can talk about and take a look at it from a different perspective.You can also do this by finding someone who might be able to relate to you and talking about the specific inform ation that you want to cover. It can help you find something else to say about certain subjects, because you're not just talking about them all the time.It can also be quite helpful to look at other people's works, and see what they were able to get across with their intolerance essay topics. See if you can find anything interesting that you could talk about.

English Titles of Nobility

English Titles of Nobility English Titles of Nobility English Titles of Nobility By Mark Nichol Terms for individuals from the nobility are regularly applied by expansion to other, frequently everyday, use. Here are titles of English honorability and a portion of their different implications. Lord, from the Old English word cyning, alludes to an innate deep rooted ruler; a lord who governs over different rulers may be known as a high ruler. The word head, from the Latin expression imperator, which means â€Å"commander,† indicated somebody who managed over a realm, an assortment of realms or different states, however it was never utilized in England or Great Britain. Female counterparts are sovereign and ruler; ruler is a non-sexual orientation explicit nonexclusive term not utilized as a title with a name (as lord or head would be in, state, â€Å"King Arthur† or â€Å"Emperor Hirohito†). Ruler is likewise used to portray the transcendent individual in a field, as in Michael Jackson’s assignment as â€Å"the King of Pop.† (Jazz performers of the mid twentieth century were forerunners of this convention, receiving monikers, for example, Duke Ellington and Count Basie that alluded to their height as driving specialists of their art. It is additionally the name of a playing card, a chess piece, and a delegated piece in checkers; ruler has no such meanings, however both lord and head are here and there applied to enormous creatures of their sort, as in â€Å"king penguin† and â€Å"emperor penguin,† and â€Å"monarch butterfly† alludes to a particularly great looking example of flying creepy crawly. Sovereign, in the interim, has different implications: It alludes to a lady of superb bearing or of achievement of height in a territory of try, for example, in â€Å"beauty queen,† or to a creature, for example, a sort of honey bee, that exists for reproducing. The word is likewise applied, regularly disparagingly, to a delicate or flashy gay man, or, in the expression â€Å"drama queen,† to an exceptionally enthusiastic individual. Sovereign additionally alludes to a particular playing card and a specific chess piece. The Latin expression princeps (â€Å"first citizen†) was initially applied to the informal pioneer of the Roman Senate; later, the head Augustus alluded to his grandsons by that title, and as sovereign in English it came to allude to the male relatives of a lord. (A beneficiary to an authority is a crown sovereign.) It is additionally utilized conventionally, as in the title of Niccolã ² Machiavelli’s exemplary political tract The Prince, to allude to any political pioneer of respectable birth. A sovereign may likewise be the leader of a little nation (called a territory), as was basic in Europe during the mid 1800s, or the spouse of a decision sovereign. The female structure is princess, which is additionally now and again utilized facetiously to be a ruined lady or young lady, while sovereign was on occasion utilized as a deferential commendation for a man of high expert or social standing. The Latin word dux (â€Å"leader†), from which duke was determined, was utilized to allude to a military officer, particularly a non-Roman one, in the Roman Republic and later the top military administrator of a Roman territory. From that point the sense turned into that of a leader of a region (and now and again a different nation, styled a duchy). In the end, the title was allowed to a couple of senior nobles, including, in England, the king’s children. In different nations, a transcendent duke may be styled an archduke or an excellent duke; what might be compared to a duke, or the spouse of one, is a duchess. (John Wayne’s epithet, Duke, got from the name of a most loved pooch of his.) A marquis (the English proportionate is a marquess, articulated as spelled) was an aristocrat whose area was on the walk, or outskirt, of a nation, and in this manner had higher status than the following most noteworthy positioning aristocrat, a tally. (The female identical is a marquise, or marchioness.) The title of tally gets from the Latin expression comitem (â€Å"companion†), which alludes to a partner or delegate of a ruler; from this word we get region, initially alluding to the territory held by a check. The identical to include in the British Isles is duke (from the Old English term eorl, which means â€Å"nobleman† or â€Å"warrior†), but since no ladylike likeness that term exists, lady is utilized for both the spouse of a check and the wife of a duke. (Baron is additionally a given name.) Viscount (the primary component of the word is from bad habit, as in â€Å"vice president†) is a term for a lower-positioning aristocrat; viscountess is the female equal. The least positioning title of honorability is noble, from a Latin word for â€Å"man,† â€Å"servant,† or â€Å"soldier†; an aristocrat held a barony, and his significant other was a noblewoman. Baronet is a title conceded by lords of England, however baronets (and their spouses, called baronetesses) are not considered of the respectability. By augmentation, nobleman has been utilized to indicate to an individual of impact in business, for example, in â€Å"cattle baron,† alluding to a well off farmer. The position of knight in the past indicated the base level of honorability, however it is no longer given aside from as a privileged title in England, albeit genetic knighthoods endure in other European nations. â€Å"White knight† and â€Å"black knight† allude in business language to somebody looking to get an enterprise in a benevolent or antagonistic takeover separately; â€Å"knight in sparkling armor† is a dated reference to a perfect man looked for by a lady as great marriage material. What could be compared to knight is lady, which additionally used to be applied to an older