The responsibilites of the assessor Essay Example for Free

The responsibilites of the assessor Essay The assessor is responsible for the implantation of the awarding body’s standards into the working process of the student. The assessor should have a strong understanding of the course content and the methods needed to deliver this content to their students while ensuring that they adhere the assessment criteria, course programme or job specification. At all times, the assessor must conduct themselves in a fair and professional manner and maintain an understanding of the assessment criteria of the students. Assessment takes place in a variety of scenarios; this enables the students to display knowledge, understanding and competency in a variety of areas to show a broad scope of evidence gathering. It is the responsibility of the assessor to plan assessments according to the best method of evidence gathering for the unit. Supporting and encouragement throughout the assessment, the assessor needs to use their judgement to judge the competency of the students’ work and ascertain whether or not they are ready for assessment. The assessor must keep accurate and up to date records to ensure there is a track record of students progress and achievement. It will include and not limited to assessment plans, feedback records, review of progress and overall tracking sheets. The records are also maintained to satisfy organisational and regulatory requirements such as Health Safety if assessing in the workplace they there will be a need to ensure the students have the right training for the job. The assessment practice and process is continuously scrutinised in the form of meetings, these meetings allow the assessor to voice any concerns, discuss assessment practice and to improve the assessment process as a whole. The assessor must ensure that they further their own development through CPD. This will ens ure that the assessor is keeping up to date with not only the assessment criteria of the subject but that they are maintaining their knowledge of the ever changing occupational standards within the workplace. In summary the responsibilities of the Assessor involves planning, managing and delivering assessment, maintaining the integrity of the qualification, and always keeping a learner-centred approach to the assessment. The occupational standards of the assessor demand integrity and maintenance of a level of quality that can be internally verified (IV) and externally verified (EV) moderated to show the same result. The responsibility of the  assessor to the students is to be organised, efficient, clear, and to provide a professional example to which they can aspire to. If assessing within the workplace employers are demanding high quality assessment feedback as this is the cornerstone of the students and, therefore, the organisations progress.

Web Credibility :: Teaching Technology Internet Papers

Web Credibility Visualize the following scenario for a moment: You have entered what appears to be a library. The tens of thousand of rows and stacks of books seem endless. They are the focal point, an overwhelming, cartoonish image. The shelves seem ever-expanding by turns, and sag under the weight of the multi-colored volumes represented by all colors, forms and textures imaginable. There are some signs on the shelves that call out topics: Medicine, Science, Literature. Something is missing though, and the sheer number of books—the lure to peruse, to begin pulling and skimming is making it hard to concentrate on what it is; but it becomes apparent soon enough. There are no librarians and no help desks. No databases, library catalogs, no guidance at all. There is nothing to do but read, and once you open the books many seem to be missing the first several pages. At first reading, it may seem untoward to compare this surrealist library to the Internet, but consider the Internet by characteristics; by what it is, and what it isn’t, as a tool for research gathering, and it's not so far a reach. Choosing to begin a paper with an image rather than statistics, is a scheme to avoid the known, and to begin to promote consideration of what educators may or may not recognize about Web page credibility or the identification of credible Internet sources, why they should take the initiative, and what information they should utilize when educating their students, just as they would if undertaking a fundamental composition assignment. The Why of Teaching the Internet Now we have the Information Age, whose poster child is the internet. It seems to be all things to all people and thus can't be quantified or subjected to easy ethical questions. It is new territory, and the uncertainty of Internet ethics is far reaching. The Internet is for the most part unmanaged, unedited, unsupervised; anyone can post information on the Internet for all to see. Opinions can parade as hard facts; people with far-flung ideas can easily find an audience; photos, jokes and drawings of any ilk can be published†¦Ã¢â‚¬ ¦ (Emmans ) This quote, from 2000, along with strong notions of overall growth, of sources and users, represents, for most educators, the known of the Internet. It highlights the ever-expanding shelves in the library above; the lack of available expertise when choosing sources, the absence of publishers, reviews (in the missing front pages of the books) and clear paths through the maze of open choice.

