Competence-based assessment is the cornerstone of the UK Government's reforms of vocational training and of non-academic full-time education post-16. Australia has adopted similar policies, and there is considerable interest in the notion of 'competence' in both Europe and North America. Alison Wolf describes the main characteristics of the competence-based approach as it has emerged in the UK, and traces its origins in American experimental programmes of the 1970s. The arguments for the approach are discussed in detail. Many of these arguments derive from the demonstrable limitations of more conventional assessment, especially in predicting work performance. She then analyses the theoretical assumptions which competence-based assessment shares with the criterion-referenced movement as a whole, distinguishing clearly between those claims which can be sustained and those which cannot. She also synthesizes the growing body of evidence on implementation. Many lessons have now been learned about whether and how one can establish a workable, robust and reliable competence-based system. It has become evident both that the preconditions for success are often missing, and that, if they are ignored, competence-based 'reforms' may have largely negative consequences. The final chapter reviews the prospects for competence-based awards, and offers some conclusions on what is essential to a competence-based approach.

Despite good intentions for formative assessment to enhance the quality of students' learning and motivation, it is widely misunderstood. Throughout the education system, it has become little more than a way of coaching students to meet the demands of summative assessment. This unique book combines theory, research and practical insights to demonstrate how teachers might enhance their understanding of formative assessment, particularly in vocational and adult education settings that are under pressure to meet targets for inclusion, retention and achievement. Drawing on recent research, the book includes six case studies that draw out the implications of the research findings to suggest ways in which teachers might change their assessment practice, despite the pressures in their own contexts. It considers: What is formative assessment, and what is it not? What impact do political and social factors have on assessment practices? Why do similar assessment practices have different effects in different 'learning cultures'? What role does subject knowledge play in educationally-worthwhile formative assessment? How can teachers, lecturers and other education professionals improve formative assessment? This book is essential reading for teachers, trainee teachers, staff development officers, researchers and those running training courses throughout the lifelong learning sector. It is ideal for those studying for PTLLS, CTLLS and DTLLS qualifications and for Cert Ed and PGCE awards related to the Lifelong Learning Sector. It is also relevant to various stakeholders involved in the design of qualifications, including awarding bodies, and to researchers interested in assessment and the impact of education policy on practice in all sectors of the education system, and particularly in lifelong learning. The book is authored with Jennie Davies, Visiting Research Fellow, University of Exeter, UK; Jay Derrick, Adult Education Consultant/Visiting Lecturer, Institute of Education, London, UK; and Judith Gawn, Regional Programme Director (LLN), NIACE London, UK.

How can I become an effective teacher in college or university? What teaching tools and techniques are available to me and what is the best way to use them? How do I tackle common difficulties associated with college and university teaching? This book is designed for teachers in further and higher education, particularly those who do not have specialist backgrounds in education, pedagogy or academic practice. It presents useful theory and literature from the fields of organizational behaviour, learning, pedagogy and education, to enhance the practical advice the book contains. A range of evidence-based insights are examined in order to help support the delivery of academic expertise both within and beyond classroom settings. The book also encourages teachers to adopt a reflective orientation and to try out different classroom, interactive or discursive activities and tactics that have been successfully used in similar settings. In addition, this book helps teachers from across the disciplines not only to develop effective skills in conventional classroom settings (lecture halls, tutorial rooms, one-to-one student consultations) but to consider new approaches to online, blended, and distance learning. Teaching at College and University provides the most practical evidence-based resource for those involved in teaching at universities and colleges, as well as researchers and policy makers with an interest in good practice in academic settings.

Paul Iles provides a distinctive approach to managing staff selection and assessment in organizations. He discusses not only the dominant psychometric model but also draws upon perspectives from strategic management theory, social psychology, and critical theory. This is an accessible text which discusses developments both in the UK and internationally, provides specific organizational case studies, and describes recent research findings and their implications for organizational practice. It locates techniques and procedures in the contexts of corporate strategy, structure and culture. It shows how organizations have sought to use assessment strategically in the search for competitive advantage: recruiting, selecting, appraising and developing staff in order to bring about organizational and cultural change. The book concludes by applying its frameworks to an area of key significance : the identification, assessment and development of managerial competence.

