Educational psychology Essay Example for Free

Educational psychology Essay 1. Understand the principles and requirements of assessment. 1. 1. Explain the function of assessment in learning and development. Lambert and Lines (2000) define assessment as â€Å"the process of gathering, interpreting, recording, and using information about pupils’ responses to educational tasks. † While this is an acceptable definition of assessment (as regards an educational definition), Graham Butt (Into Teaching: Part 2) expands on this definition by proposing that assessment has four main roles within teaching and learning. Firstly, it provides feedback to teachers and students about each child’s progress in order to shape their future learning (a formative role). This is very similar to the diagnostic role of assessment in pin-pointing the precise cause of a child’s difficulty. The second role of assessment is that it provides information about the level of students’ achievements at a particular point, for example at the end of a school year or at the end of a Key Stage (a summative role). The third role of assessment is as a tool by which selection by qualification can be achieved (a certification role). Finally, assessment helps people to judge the effectiveness of the education system as a while (an evaluation role). Prior to the work of Black and Wiliam (1998) very little was known about the formative role of assessment within teaching and learning, and it was clear that by 1997 the assessment emphasis within England and Wales was clearly focused on the function of assessment in learning and development is primarily to provide a measurable barometer for the students’ progress. see more:explain the importance of gaining consent when providing care or support The key to effective practice is to be able to work out what a child’s specific needs are at one time, and to find ways of creating opportunities for them to succeed (Moyles and Robinson, 2002:281). Assessment is carried out through formative (checks throughout the course), impassive (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. Its purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria. For example, assessment provides clear measurement and recording of achievement during a course that provides identification of individual achievement or learners’ needs. I have found that by creating quizzes on socrative. com and/ or google forms that I can capture formative evidence of learners understanding of a task prior to the assessment deadline so I can intervene to give extra help. It is widely recognized that the form and content of student assessment strongly influence students’ attitudes to study and quality of learning (Ramsden, 1997; Shepard, 2000). The learner’s development is typically measured using formative or summative assessment that meets criteria in a fit-for-purpose Assignment and consequently reflects the required standards and performance/ assessment criteria in any given course. The purpose is to monitor development via evidence that can be quantified and used as performance review/ targets/ benchmarking throughout a course. From an Assessors point of view it is essential to ensure that assessment decisions are consistently reviewed and internally/externally verified where possible so as to contribute to the awarding institutions quality assurance and on-going development of best practice. 1. 2. Define the key concepts and principles of assessment. Principles are rules and functions of assessment which are based upon the concepts. (Gravells A. 2011, Principles and practice of assessment in Life Long Learning Sector). The key concepts and principles of assessments include: Continuing professional development At all times maintaining currency of knowledge and competency to ensure assessment practice is up to date. Equality and Diversity- all assessment activities embrace equality, inclusivity, and diversity and respect all aspects of society. Ethics: ensuring the assessment process is honest and moral, and takes into account confidentiality and integrity. Fairness –activities should be fit for purpose, and planning, decisions and feedback justifiable. Health Safety- ensuring these are taken into account throughout the full assessment process, carrying out risk assessments as necessary. Assessment methods must be suitable for the candidate’s needs. For example, a learner must have an option for an alternative whereby a mental or physical threat to their well-being could be presented by the assessment. Motivation- encouraging and supporting my learners to reach their full potential at an appropriate level. Quality assurance- this is an integrated process ensuring assessment decisions meet the qualification standards, and assessors are carrying out their role correctly. Record Keeping- ensures accurate records are maintained throughout the learning and assessment process, communicating with others for example and awarding organisation. SMART- ensuring all assessment activities are specific, measurable, achievable, time bound and realistic Standardisation- ensuring the assessment requirements are interpreted accurately and that all assessors are making comparable and consistent decisions. Reliability – The assessment decisions must be by an assessor with competence in the discipline the work relates to so as to ensure a judgment that is informed by a professional perspective. Risk assessments of locations my media student’s film in serve both to extend the learners understanding of health and safety whilst helping them help me make our learning space everyone’s responsibility. VACSR- is another important principle ensuring all assessed work is Valid: all the work is relevant to the assessment criteria. Decisions must be justified with clear referencing of assessment criteria stated by the examining body. Another Lecturer should be able to award the same grade for the piece of work as the same standardisation method is the barometer NOT the opinion of the assessor. Authentic: the work has been produced solely by the learner. Current: the work is still relevant at the time of assessment. Sufficient: the work covers all the assessment criteria. Reliable: the work is consistent across all learners, over time and at the required level. (Gravells A. 2011, Principles and practice of assessment in Life Long Learning Sector). All the subjects (theory or practical) the assessment is carried on the basis of assessment cycle. http://www. gillpayne. com/2014/01/guide-understanding-the-training-cycle/ Purpose. The aim, reason, and purpose of assessment is to help the learner track their progress, provide feedback, and inspire them to achieve. The trainer gains evidence of learning from assessment which can in turn be measured clearly against a criteria. This continuous assessment learning/ training cycle is designed to recognise prior learning and improve it with each assessment. The assessor grades the work so the trainer (if someone different from the assessor) can see the distance travelled on the course when compared to grades throughout