lady all in all and for a period during the twentieth century was slang for an alluring lady. The spouse of a ruler who doesn't herself rule is alluded to as a sovereign associate or sovereign partner; a lady who rules is a sovereign regnant or ruler regnant. The widow of any aristocrat is known as a dame (the word is from the Middle French term douagiere, got from douer, which means â€Å"to endow†); this term, similar to the others utilized in relationship with a higher-positioning title in an expression, for example, â€Å"queen dowager,† may likewise allude to any lady holding property from her expired spouse, or to a noble old lady all in all, however such utilization is uncommon, and the last is for the most part implied entertainingly. Need to improve your English quickly a day? Get a membership and begin getting our composing tips and activities day by day! Continue learning! Peruse the Vocabulary class, check our well known posts, or pick a related post below:How Many Tenses in English?Peace of Mind and A Piece of One's MindHonorary versus Honourary

Essay Examples: Writing Successfully

Essay Examples: Writing SuccessfullyWriting an essay on a topic that is difficult for you is one of the most daunting tasks of college writing. For most students, it can be a challenge when they try to research the topics on their own and then write an essay on the research. The essay samples available online are usually designed to ease this process and to make it easier to find the information that you need to succeed.A good essay needs simple sentences and correct grammar. When writing, make sure that you research the topic that you will be covering. By knowing your topic, you will know how to create a good topic. This also means that if you do not know the topic of your essay, you will have a very difficult time finding essay samples that are appropriate to your topic.Your writing style should fit the topic. There are many types of essays available for different topics. You can find essays that are mostly technical or focus on a theme. Essays that are about politics, business, an d other issues often require more research to understand and write. Using essay samples will help you find the information that you need to help you succeed in your topic.The essay samples that are available for use with your topic will give you ideas on how to structure your essay. Your goal when writing your essay is to make it interesting. Having clear ideas in your head is helpful, but your writing should flow smoothly and have a format that flows as well.The most common use of essay samples is when students want to write an essay on something that they are familiar with. For example, if you are in college and you are looking to write an essay about how to change a light bulb, you will likely find the essay samples online that focus on the topic of electricity. This will help you come up with questions to ask yourself to help you prepare.Some of the most important parts of the essay are the main points that you want to cover in your paper. Most people know what they want to say, but they do not know how to get there. This can be challenging because some students write the same things over. Using essay samples will allow you to express yourself creatively.Creating an outline before you begin your essay is crucial. You will not be able to write the essay without outlining it first. An outline is an easy way to build a logical flow from topic to topic. Without the outline, you will find that your thoughts become disorganized.One of the most important things that you can do to keep your essay on track is to have the right format. Finding essay samples will help you learn how to create a good paper. Using essay samples will make it easier to write the paper that you are interested in writing.

Portfolio Guidelines - Free Essay Example

PORTFOLIO GUIDELINES FOR NATIONAL CERTIFICATE (VOCATIONAL) The Gauteng Department of Education has developed these Portfolio Guidelines as a resource for college lecturers and students. The guidelines are also intended to establish a standard for portfolio assessment in the province. Assessment requirements related to the NC(V) qualifications are stipulated in the following national policy documents: †¢ National policy regarding Further Education and Training programmes: Approval of the documents, policy for the National Certificates (Vocational): Qualifications at Levels 2 to 4 on the National Qualifications Framework (NQF)[1] †¢ National Certificates (Vocational) Subject Guidelines †¢ National Certificates (Vocational) Assessment Guidelines[2]; and National policy regarding Further Education and Training programmes: Approval of the document: national policy on the conduct, administration and management of the assessment on the National Certificates (Vocational)[3] . The national policy documents provide the ultimate prescriptions for NC(V) assessment, and these Guidelines are intended to highlight and supplement these prescriptions in order to facilitate implementation of assessment of (NC(V in the province and in the colleges. The process of development of portfolio guidelines for the different subjects has involved a large team of subject experts from the colleges, including both moderators and lecturer. Their participation constitutes an invaluable contribution to the process. Section A Portfolios 1. DEFINITION OF A PORTFOLIO A portfolio (PoE) is an ongoing systematic collection of evidence that demonstrates milestones in a student’s journey towards mastery, comprehension, application, and synthesis of a given set of concepts. It serves as a summary of the student’s progress in an academic learning or career environment. A portfolio makes use of a variety of items that serve as evidence that the student has achieved the re quired outcomes, and is evaluated by college assessors. The content of the portfolios should be created within realistic and appropriate college contexts relating directly to the NC(V) standard. 