See also academic content standards. Academic Content Standards Academic content standards are developed by state departments of education to demonstrate what they expect all students to know and be able to do in the core content areas. According to NCLBELL students "will meet the same challenging State academic content and student academic achievement standards as all children are expected to meet.
In the text purpose statements, qualification rules, etcany references to NQF Levels are to the pre levels unless specifically stated otherwise. This qualification does not replace any other qualification and is not replaced by any other qualification.
It contains all the competencies, skills and values required by a learner who wishes to access the National Certificate in Business Administration Services at NQF: The elective component allows the learner to gain specialist knowledge, skills and insight in the areas of Reception, Executive Administration, Financial Services and Banking, Legal administration and Human Resources.
Learners working towards this qualification will find that the acquisition of competence in the unit standards, which make up the qualification, will add value to their work performance.
This qualification is intended to enhance the provision of service within the field of Administration within all sectors. Through building day-to-day administration skills, as well as general operational competencies, the qualification ensures progression of learning, enabling the learner to meet standards of service excellence required within the administration field of learning.
The qualification will provide the broad knowledge, skills and values needed in the administration field in all sectors and will facilitate access to, and mobility and progression within, education and training for learners who: Were previously disadvantaged or who were unable to complete their schooling and were therefore denied access to Further Education and Training.
The qualification has building blocks that can be developed further in qualifications at a higher level. It also focuses on the skills, knowledge, values and attitudes required to progress further.
To promote the development of knowledge, skills and values that are required for service excellence within the field of administration. To release the potential of people. To provide opportunities for people to move up the value chain.
Rationale for the qualification: NQF Level 3 is designed to meet the needs of those learners who are already involved, or wish to become involved, in the field of Administration. It is applicable to employed and unemployed learners.
Administration is an essential field of learning as the competences required by people doing administrative tasks are generic in nature and apply to all businesses in all sectors and to many non-business organizations such as sports and cultural clubs and the like.
Administrative tasks and administration are done at various levels depending upon the nature and size of the organization and its management structure. People involved in administration are known by such terms as secretaries, administrative assistants, administrators and clerks depending on the organization in which they are employed.
There is therefore an on-going need for highly skilled administration personnel and a need for a well developed learning pathway to cater for administrative personnel at the various levels at which they operate. Level 3 is the second qualification in a learning pathway that starts with the National Certificate in Business Administration level 2 and ends, at present, with the National Certificate in Administration Level 5.
It is planned to develop degrees in Administration at levels 6, 7 and 8 as the final steps in the learning pathway. Level 3 supports the objectives of the NQF in that it gives the learner access to a registered qualification.
It will ensure that the quality of education and training in the sub-field is enhanced and of a world-class standard.
The qualification will allow learners not only to develop their knowledge and skills in the field of Administration but will also enable them to benchmark their competence against international standards. If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner.
Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned in the previous paragraph. This Recognition of Prior Learning may allow: A minimum of credits is required to complete the qualification.
All unit standards totaling 45 credits are compulsory. All unit standards totaling 64 credits are compulsory. Learners are to choose unit standards totaling a minimum of 11 credits.
Gather and report information Plan, monitor and control and information system Maintain booking systems Participate in meetings and process documents and communications related thereto Utilise technology to produce information Plan and conduct basic research in an office environment Coordinate meetings, minor events and travel arrangements Set personal goals Function in a team and overall business environment Demonstrate an understanding of employment relations Learners exiting this qualification before completion, retain the credits for Unit Standards successfully completed and may carry them over to other qualifications to which they are applicable.
Planning, monitoring and maintaining record keeping via appropriate information systems Producing all relevant meeting documentation Ensuring that all related office equipment is maintained Utilising appropriate technology and related software programmes to produce, transmit and process information Setting personal goals and demonstrate an ability to develop self and employment prospects Working effectively in a team Conducting basic research projects in relation to administrative function Demonstrating an overall understanding of the business environment Integrated Assessment: Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the qualification.
Learning, teaching and assessment are inextricably lined. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated. Assessment of communication and mathematical literacy should be integrated as far as possible with other aspects and should use authentic administration contexts wherever possible.
A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work.
Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.
Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience. Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated.
The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.DTLLS Unit Planning and Enabling Learning Assignment Theory John Smith Contents Page Methodology of Research and Introduction 3 Findings for points A to D 4 Précis of findings for points A to D 12 Bibliography 14 Methodology of research This report will look at the following points: A.
Negotiating with learners, e.g. initial assessment. Welcome to the Library at Central Georgia Technical College. Please let us know how we can assist with your educational pursuits.
Warner Robins Campus A. INTRODUCTION. Assessment plays a major role in student learning. There are many new approaches to assessment with an emphasis on the process of learning along with the product of learning.
City and Guilds, DTLLS, , Level 4 Assignment Unit 3: Enabling Learning and Assessment Karen Dennison, May There are many reasons why students are assessed and this first section summarises some of the key benefits to students, institutions and .
Unit 3 – Enabling learning and assessment Describe, use and evaluate two different assessment activities used to check the learning of either individuals or groups of learners.
Analyse the purpose of assessment and produce a written justification of your chose assessment method. Mar 12, · Unit 3: enabling learning and assessment (DTLLS) Please feel free to use my resources for UNIT 3 (DTLLS).
I'll provide weekly updates. Let me know what you think. Week 1 unit 3 ~ intro and theories of formative and summative assessment. View more documents from FCstaffmark Jones.