the programme. The organisation can use this quantitative data to track a class, department, and/ or, entire organisations performance in relation to peer organisations so employers can often assess their own staff’s performance. COGNITIVE The cognitive domain relates to the more traditionalist assumptions of academic/ intellectual learning. In this domain Bandler and Grinder counted ‘knowledge, comprehension/ understanding’ as well as ‘application, analysis, synthesis and evaluation’. Cognitive assessment should focus on the application, analysis, synthesis, and evaluation rather than towards only the acquisition of knowledge and understanding. To this end any theory in lectures must be made applicable in a video/ practical task that puts in to practice the idea/ terminology/ argument we have discussed – which in turn serves to consolidate and validate the learning. This domain relates to objectives concerned with knowledge and intellectual skills and there are six categories which can be used in lecturers: Knowledge: Asking learners to recall specific and general items of information (e. g. media terminology) and also information about methods (‘how do you add this effect? ’), processes and patterns (using software such as Photoshop). Comprehension: Encouraging recognition of items of information settings similar to but different from those in which they were first encountered e. g. relating theories and debates to contemporary issues such as Laura Mulvey’s Feminist theory of female objectification in mainstream cinema. Application: I actively build my learners understanding of our culture so they can explain previously unseen data or events by applying knowledge from other situations e. g. using simile, analogy, and metaphor in my verbal explanation/ articulation of concepts during lectures so they will do the same in their work. Analysis: Learners are presented with problems to break down the blocks of information into elements for the purpose of clarification. This can be in the form of a provocative discussion, essay question that asks them to show comprehension of ideas in a structured essay with a clear conclusion. Synthesis: Learners are constantly asked to combine elements to form coherent units of information in their responses whether it be a Vlog, Podcast, or Written piece for Assessment. Evaluation: Throughout Assessments the learners are asked to make judgements about the value of information, materials, or methods for given purposes. This is a common feature of each Edexcel Units as it demands reflection and growth on the part of the learner. AFFECTIVE The affective domain for Bandler and Grinder includes objectives which describe changes in interest, attitudes and values, and the development of appreciations. There are different levels of understanding: According to the theory the lowest level is where the learner is merely aware of the fact that other people have particular attitudes and values. As a learner progresses on our courses it is essential to develop this through their personal experience so they slowly develop affective ideas which are uniquely their own. While some values are indoctrinated – respect for others’ rights, honesty, media law, understanding of morals/ ethics, the key is to enable the learner to come to this plane of understanding through a process of development and clarification in lectures. The Affective domain for Bandler and Grinder relates to objectives concerned with interest, attitudes, and values. The five levels of the affective domain from the simplest to the most complex are as follows: Receiving: Sensitivity to certain stimuli and a willingness to receive or attend to them e. g.students receiving information from Lecturers about Media issues. Responding: Involvement in a subject or activity or event to the extent of seeking it out, working with it or engaging in it eg Twitter debates about contemporary issues such as engaging in discussion about the Woolwich attacks in 2013 using the hashtag #bcotterror Valuing: Commitment to or conviction in certain goals, ideas, or beliefs e. g. constructing and arguing a point in an Assignment such as an essay in which the learner shows the pros and cons of existing theorists’ approaches to their Assignment subject. Organisation: Organisation of values into a system, awareness of relevance of and relations between appropriate values and the establishment of dominant personal values e. g. constructing an essay that demonstrates structure and engaging with complex levels of conjecture, statement, and fact with objective, rigorous, scholarly approaches to balance in their argument beyond opinion. Characterisation by a Value Complex: Integration of beliefs, ideas, and attitudes into a total philosophy of world view e. g.  a learner composing a project based on their own interests/ perspective informed by values acquired on course. PSYCHOMOTOR This is largely defined as Physical and Motor skills. We work to develop key social and employability skills through what Bandler and Grinder categorise in to define as 6 categories: ‘Reflex Movements’ are developed with the use of equipment such as cameras and complex editing software to develop the involuntary motor responses to stimuli which in turn form the basis for all behaviour involving any movement. ‘Basic Fundamental Movements’ are developed by doing this as movements of using lighting, microphones, cameras etc. involve movement patterns which help the learner become more ambulatory. ‘Perceptual Abilities’ are tied in to this as they help learners to interpret stimuli so that they can develop their perception of visual and auditory risks, hazards, logistics to adjust to their environment and demonstrate coordinated abilities of eye and hand, eye and foot. Similarly the ‘Physical abilities’ of the learner are utilised and developed in our practical tasks as they are essential to efficient motor activity. Due to the nature of a Creative Media professional the vigour of the person is tested by activities designed to measure the individual and how they meet the demands placed upon him or her in and by the environment. ‘Skilled Movements’ are a necessity in terms of storyboarding, engaging with complex editing software, and other tasks which ask the learner to efficiently perform complex movements. The learning targets are negotiated after gathering diagnostic information from the learner to gauge the potential/ possibility e. g.  all skilled movement activities are based upon some adaptation of the inherent patterns of movement described in the ‘Physical Abilities’ demonstrated by the learner. ‘Non-Discursive Communication’ manifests itself relatively organically in our subject through interviews, debates, video-logs, discussions, podcasts, and any other form of media that captures a range of evidence of the developing communication skills from facial expressions to highly sophisticated choreography/ directing/ blocking of entire sets. [Source: Planning for Pre-Service Primary Teachers Prof Experience Unit, face of Education, QUT, Qld, 1998 (pp11-13)].