2. PURPOSE OF A PORTFOLIO The overall purpose of the preparation of a portfolio is for the student to demonstrate and provide evidence of mastery of a given set of learning objectives. Portfolios are typically personalized, long-term representations of the student’s own efforts and achievements. Whereas multiple choice tests are designed to determine what a student does not know, portfolio assessments emphasize what the student does know and can do[4]. The portfolio includes the process followed in order to deliver a defined product corresponding to pre-established outcomes. The portfolio process improves the learning experience by encouraging self-evaluation. Portfolios are most appropriate when students need to integrate a number of ideas, procedures, and relationships. 3. PRINCI PLES OF PORTFOLIO DEVELOPMENT Portfolio activities must be designed so that lecturers can make accurate, fair and reasonable decisions based on the requirements as articulated in the Assessment Guidelines. †¢ Portfolio tasks must comply with prescriptions in the Assessment Guidelines. †¢ Portfolio tasks must be clearly formulated to correspond to the criteria of the NC(V) Assessment Standards. †¢ Items of student work and achievement must be carefully selected for their relationship to the Subject Outcomes and Learning Outcomes as contained in the NC(V) assessment guidelines. †¢ The portfolio must provide an authentic and realistic representation of the achievements of the student. †¢ The evidence selected for the portfolio must indicate a realistic context. Portfolios must be arranged strictly according to the layout and order requirements to facilitate an easy moderation process. 4. GUIDELINES FOR DEVELOPING PORTFOLIOS FOR NC(V) Portfolios of Evidence (PoE s) must contain all internal continuous assessment (ICASS) evidence, which must be readily available for monitoring, moderation and verification purposes. The internal continuous assessment practical component is undertaken in a real workplace, a workshop or a â€Å"structured environment†. This component is moderated internally and externally quality assured by Umalusi. Portfolios can be used successfully in courses with large enrolments provided there is a portfolio infrastructure for students and lecturers to use. Most importantly, the format of each item in the portfolio needs to be similar, and the arrangement of the portfolios overall must be the same. This is particularly relevant for the process of moderation. All evidence collected for assessment purposes is kept or recorded in the student’s Portfolio of Evidence. The PoE includes practical and written components. The marks allocated to assessment tasks completed during the year, kept and recorded in the Po rtfolios of Evidence account for 50% of the student’s final mark f Vocational subjects and 25% for Fundamental subjects, with the balance of the total mark coming from an external examination. [5] The internal continuous assessment (ICASS) must be re-submitted with each examination enrolment for which it constitutes a component. 5. COMPOSITION OF PORTFOLIOS FOR NCV The NCV portfolios should consist of the following: A. Lecturers’ Portfolios 1. Cover page indicating: †¢ College and campus, with campus contact details †¢ Full names of lecturer †¢ Learning programme †¢ Subject and NQF level †¢ Year 2. Table of contents 3. Personal details of lecturer 4. Working mark sheet for the subject: Record of achievement per class, level or unit. 5. Moderation feedback 6. Year Plan and Work Schedule 7. College Subject Assessment Plan and Formal Schedule of Assessment The assessment plan indicates which Subject Outcomes and Assessment Standards will be assessed, what assessment method or activity will be used and when this assessment will be conducted. 8. Assessment tasks, and tools for the assessment of each task †¢ Theory and Practical tasks  ­ Description of task and instructions to students  ­ Assessment instruments to be used for each task  ­ Recording sheets for students’ marks for each task  ­ Completed records of evidence for each student for the task  ­ Record of feedback to student for the task 9. Supporting documentation †¢ Minutes †¢ Reports, etc †¢ College Assessment Policy †¢ Subject Assessment Guidelines †¢ Subject Guidelines 5a Lecturer Portfolio Exemplars Section 1: Title Page Exemplar [pic] College Lecturer’s Portfolio of Assessment Name of Lecturer: ______________________________________ Learning Programme: [Insert Programme name] Subject: _____________________________________ NQF Level: ________________ Year: [Insert year] Address: Tel: Section 2: Table of Contents Exemplar Table of Contents 1. Title page 2. Table of Contents 3. Personal details of lecturer 4. Working mark sheet for the subject 5. Moderation feedback 6. Year Plan and Work Schedule 7. College Subject Assessment Plan and Formal Schedule of Assessment 8. Assessment tasks and tools for the assessment of each task Theory and Practical tasks: Description of task and instructions to students †¢ Assessment instruments to be used for each task †¢ Recording sheets for students’ marks for each task †¢ Completed records of evidence for each student for the task †¢ Record of feedback to student for the task 9. Supporting documentation †¢ Meeting minutes †¢ Reports †¢ College Assessment Policy †¢ DoE/ GDE Assessment Plan †¢ Subject Guidelines †¢ Subject Assessment Guidelines †¢ National Policy on the Conduct, Administration and Management of the Assessment of the National Certificates Vocational (NCV) †¢ Policy for the National Certificates (Vocational): Qualifications at Levels 2 to 4 on the National Qualifications Framework (NQF) Section 3: Personal Details of Lecturer Exemplar Personal details of lecturer Full name of lecturer: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Contact details: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ID Number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ SACE registration number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Assessor registration number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Moderator registration number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Section 4: Working mark sheet for the subject Exemplar |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. FET College | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Campus | |Gauteng Department of Education | |SUMMARY OF ASSESSMENTS MARKSHEET (PoE) | |Subject: | |Level: | | |Nr. | |Theory |Total Practical |Total |Grand | | | |(Tests Assignments) |(Theory) | |(Prac) |TOTAL | | |Date | |Learning Programme: | | |Subject: | | |Level: |Assessment Task Number: | |Topics covered: | | |Subject Outc omes Learning Outcomes: | | |Integration: | | |Date of issue: |Submission date: | Scale of achievement (delete the inapplicable scale, and adapt to the needs of the task) |RATING Code |7 |6 |5 |4 |3 | |RATING |Outstanding |Highly competent |Competent |Not yet competent |Not achieved | |MARKS % |80-100 |70-79 |50-69 |40-49 |0-39 | |Feedback to student: | | | Signatures |Assessor: |Student: |Moderator | |Date: |Date: |Date: | [pic] Cover page for assessment tools Name of assessor: | | |Learning Programme: | | |Subject: | | |Level: |Assessment Task Number: | |Integration: | | |Instructions to assessor: | | | | | | | | | | | | | | | | | | | | | | | 5bStudent Portfolio Dividers should be used to separate the sections having different headings below. 