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Why Is Examination Carried Out Nursing Essay

Although some questions may appear similar, there are delicate differences that require to be looked at if you are sign-posting one response to another.

Criteria Number

Assessment Criteria

1. 1

Explain the functions of analysis:

Why is diagnosis completed?

What is the goal of assessment?

What does diagnosis measure?

What are the anticipated benefits of examination?

Assessment is carried out as a means of compiling information about an individual or group to see development needs. It really is an integral part of both learning and educating/coaching and allows the assessor to recognize strengths, weaknesses and spaces in learning, permitting them to plan for the next steps in their learning by giving feedback to the average person and agreeing focuses on.

Assessment can be utilized for 3 main reasons

Pre-Assessment - To categorize or identify the development level at which a person or group happens to be accomplishing at. This provides a benchmark in accordance with a predetermined standards and/or standard.

Formative Diagnosis - Once a baseline solution has been ascertained, an involvement can then be planned for. This allows the assessor to focus on specific areas of the diagnosis and focus on the intervention into the needs of the average person or group. Using this process enables the assessor to establish clear programme targets.

Summative Examination - Evaluating is just as important as the analysis itself. It is a process that can determine the progress and improvement of the individual or group. That is why it's important to evaluate before and following the implementation of any programme as the potency of the programme can be measured in line with the difference between your two assessments.

Continuous or formative diagnosis, is necessary not only of the individual and/or group but also of the merchandise of learning, and then compared to the criteria and/or criteria lay out by the awarding body, (if relevant). This enables for analysis to be integrated into the coaching and learning process and links carefully to what we assess, whenever we assess and why we examine.

Assessment is not the be all and end all of teaching, but rather a process that maps a students' improvement and achievements during a specified timescale. While using feedback given to them from analysis, the pupil will know their goal/s and be able to discuss with the assessor where they currently stand with regards to this focus on. From here, the student should have an improved understanding of how they can achieve the required outcome. .

1. 2

Define these key concepts and ideas of assessment:

Fair

Reliable

Valid

Safe and manageable

Suitable to the prospect needs

Fair

Fairness in diagnosis ensures that the individual is given identical opportunities to be successful in getting their goal.

Reliable

Reliability in assessment is essential. This might imply for example that if we repeated an diagnosis on a student, or these were discovered by another assessor, then the results should be constant across the board.

Valid

Assessment must be valid. What this means is it assesses what it is supposed to examine.

An example of this might be easily were to assess a student on their ability to teach a sports session. I could receive the candidate to write up how to teach a treatment, however, this might not allow me to assess whether or not they could physically coach a session and therefore the technique would end up being invalid. A correct method is always to actually watch them mentor a session

Safe and Manageable

Planning comprehensive and complicated assessments can have a negative effect as they can become completely unmanageable. When adding a plan jointly, enough time management of the individual and/or group, as well as the assessors, should be taken into consideration rather than turn into a burden.

Suitable to the candidate needs

Assessment should always take into consideration the needs of the average person and /or group.

The criteria of most programs can be evaluated in many ways which allows the assessor to steer the average person and/or group to the required final result by utilising different methods predicated on the candidate's personal circumstances.

1. 3

Explain the obligations of the assessor with regard to:

Planning

Assessing

Constructive feedback

It is up to the assessor to organise any assessment program that the specific/ group will attempt. Both the prospect and the assessor will need to agree on the most suitable source of research to use for this unit/s and agree after an achievable target day, along with times and places for the analysis to take place. It could also be essential for the assessor to contact any personnel, management, company or company to relay their intentions of assessment, as some workplaces can have very rigorous guidelines set up, for example- the prison service, and authorisation would have to be looked for.

The assessor needs to ensure that the planning is all natural with the aim of looking at the entire picture.

The selection of analysis methods and ways of be used should first be checked out with the awarding body. This will likely clarify if the chosen method would work as proof. Any previous learning would also have to be taken into account through the planning process. The assessor would need to seek out this information at the beginning to lessen ant duplication.

Both formative and summative assessments and be used to assess the performance, knowledge and understanding of the individual, who'll need to provide evidence of assessment conditions for the assessor to check on over. It is the assessor' responsibility to ensure they have got an up to date copy of the conditions to that they intend to evaluate. Predicated on this they can then provide opinions to the average person on how to achieve the required consequence if certain requirements never have been satisfied. However, the assessor has a responsibility to the prospect to ensure that the right diagnosis methods are being used for the duty at hand

All ensuing decisions will have to be noted and justified.

When providing feedback, the assessor should ensure they identify and strengthen any strengths witnessed from the data. Praise on reaching areas of the criteria is essential for further improvement that occurs.