Physics of Paintball :: physics sport paint paintball gun

There are three main areas of paintball that I will be analyzing. First the way in which a paintball leaves the barrel of a paintball marker. Second the way in which a paintball fly's through the air and lastly how to determine optimum ranges for paintballs. Firing a paintball As you fire the trigger, the paintball is being pushed down the barrel of the marker by the difference in pressure between the CO2 from a tank attached to the marker which builds up behind the ball and the air in front of the ball. There are several other forces which act on the paintball besides the air resistance and the CO2. One is the friction of the ball against the barrel. This frictional force is in no way constant because the shape and the smoothness of the inside of the barrel is not always constant. Likewise, the surface of the paintball is not always smooth. A second force is A spinning force that the C02 imparts on the ball causing a rotational acceleration and also a rolling motion. Once the ball has cleared the barrel there is a significant change in the forces that are acting on the paintball. The imbalance of the pressure behind the ball is gone. So that there is no longer any force pushing the ball in the direction that the muzzle is pointing in. It should be noted that there are many different ways that are employed to get a marker to shoot a paintball out of the marker. Nearly every brand of marker has a different firing system. All have several things in common. They all have some sort of tank with compressed air or C02 or Nitrogen. Then they usually have sort of bolt and hammer system which is cocked back and held in place by a sear which compresses a spring. When the trigger is pulled it releases the sear. The restoring force of the spring pushes the bolt and the hammer forward starting the paintball moving then the C02 is released propelling the ball outward. The flight of a Paintball Once a paintball gets into the air its flight is much like that of a golf ball. There are a verity of forces that act upon the ball once its in the air. The ball always has the force of gravity acting on it. This causes the paintball to travel in an arc and return to the earth.