1. Cover page indicating: †¢ College and campus †¢ Full names and surname of student †¢ Contact details of student †¢ ID number of student †¢ Learning programme †¢ Subject and NQF level †¢ Year of traini ng (e. g. 2005, or 2006, or 2005/2006) 2. Table of contents 3. Personal details (including certified copy of student ID) 4. Declaration of Authenticity 5. Assessment record sheet 6. Evidence ICASS †¢ Evidence Section A Theory †¢ Evidence Section B Practical †¢ Evidence Section C CAT 7. Supplementary documents Student Portfolio Exemplars Section 1:Title page Exemplar [pic] Student’s Portfolio of Evidence Full names of student: _________________________________ ID number: _________________________________ Contact details: _________________________________ College and campus: _________________________________ Learning Programme: [Insert Programme name] Subject and level: _____________________________________ Year: [Insert year] Lecturer: _____________________________________ Section 2:Table of Contents Exemplar Table of Contents 1. Title page 2. Table of Contents 3. Personal details of student 4. Declaration of Authenticity . Assessment record sheet 6. Ev idence – ICASS †¢ Evidence Section A Theory †¢ Evidence Section B – Practical †¢ Evidence Section C – CAT 7. Supplementary documentation Section 3: Personal details of student Exemplar Personal details of student Surname:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. First names: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ID Number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Contact details: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Postal address: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Physical address: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Last school attended: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Highest grade passed: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Special needs and medical conditions: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Contact details of parent or guardian: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Lecturer: .. Section 4: Declaration of Authenticity Exemplar Declaration of Authenticity Compilation of Portfolio I, †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (full name) (ID No) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ hereby solemnly declare that: 1. I am fully aware of and understand 2. I agree to 3. I am acquainted with the provision and requirements for the compilation of the student portfolio. All the work an d evidence provided is my original work. 4. I am fully aware of the serious consequences that may result from any breach or infringement of the above instructions. 5. I undertake to take full responsibility for the compilation, safety and security of the portfolio whilst it is in my care. Signature of Student: Name of Campus: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Place: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Section B Assessment INTRODUCTION The Subject Assessment Guidelines (AGs) provide extensive notes on assessment. This section draws together important points from the Assessment Guidelines and additional supportive material. Portfolio Guideline writers and lecturers should refer frequently to the Assessment Guidelines, and ensure that their practices comply with all prescriptions in the AGs 6. DEFINITION OF ASSESSMENT Assessment is the process of gathering relevant evidence to make a judgment against agreed criteria, about what a student knows, understands and can do. A variety of assessment methods may be used. The outcomes of assessments, including internal continuous assessments (ICASS) and external examinations, contribute towards the achievement of a qualification. 7. PURPOSE OF ASSESSMENT Assessment provides a means of monitoring students’ performance and progress and providing feedback, and diagnosing or remediating problems or difficulties in learning. In addition, the process of assessment gives lecturers the opportunity to gauge the effectiveness of their teaching. The ultimate purpose of assessment is to measure learning outcomes. An additional purpose is improvement of teaching, the curriculum and conditions of students’ learning. As the educative enterprise strives to prepare students to be good ci tizens and workers of the future, the emphasis is increasingly on continuous assessment, as a means to improving teaching and learning. In keeping with the principles of the NQF, assessment serves to: †¢ determine whether the outcomes have been attained; †¢ provide insight into the learning patterns and thinking strategies of the student; determine whether the learning required for the achievement of the exit level outcomes and assessment standards is taking place and whether any difficulties are being experienced; †¢ report to the students, parents and other role-players and stakeholders on the levels of achievement during the learning process and to build a profile of the students’ achievement across the curriculum; †¢ promote students’ acquisition of the knowledge, skills, attitudes and values defined in the national curriculum policy documents; †¢ provide information for the evaluation and review of learning programmes used in the classroom ; and †¢ assist lecturers in improving their teaching approaches, including methodology, pace, etc. 8. PRINCIPLES OF ASSESSMENT The principles of assessment that are particularly important in the completion of this portfolio of evidence are the following: †¢ Appropriate: the method of assessment is suited