At this aspect, it's important to keep in mind to concentrate on the activity/ task and not the individual. The assessor must be objective, and not allow the opinions to get personal. It really is regarded as poor practice to commence labelling the prospect as 'lazy' or 'uninterested' for example. The assessor must steer the dialogue towards that which was actually seen, been told, or read.

On discussing areas for improvement whereby the average person has fallen lacking the desired effect, the assessor and the individual would need to define and acknowledge the arising issues and work together to construct a remedy, aiming new goals and aims and ways of how these can, and will be achieved.

It is important that any reviews be given as near the activity as is feasible. This will allow for a more correct bill of the evaluation.

1. 4

Identify the business and industry regulations highly relevant to assessment within your own region of practice?

The School and the Awarding Systems used within the office make an effort to ensure that we now have no unnecessary obstacles as it pertains to assessing athletics students.

The requirements and evaluation methods set up for students offer a flexibility to permit a wide range of individuals to be able to demonstrate the amount of competence necessary to meet the standards in a good and reliably way.

To ensure this is completed correctly, the college or university must offer an Internal Verification Plan and Assessment Plan, that highlights the targets, strategies and methods that show that the office is approaching evaluation the right way, which is consistent with both university and nationwide requirements. This allows the IV to check on that assessment has been carried out which is consistent across the board. Any inner verification done within the division must be completed by someone not educating on the course being run.

All assessors, inner and external verifiers must be of a standard set out by the NGB/Awarding Physiques for which they have to monitor any changes and execute these appropriately. Any work that has been assessed by an unqualified assessor would have to be counter authorized by a qualified assessor. That is to ensure that the data, methods and operations that have been used have been inspected and authenticated.

2. 1

Compare the advantages and limitations of a range of analysis methods in regards to to your individual learners?

3. 1

Identify the main element things to consider when planning assessment?

Consider:

Readiness of the Learner

Time constraints

Workplace requirements

Location

3. 2

Evaluate the advantages of a holistic approach to assessment?

Consider:

The opportunities for observation

3. 3

Explain how to plan a alternative method of assessment

3. 4

Summarise the types of hazards that may be involved in evaluation in your own region of responsibility.

Consider both H&S hazards and business dangers.

3. 5

Explain how to minimise dangers through the planning process.

Consider:

Correct Legislation

Policies and Procedures

4. 1

Explain the value of relating to the learner yet others in the assessment process?

Consider:

Motivation

Range of experience and understanding

How to involve expert witnesses

4. 2

Summarise the types of information that should be made available to learners and more involved in the examination process e. g. :

Documentation

Policies

Procedures

Skills research outcomes

Others

4. 3

Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the diagnosis of learning?

Consider:

Development of analytical skills

Understanding of specifications

Self reflection of own performance

4. 4

Explain how evaluation agreements can be modified to meet up with the needs of individual learners e. g.

Time concern, work/shift habits etc.

Confidentiality issues

Consideration of learning styles

Variation of assessment methods

5. 1

Explain how to guage whether facts is:

Sufficient - Are the requirements achieved and how will you know?

Authentic - Is it the learner's own work and how do you know?

Current - Hold the working tactics around that activity evolved since the information was produced?

5. 2

Explain how to ensure that analysis decisions are:

Made against specified criteria - Make reference to your standards

Valid - Effectively measured utilizing a method that suits the situation

Reliable - Ensuring the same results regardless of who is assessing

Fair - That equality diversity and individual needs have been considered

6. 1

Evaluate the value of quality confidence in the examination process?

6. 2

Summarise the product quality assurance and standardisation types of procedures within your own area of practice including:

Internal procedures

QCF and awarding institute guidelines

6. 3

Summarise the types of procedures to follow when there are disputes concerning analysis in your own region of practice:

Internal and exterior types of procedures, including appeals

7. 1

Explain the value of following strategies for the management of information relating to assessment.

Give account to:

The NVQ code of practice 2006

Regulatory plans for the QCF 2008

Company policies and procedures

Awarding institutes regulations and procedures

7. 2

Explain how reviews and questioning contribute to the diagnosis process?

8. 1

Explain legalities, policies and procedures relevant to examination, including those for confidentiality, health, protection and welfare.

Give account to:

Data protection

Child protection

Safeguarding

Health and safety

8. 2

Explain the contribution that technology can make to the assessment process?

8. 3

Evaluate the requirements for equality and diversity and where appropriate bilingualism with regards to assessment?

8. 4

Explain the value of reflective practice and continuing professional development in the diagnosis process?

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