The new 3rd edition of Vocational Training and Assessment has been written to support delivery of the recently endorsed Certificate IV in Training and Assessment (TAE40122). The text continues to be a valuable resource for new and existing VET practitioners, helping them to understand the VET framework that will guide them, whatever the industry they teach in. The text is written by a team of experienced VET trainers and assessors who strive for excellence in their own delivery of TAE. They understand the variety of backgrounds and subject areas VET practitioners come from, and present content and examples that can be applied to these varied contexts. This edition has a fresh, clean new design and uses illustrations to distill key concepts. Key Features •Unit by Unit Approach - makes it easy for trainers to see the direct link between the content and the training package •Running Case Study (Jackson Logistics) - gives learners an understanding of how the theory can be applied to a real life training situation •Use of 'Atomic Visuals' by Nifty Fox Design for key concepts - helps students' understanding •Assessment Tools for each unit of competency*-easily editable in word format making these a great time-saving device for RTOs *Available for separate purchase to the textbook or ebook Instructor Resources - Teacher Resource Manual (TRM),Competency Mapping Guide, Solutions manual and PowerPoint slides -complimentary for adopting institutions Assessment Package - comprehensive,extremely detailed Assessment Tools for each chapter/unit of competency. Provided as word documents for easy editing. Contextualise for your requirements and validation.

Exploring the creative opportunities opened up by ICT in the modern classroom, this text presents an authoritative survey of ICT's impact upon core teaching functions, and draws from the experiences of leading practitioners in the field.

In this issue of Urologic Clinics of North America, guest editor Dr. Andrew J. Hung brings his considerable expertise to the topic of Artificial Intelligence in Urology. Alongside technological advancements in artificial intelligence (AI), applications of AI in urology have grown tremendously over the last few years. This special issue highlights areas of particular interest, such as radiomics, pathomics, genomics, and surgery. Top experts in the field cover the current status and also preview future applications, aimed at improved patient outcomes. - Contains 13 relevant, practice-oriented topics including radiomics, pathomics, and surgical AI; genomics and AI: prostate cancer and renal cell carcinoma; pediatric urology and AI; bladder cancer and AI; AI in urology: big data sets; and more. - Provides in-depth clinical reviews on artificial intelligence in urology, offering actionable insights for clinical practice. - Presents the latest information on this timely, focused topic under the leadership of experienced editors in the field. Authors synthesize and distill the latest research and practice guidelines to create clinically significant, topic-based reviews.

This book begins from the perspective that organizational effectiveness will be improved if the individuals within the organization are engaged in developing professionally. It takes the individual as the key resource of any institution and the notion of professional development as the key to the learning of educational managers. This book offers both theoretical and practical perspectives on the key components of professional development linking reflection and knowledge with skills and capabilities. It then takes educational managers on to consider the systems and tasks which they have to undertake in managing the professional development of others - from selecting the right person for the job to setting up appropriate appraisal systems. This book provides educational managers and those interested in the field with an introduction to the processes and skills which they will need in managing educational establishments both now and in the future. This volume forms part of the Leadership and Management in Education series. This four book series provides a carefully chosen selection of high quality readings on key contemporary themes in educational management: professional development, reflection on practice, leadership, team working, effectiveness and improvement, quality, strategy and resources. The series will be an important resource for classroom teachers and lecturers as well as those holding designated management posts in schools and colleges and will provide a valuable basis for professional development programmes.

AR 700-90 01/27/2014 ARMY INDUSTRIAL BASE PROCESS , Survival Ebooks

AR 40-68 02/26/2004 CLINICAL QUALITY MANAGEMENT , Survival Ebooks