to the performance being assessed and the activities in the assessment mirror the conditions of actual performance. †¢ Fair: an assessment should not in hinder or advantage a student in any way, and the process should be clear, transparent and available to students. †¢ Manageable: the methods used makes assessment easy to arrange or manage and are cost effective. †¢ Integrated: Evidence collected is integrated into the work or learning process where appropriate. Valid: refers to measuring what is supposed to be measured; assessment should stay within the parameters of what is required. †¢ Relevant: the evidence is relevant to the NC(V) standard. â⠂¬ ¢ Authentic: The evidence is attributable to the person being assessed. †¢ Sufficient: The evidence confirms that all criteria have been met and that performance against the standards can be achieved consistently. †¢ Systematic: The process is sufficiently rigorous to ensure fairness. †¢ Open: Students can contribute to the panning and collection of evidence. †¢ Consistent: The same judgments should be made in similar context, each time an assessment is made for a specific purpose. Effective assessment is underpinned by the following principles: †¢ The purpose of assessment should be made explicit. †¢ A criterion-referenced approach will prevail with elements of norm referencing to be taken into account at systemic level. †¢ Assessment must be authentic, continuous, multi-dimensional, varied and balanced. †¢ Assessment must be an on-going integral part of the learning process. †¢ It must be accurate, objective, valid, fair, practica ble, effective, time-efficient and reliable. †¢ Assessment must gather information from several contexts and use a variety of methods according to what is being assessed and the needs of the student. The methods and techniques used must be appropriate to the knowledge, skills, or attitudes to be assessed, as well as to the age and developmental level of the student. †¢ It must be free of bias and sensitive to gender, race, cultural background and abilities. †¢ Feedback to students, parents and other relevant persons must be an integral part of the assessment process. †¢ Assessment results must be communicated clearly, accurately, timeously and meaningfully. †¢ Assessment must serve a diagnostic role so that it could be used to identify areas where students need support and remedial intervention. †¢ Support to students who experience barriers to learning must be an integral part of assessment. 9. TYPES OF ASSESSMENT The Assessment Guidelines identify fou r types of assessments: Baseline assessment At the beginning of a level or learning experience, baseline assessment establishes the knowledge, skills, values and attitudes (SKVAs) that students bring to the classroom. This knowledge assists lecturers to plan learning programmes and learning activities. Diagnostic assessment This assessment diagnoses the nature and causes of learning barriers experienced by specific students. It is followed by guidance, appropriate support and intervention strategies. This type of assessment is useful to make referrals for students requiring specialist help. Formative assessment This assessment monitors and supports teaching and learning. It determines student strengths and weaknesses and provides feedback on progress. It determines if a student is ready for summative assessment. Summative assessment This type of assessment gives an overall picture of student progress at a given time. It determines whether the student is sufficiently competent to progress to the next level. 10. FORMS OF ASSESSMENT The assessment activities developed should be based on a variety of forms of assessment to expose students to different types of presentation. Among the possible forms of assessment are the following: †¢ Case studies †¢ Assignments †¢ Practical projects †¢ Performance projects †¢ Investigations or research †¢ Demonstrations †¢ Simulations †¢ Tests †¢ Observations †¢ Oral questioning after observations 11. SCALES OF ACHIEVEMENT After any assessment a report indicates a student’s achievement on predefined Scales of Achievement (see page 9 of Assessment Guidelines). There are different scales of achievement for Fundamental subjects and vocational subjects. Scale of achievement for the Fundamental component |RATING Code |Rating |MARKS (%) | |7 |Outstanding |80 – 100 | |6 |Meritorious |70 – 79 | |5 |Substantial 60 – 69 | |4 |Adequate |50 – 59 | |3 |Moderate |40 – 49 | |2 |Elementary |30 – 39 | |1 |Not achieved |0 – 29 | Scale of Achievement for the Vocational component RATING CODE |RATING |MARKS % | |5 |Outstanding |80-100 | |4 |Highly competent |70-79 | |3 |Competent |50-69 | |2 |Not yet competent |40-49 | |1 |Not achieved |0-39 | 12. RECORDING AND REPORTING ACHIEVEMENTS The Assessment Guidelines provide a discussion of instruments and tools for collecting evidence on pages 7-8. Rubrics, which are particularly useful for qualitative assessment of task based activities, are mentioned amongst these. Rubrics Rubrics are a combination of rating codes and descriptions of standards. They consist of a hierarchy of standards with benchmarks that describe the range of acceptable performance in each code band. Rubrics require lecturers to know exactly what is required by the outcome. Rubrics can be holistic, giving a global picture of the standard required, or analytic, giving a clear picture of the distinct f eatures that make up the criteria, or can combine both. The Learning Programme Guidelines give examples of subject-specific rubrics. To design a rubric, a lecturer has to decide the following: †¢ What Learning Outcomes are being targeted? What Assessment Standards are targeted by the task? †¢ What kind of evidence should be collected? †¢ What are the different parts of the performance that will be assessed? †¢ What different assessment instruments best suit each part of the task (such as the process and the product)? †¢ What knowledge should be evident? †¢ What skills should be applied or actions taken? †¢ What opportunities for expressing personal opinions, values or attitudes arise in performing the task? Which of these should be assessed and how? †¢ Should one rubric target all the Learning Outcomes and Assessment Standards of the task or does the task need several rubrics? How many rubrics are, in fact, needed for the task? Students sho uld be shown the rubrics for the task before they are required to perform the task. The rubric focuses both the learning and the performance and becomes a powerful tool for self-assessment. 