Sales and Markup

Student Name: __________________________________________ID ___________ Worksheet: Metric 5 Mark-up & Margin 1) A computer software retailer uses a markup rate of 40%. If the retailer pays $25 each for computer games sold in its stores, how much do the games sell for? Answer: The markup is 40% of the $25 cost, so the markup is: (0. 40) * ($25) = $10 Then the selling price, being the cost plus markup, is: $25 + $10 = $35 Therefore the games sell for $35. 2) A golf pro shop pays its wholesaler $40 for a certain club, and then sells that club to golfers for $75.What is the retail markup rate? Answer: The gross profit in dollars is calculated as sales price less cost: $75 – $40 = $35 The markup rate is then calculated: Markup (%) = Gross Profit / Cost *100 = $35 / $40 *100 = 87. 5% 3) A shoe store uses a 40% markup on cost. Find the cost of a pair of shoes that sells for $63. Answer: The cost of the shoes is calculated as follows: Selling Price = Cost + Markup ($) = Cost + (Markup (%) * Cost) $63 = Cost + (40% * Cost) $63 = Cost + (0. 4 * Cost) $63 = (1 + 0. 4) * Cost $63 = 1. 4 * Cost Cost = $63 / 1. 4 = $45 ) In 2009, Donna Manufacturing sold 100,000 widgets for $5 each, with a cost of goods sold of $2. What is the company’s margin %? Identify a way that Donna Manufacturing can increase its profit margin? Answer: First we have to calculate the gross profit: Gross Profit = Selling Price – Cost of Goods Sold = $5 – $2 = $3 Now we can calculate the margin: Margin (%) = Gross Profit / Sales * 100 = $3 / $5 * 100 = 60% Ways to increase the profit margin: – Decrease cost of material – Decrease cost of manufacturing – Increase sales price per unit – Decrease COGS ) If a product costs $100 and is sold with a 25% markup at a retail store, what would be the retailer’s margin on the product? What should be the markup and selling price if the retailer desires a 25% margin? Why might the retailer be seeking to incr ease their margin? Answer: a) To calculate the margin, we first have to determine the sales price: Markup ($) = Markup (%) * Cost = 25% * $100 = $25 Selling Price = Cost + Markup ($) = $100 + $25 = $125 Margin (%) = Markup / Price * 100 = $25 / $125 * 100 = 20% Therefore the retailer’s margin would be 20% when the product is sold at a 25% markup. ) To calculate the markup and selling price at a 25% margin: Selling Price = Cost / (1 – Margin (%)) = $100 / (1 – 25%) = $100 / (1 – 0. 25) = $133. 33 Markup ($) = Selling Price – Cost = $133. 33 – $100 = $33. 33 Markup (%) = Markup ($) / Cost * 100 = $33. 33 / $100 * 100 = 33. 33% Therefore to obtain 25% margins, the product would have to be sold at $133. 33 with a markup of 33. 33%. c) Reasons for increase include: – Increase in fixed costs (rent, tax, commission, wages, etc. ) – Increase in demand and/or decrease in supply Other competitors/retailers charge more for the product and the higher margin is a result of increasing sales price to match 6) The following is a Distribution Chain for a Pair of designer Jeans: The manufacturer in China produces the Jeans for $5. 00 a pair and sell them to the importer for $7. 00. The importer sell them to the brand distributor for $10. 00 a pair The Retail store buys them for $50. 00 from the brand distributor. The Retail Store markups them up 150%. What is the Retail Price? What is the Margin % and Markup % for each of the Channel partners in the Distribution Chain? |Retail Price = $125. 0 | | | | | | | | | |Manufacturer | |Importer | |Distributor | |Retail | | | |Mark-up % | | | |40. 00% | |42. 86% | |400. 00% | |150. 0% | | | |Margin % | | | |28. 57% | |30. 00% | |80. 00% | |60. 00% | | | |Selling Price | |$ 5. 00 | |$ 7. 0 | |$ 10. 00 | |$ 50. 00 | |$ 125. 00 | | | |Channel Margin | | | |$ 2. 00 | |$ 3. 0 | |$ 40. 00 | |$ 75. 00 | | | |Channel Markup | | | |$ 2. 00 | |$ 3. 0 | |$ 40. 00 | |$ 75. 00 | | | | | | | | | | | | |

Comparing the Poetry of John Keats and Robert Frost

John Keats was a British Romantic poet who helped to develop and influence the he second generation of Romantic poets in the 19th century. Keats poetry has been characterized by its ode structure and high use of imagery. Like many Romantics, Keats was inspired by his environment and prized imagination about rational thought. In When I Have Fears That I May Cease to Be, written in 1818 and published posthumously in 1848, Keats use natural imagery to explore and come to terms with his fear of dying before he has been able to accomplish everything he has set out to. Likewise, Robert Frost, an acclaimed American poet of the late 19th and 20th century, sets out to explore the formation of individuality and self through natural imagery. In The Road Not Taken, published in 1916, Frost reminisces about the impact that taking the road less travelled has had on his life. Both Keats and Frost explore issues of uncertainty and regret in When I Have Fears That I May Cease to Be and The Road Not T aken. Keats quickly establishes his insecurities about life and death in When I Have Fears That I May Cease to Be, yet proceeds to explain how he does not fear death it may befall him, but rather he fears that he will not be able to put to paper everything he has within him, that he will no longer be privy to the wonders of nature, or that he will be taken prematurely from those he loves. Keats explains he fears he may die Before my pen has gleand my teeming brain,/BeforeShow MoreRelatedHow Poets of the Eighteenth Century Handled Love2802 Words   |  12 Pagesown experiences with love. Poets are infamous for expressing emotions such as pain, love and passions associated with this emotion we call ‘love.’ They allow us an outlet to experience and express love. Eighteenth century poets: Robert Frost, Emily Dickerson, John Keats and Edgar Allen Poe were infamous for their poetic contributions to the literary world; because of their extraordinary gifts of expression we are able to understand different aspects of what it was like to experience love in the eighteenth