13. THE ASSESSMENT PROCESS †¢ The lecturer designs the assessment by selecting the appropriate methods, instruments and designing the appropriate tools. †¢ The lecturer informs the student about the requirements for the assessment †¢ The lecturer reaches an agreement with the student on how the evidence is to be collected and presented †¢ The lecturer explains the roles and responsibilities of the student with regard to the assessment †¢ The lecturer conducts the assessment and collects the evidence The lecturer makes a judgment about the evidence of learning, measured against the pre-defined criteria of the NC(V) standard †¢ The lecturer provides feedback to the student with regard to the assessment decision †¢ The lecturer completes the administration accordin g to established requirements †¢ The lecturer evaluates and reviews the process The student has the right to appeal if not satisfied with the outcome of the assessment and the explanations provided. 14. OUTCOMES BASED ASSESSMENT (OBA) IN THE CONTEXT OF THE NQF AND NCV Outcomes based education can be described as an approach to educating students that requires both the educator and student to focus on two things: Firstly the focus is on the desired end results of each learning process. These desired end results are called the outcomes of learning and students need to demonstrate that they have attained these. Secondly the focus is on the instructive and learning process that guides the students to these results. Lecturers are required to use the learning outcomes as a focus when they make instructional decisions and plan their lessons. An outcome is the demonstration in context of: †¢ A learning experience †¢ Capabilities that derive from and underpin the learning e xperience. In other words: †¢ The student has an underlying capability †¢ The student has to demonstrate that capability †¢ The student has to demonstrate the capability in a particular context. Evidence of learning must show the following: Students know facts, concepts and other knowledge terms. †¢ Students show insight into the implications and consequences behind those facts. †¢ Students can successfully complete tasks associated with their learning. †¢ Students can draw conclusions, make decisions and make predictions based on what they have learned. Assessment asks three questions; †¢ Do you know it and understand it? †¢ Can you choose and use what you know to solve problems or perform tasks? †¢ Can you use different strategies to show your learning, and can you repeat the demonstration? 15. BARRIERS IN THE ASSESSMENT PROCESS Language barrier A language barrier may be identified by written or verbal questions. To solve this proble m a competent interpreter may be used, the terminology applicable to the assessment outcomes should be used, and the written and communication content limited. Motivation barriers The willingness to achieve success indicates the student’s necessary motivation. If the student is not motivated, the advantages of achieving success on any NC(V) standard can be explained in an effort to inspire motivation. Culture barriers Discussions with students about their family backgrounds may indicate cultural barriers. Signs of cultural difference should alert a lecturer to the need to be culturally sensitive across a range of social contexts, and to provide feedback in a culturally sensitive manner. Physical disabilities Students experiencing restricted mobility, visual impairment and any other visual and hearing barriers need to be assessed in circumstances which prevent the disability from affecting appropriate levels of achievement. If however the disability is of such a nature that it would prevent the student from performing adequately he/she must be advised accordingly. Political/Emotional barriers Political and emotional barriers are very similar to cultural differences. Talk to the student but avoid small talk that may be interpreted as negative with respect to political issues. Prevent any action or comment that may trigger political or emotional thoughts. Attitude barriers The old examination method of testing with its accompanying stresses can lead students to develop negative attitudes. Students should be treated with empathy, respect, fairness and understanding without lowering the academic standards. Use Critical Cross-Field Outcomes to overcome barriers Identify and solve problems using critical and creative planning for contingencies. Make proposals to address difficulties. Communicate these with the candidate and work effectively within a team. 16. SAQA’S CRITICAL CROSS-FIELD OUTCOMES †¢ Identify and solve problems using critical a nd creative thinking. †¢ Work effectively with others in a team. †¢ Organize and manage oneself and one’s activities responsibly and effectively. †¢ Collect, analyze, organize and critically evaluate information. Communicate effectively using visual, mathematical and/or language skills in oral and/or written form. †¢ Using science and technology effectively and critically to show responsibility towards the environment and health of others. †¢ Demonstrate an understanding of the world as a set of related systems and recognize that problem-solving contexts do not exist in isolation. 17. LECTURER ROLES AND RESPONSIBILITIES †¢ Must assess students’ work continuously †¢ Must alert students to the fact that plagiarism is unacceptable †¢ Give feedback and guidance to students and their other important stakeholders when the learning process has or has not yet given the desired results. Have the ability to judge whether a student’s lack of competence is due to their insufficient ability to incorporate and process knowledge with skills, or whether their knowledge and understanding is established but skills still being developed. †¢ Be able to ascertain whether a student’s lack of competence is due to the student’s own inadequacies, or are attributable to insufficiencies in the organisational culture and climate, the assessment system, or due to insufficient engagement with the NC(V) Standards. †¢ Be aware of own bias and implement compensatory measures. †¢ Must be fully familiar with, and must apply the NC(V) standards. †¢ Must plan and conduct the assessment processes. Must be a subject matter expert with respect to the NC(V) standards against which the student is being assessed. †¢ Must have good interpersonal skills. †¢ The lecturer must apply the guidelines and policies as stipulated by DoE. †¢ Guide and assist with the drawing up of departmental action plan so that the student can attain competence against the relevant NC(V) standards. †¢ Must control, record and take responsibility for the safekeeping of the portfolios, tests and ISAT tasks. 18. STUDENT ROLES AND RESPONSIBILITIES †¢ The student must provide all evidence necessary to demonstrate competence against the specific NC(V) standards. †¢ The student should accept that if the necessary evidence is not provided, then competency couldnt be accredited. The student must agree to go through all the necessary steps in the assessment process. †¢ The student should bring to the Lecturer’s attention, as early as possible, any impediments against assessing for competency. †¢ The student should advise the lecturer of any misunderstandings or disagreements regarding the assessment process during the initial interview before signing the consent form. †¢ The student should gain full understanding of the NQF, as well as the advantages and disadvantages of assessment, must agree to no unrealistic expectations and accept the findings of the lecturer. Section C ICASS Assessment Activities 19. SUBJECT ASSESSMENT PLAN AND FORMAL SCHEDULE OF ASSESSMENT Term |Assessment Task No |Topics |Completion target |SUBJECT OUTCOMES |ASSESSMENT METHOD |EVIDENCE REQUIRED |Dates |WEIGHTING OF MARKS | | | | | |LEARNING OUTCOMES | | | | | | | | | |ASSESSMENT STANDARDS | | | | | | | | | | | | |Given |Due | | |Term 1 |1 |Topic 1 | |SO 1 |Project |Rubric | | |10% | | | | | |LO1-4 | | | | | | | |2 |Topic 1 | |S0 2 |Assignment |Answer sheet and memo | | |10% | | | | | |LO 1-2 | | | | | | |Term 2 |3 |Topic 1 and 2 | |SO 1-3 |Test 1 |Answer sheet and memo | | |10% | | | | | |LO1-3 | | | | | | | |4 |Topic 3 and4 | SO 1-4 |Role play |Checklist, rubric and e | | |20% | | | | | |LO1-4 | |template of DJ, DAJ, CJ and | | | | | | | | | | |CAJ | | | | | |5 |Topic 1 and4 | |SO 1-3 |Internal exam |Answer sheet and memo | | |20% | | | | | |LO1-3 | | | | | | |Term 3 |6 |To pic 5 and 6 | |SO 1-4 |Test 2 |Answer sheet and memo | | |10% | | | | | |LO1-3 | | | | | | | |7 |Topic 1 to 6 | |SO1-4 |CAT |Checklist, memo and answer | | |20% | | | | | |LO1-4 | |sheet | | | | 20. WORKING MARK SHEET Subject marks must be collated into working mark sheets for each subject. Each college is likely to have developed a prescribed format to be used on all of the campuses. The following is an example of the type of instrument required: |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. FET College | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Campus | | |Gauteng Department of Education | | | |SUMMARY OF ASSESSMENTS MARKSHEET (PoE) | |Subject: | |Level: | | | | | | | | | | | |Date | |Learning Programme: |Financial management/office administration | |Subject: |Applied Accounting | |Level: 3 |Assessment Task Number 1: Research | |Topics covered: |Topic 1 | |Subject Outcomes and Learning Outcomes: |SO1 | | |LO1-4 | |Integration: | | |Date of issue: |Duration: 3 days | Scale of achi evement |RATING CODE |5 |4 |3 |2 |1 | |RATING |Outstanding |Highly competent |Competent |Not yet competent |Not achieved | |MARKS % |80-100 |70-79 |50-69 |40-49 |0-39 | Feedback to student: | | | Signatures |Assessor: |Student: |Moderator: | |Date: |Date: |Date: | Assessment Task 1:Research Topic: 1: Administer income and receipts: SO 1: LO 1-4 Duration: 3 Days MARKS: 50: 10 marks for sorting documents 40 marks for presentation (rubric) Instructions: 1. This assessment is done in a group of 4 to 5 maximum. 2. Students are given a period of 3 days to complete the research 3. Findings of the research to be presented to the whole group. Students must visit at-least two local businesses, big or small, to collect different source documents used by the different businesses visited. A minimum of 4 documents per group must be collected. Sort the documents you have collected and compare source documents from different businesses. Use the A4 paper to list and explain the similarities and t he differences in the source documents you have collected. The source documents must be placed onto a poster with the name of the business that uses them. [pic] Cover page for assessment tools Name of assessor: | | |Learning Programme: |Finance ,Economics and Accounting | |Subject: |Applied Accounting | |Level: 3 |Re Assessment | |Integration: | | |Instructions to assessor: | | | |See attached marking guidelines and mark schedule. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Assessment Task 1:Rubric |Criteria |5 |4 |3 |2 |1 | | |Outstanding |Very Good |Good |Competent |Not yet Competent | | |(80%-100) |(70%-79%) |(60%-69%) |(50%-59%) |(30%-49) | |Is the message clear? Extremely clear |Very clear |Fairly clear |Reasonably clear |Message poor/ no | | | | | | |message | |Is the message |Extremely effective |Very effective |Quite effective |Not very effective |Not effective at all | |effective? | | | | | | |How eye catching is the|Excellent poster |Very eye catching |Fair ly eye catching |Shows signs of |Not eye catching at all| |poster? | | | |creativity | | |Is the message |Choice words used |Very persuasive |Quite persuasive |Not very persuasive |Not persuasive at all | |persuasive ? | | | | | |Is the poster well |Excellently structured |Very well structured |Has a good structure |Show some structure |No structure at all | |structured/ | | | | | | |Does the poster contain|Yes, all the right |Yes, the right |Yes, most of the right |No, does not have all |No, does not contain | |all the right |information is there |information appears on |information is there |the information |any information at all | |information? plus more |the poster | | | | |How appropriate is the |Completely appropriate |Very appropriate |Appropriate |Not very appropriate |Not appropriate at all | |poster for target |for target market | | | |for target market | |market? | | | | | | |Overall impression |Excellent |Very good |Good |Average |Poor | [pic] Cover page for Assessment Tasks Name of student: | | |Learning Programme: |Financial Management/Office Administration | |Subject: |Applied Accounting | |Level: 3 |Assessment Task Number: 2 | |Topics covered: |Topic 1 Administer income and receipts | |Subject Outcomes and Learning Outcomes: |SO 1-2: LO 1-3 | |Total marks: |40 | |Date of issue: |Duration: 1 hour | Scale of achievement |RATING CODE |5 |4 |3 |2 |1 | |RATING |Outstanding |Highly competent |Competent |Not yet competent |Not achieved | |MARKS % |80-100 |70-79 |50-69 |40-49 |0-39 | |Feedback to student: | | | Signatures Assessor: |Student: |Moderator: | |Date: |Date: |Date: | Assessment Task 2 Topic 1 Administer income and receipts: SO 1-2: LO 1-3 Duration: 1 hour MARKS: 40 Instructions: 1. Use the provided answer sheet 2. No correction fluid. 3. The use of non-programmable calculator is permissible 4. Cell-phones cannot be used as calculators 5. Answer ALL questions Question 1 (24marks) In each of the following cases, calculate the amount of input VAT, output VAT and tax receivable from or payable to SARS: NO | | | | | |Amount: |6 000 |00 | |For: rent received | |With thanks | | RECEIPT (Duplicate) No17 | |20/7/08 | | | |Received from: A. Mvela | | | | | | | |Amount: |30 000 |00 | |For: capital contribution | |With thanks | Cash register roll totals: 4 July R8 600 12 July R10 300 19 July R7 900 26 July R13 420 30 July R12 800 | | | | |RECEIPT No. 18 | |26/7/08 | | | |Received from: Mr. S Mall | | | | | | | |Amount: |1 400 |00 | |For: payment of account | |With thanks | Mvela traders deposited money on the 4th, 20th and 30th of July 2008. [pic] Cover page for assessment tools Name of assessor: | | |Learning Programme: |Finance, Economics and Accounting | |Subject: |Applied Accounting | |Level: 3 |Assessment Task Number: 2 | |Integration: | | |Instructions to assessor: | | | |See attached marking guidelines and mark schedule. | | | | | | | | | | | | | | | | | | | | | | | | Assessment Task 2: Memorandum Question 1(24marks) No |Purchase price | |Learning Programme: |Financial Management/Office Administration | |Subject: |Applied Accounting | |Level: 3 |Assessment Task Number 3: Test | |Topics covered: |Topic 1 and 2 | |Subject Outcomes and Learning Outcomes: |SO 1-4: LO 1-3 | |Total marks: |60 | |Date of issue: |Duration 1 hour 30 minutes: | Scale of achievement |RATING CODE |5 |4 |3 |2 |1 | |RATING |Outstanding |Highly competent |Competent |Not yet competent |Not achieved | |MARKS % |80-100 |70-79 |50-69 |40-49 |0-39 | |Feedback to student: | | | Signatures Assessor: |

Summary of The Merchant of Venice Act 1, Scene 3

Act 1, Scene 3 of William Shakespeares  The Merchant of Venice opens with Bassanio and Shylock, a Jewish moneylender. Bassanio confirms his request of 3,000 ducats for three months, asserting that Antonio will guarantee this. He asks Shylock if he will give him the loan. Wanting to hear about the possible guarantor, Shylock asks if Antonio is an honest man. Bassanio takes umbrage at this and asks if he has heard otherwise. Shylock immediately says that no, he has not, but he also knows that Antonio currently has a lot of his wealth and goods at sea, making them vulnerable. Ultimately, Shylock decides that Antonio is still wealthy enough to guarantee the loan: Yet his means are in supposition: he hath an argosy bound to Tripolis, another to the Indies; I understand moreover upon the Rialto, he hath a third at Mexico, a fourth for England, and other ventures he hath, squandered abroad. But ships are but boards, sailors but men: there be land-rats and water-rats, water-thieves and land-thieves, I mean pirates, and then there is the peril of waters, winds and rocks. The man is, notwithstanding, sufficient.(Shylock; Act 1, Scene 3; Lines 17–26) Shylock resolves to take Antonio’s bond but wants to speak to him first, so Bassanio invites Shylock to dine with them. However, the Jewish Shylock, citing pork consummation, says that while he will walk with them, talk with them, and do business with them, he will not eat or pray with them. Antonio then enters and Bassanio introduces him to Shylock. In an aside, Shylock describes his great disdain for Antonio, in part for being a Christian but especially for lending out his money for free: How like a fawning publican he looks!I hate him for he is a Christian,But more, for in that low simplicityHe lends out money gratis and brings downThe rate of usance here with us in Venice.(Shylock; Act 1, Scene 3; Lines 41–45) Shylock tells Bassanio that he doesn’t think he has 3,000 ducats to give him straight away. Entering the conversation, Antonio tells Shylock that he never lends or borrows when interest is involved—he has even publicly derided Shylock in the past for doing so—but that he is willing to make an exception in this case to help a friend: Signor Antonio, many a time and oftIn the Rialto you have rated meAbout my moneys and my usances.Still have I borne it with a patent shrug(For suffrance is the badge of all our tribe).You call me misbeliever, cutthroat dog,And spet upon my Jewish gaberdine†¦...Well then, it now appears you need my help.(Shylock; Act 1, Scene 3; Lines 116–122, 124) Shylock defends his business of money lending, but Antonio tells him that he will continue to disapprove of his methods. To make the arrangement work, Antonio tells Shylock to lend the money as if they are enemies, and as such, he can punish him heavily if the money is not paid back. Shylock pretends to forgive Antonio and tells him that he will treat him as a friend and charge no interest on the loan. He adds, though, that if Antonio does forfeit, he will demand a pound of his flesh from whatever part of his body pleases him. Shylock says this seemingly in jest, but Antonio is confident that he can easily repay the loan and agrees anyway. Bassanio urges Antonio to rethink and says that he would rather not get the money than conduct a loan under such conditions. Antonio assures Bassanio that he will have the money in time. Meanwhile, Shylock reassures him as well, saying that he will gain nothing from a pound of human flesh. Still, Bassanio remains suspicious. Antonio, however, believes that Shylock has become kinder and therefore could be becoming more Christian: Hie thee, gentle Jew.The Hebrew will turn Christian; he grows kind.(Antonio; Act 1, Scene 3; Lines 190–191)