Higher education Essay

The percentage of young adults learning in institutions of higher education in both Wales and England has dramatically increased over the years. In fact, comparing the 2004/05 figures to those of the 1960s, this percentage has increased by almost seven times. The increase in the number of young people pursuing higher education has been simulated in several parts of the world. For instance, in Australia, students’ population enrolling in institutions of higher education has significantly increased by more than fifty percent between the years 1996 and 2005. although there are several factors influencing the increase in the number of young people opting to pursue higher education, the main factor that has been attributed to the increasing figures is the relationship between future careers of the young people and the degrees being studied at the colleges (Brooks, Rachel and Glyn Everett, para 2). Significance of degree to one’s career It is generally acknowledged that most of the world’s economies in particular the western ones, are increasingly becoming based more on communication, information and knowledge and not on other factors such as physical production. This has indeed led to the coining of the knowledge economy term. If nations are to participate effectively in the world’s economy that is largely driven by knowledge, they have to continuously develop a workforce that is highly educated. Such a workforce is in fact perceived as a crucial component for prosperity in the future. As a result corporations have over the years placed more emphasis on hiring people with the right knowledge and information. A great percentage of such skills are obtained from the institutions of higher learning. Since the virtually all the young adults are seeking to be employed in these organizations in future, they have no alternative but to seek higher education (Gedye, Sharon, Elizabeth Fender and Brian Chalkley, para 4). The workplace of the modern world is also increasingly becoming subject to several changes. On the part of the labour force, this basically means higher propensity of making many turns in one’s career as well as making many career adjustments. In virtually all professions, it is generally anticipated that the job’s nature will undergo major changes. In order to fight effectively for various employment opportunities in a labour market that is highly dynamic, graduates have to be well equipped with flexibility, skills, adaptability, intellect and knowledge. Lasting learning skills have become very significant in careers because graduates of the current century do not anticipate for careers or jobs which are static. These competencies responsible for determining one’s ability to pursue a career in the 21st century are mainly obtained from the institutions of higher learning, therefore explaining the importance of the degrees in one’s future career opportunities (Gedye, Sharon, Elizabeth Fender and Brian Chalkley, para 4). In most cases, the first degree is the minimum level of qualification needed for someone to get into a good employment and career. Even though some of the major requirements of several careers are not offered by the institutions of higher learning, it is difficult for an individual to get into an organisation and serve in a certain position without the basic academic requirement, the first degree. Depending on the organisation, the young graduates are then expected to learn certain competencies within the organisation that will assist them working productively in the organisation. All the competencies acquired due to working in a certain organisation are only expected to add weight to the knowledge and skills possessed by the employee because of having acquired a degree from the institutions of higher learning (Brooks, Rachel and Glyn Everett, para 10). The growth in part time and temporal forms of employment among young graduates can be well explained by behavioural alterations and not any structural shifts in either demand or supply. These forms of jobs may be brought about by certain deliberate graduates’ choices. Such options arise either because such jobs are perceived to be suitable investment opportunities or due to the fact that they represent increased levels of flexibility and freedom to the young graduates. Therefore, what may be viewed as a trap of career for the low level employees is capable of presenting something quite different for the graduates who are more educated. Pursuing higher education is thus perceived by the young people as a great chance of having a successful and a fulfilling career in a high ranking organisation. The young people also perceive acquiring degrees as a great opportunity of having careers that are flexible and well paying. Higher education is therefore very important while struggling to work in a certain field. Without, this form of education, it is almost impossible for the young people to convince employers that they are capable of working productively in their organisations (Brooks, Rachel and Glyn Everett, para 16). Higher education with the United Kingdom and other places across the world has an increasing responsibility inclined towards prospects of employment for the graduates, as this class of individuals start acting as customers. Due to the high costs incurred by students as well as their families in acquiring higher education, students seek pursuing courses that will eventually lead them to high paying careers. One’s career has a great significance on an individual’s social status. Most of the careers bringing such effects can only be acquired through studying certain courses in institutions of higher learning. There is therefore a great connection between the degrees students are pursuing at the universities and the careers they will pursue later in life (Gedye, Sharon, Elizabeth Fender and Brian Chalkley, para 6). In several governments such as that of United Kingdom, there is significant emphasis on creation of employment opportunities based on priorities of higher education qualifications. Institutions of higher learning are expected to improve, monitor and evaluate their guidance, careers, education and information in ways indicating high performance and quality. In fact, in UK, starting from the year 2000, these institutions are required to provide data concerning employment of the students who have recently graduated from such institutions. Such data is then used in monitoring the relevance of the degrees offered in these institutions and the qualifications needed by the labour market. This is due to the fact that it is expected that once the students pursue higher education, they should be absorbed by the labour market because they have the right qualifications. Therefore, if this is not the case, it is deemed that these institutions are not playing their role effectively (Gedye, Sharon, Elizabeth Fender and Brian Chalkley, para 8). According to the study that was carried out by Gedye, Sharon, Elizabeth Fender and Brian Chalkley, para 20, in which they sought to know why most graduates and undergraduates seek higher learning, it is evident that they have career as the main driving force. Most of the graduate and undergraduate respondents who were interviewed by these researchers said that they pursue their degrees in order to improve their career and job prospects. According to these students, employers look for young graduates who have pursued certain degrees in institutions of higher learning and thus they have to obtain the minimum academic requirements from these institutions in order to secure a good job or career in future. Degrees are therefore very important for students as they seek for ways of improving their careers in future. The students are aware that most of the competencies and skills searched by employers cannot be obtained through the formal education. However, they know that the skills and competencies obtained from the institutions of higher learning provide a sound base upon which the skills and competencies needed by employers can be developed. Conclusion Higher education remains the single most significant component of career improvement. It is for this reason enrolment of young people into these institutions has increased considerably over the years. Higher education provides students with the needed skills and competencies of pursuing their dream careers. The modern workplaces demand employees to be highly competent, productive and dynamic. These are skills that are much emphasised in the institutions of higher education. As a result, employers have a very high propensity of employing graduates as opposed to hiring individuals who have not attained the minimum basic requirements for good employment opportunities. The nature of today’s job opportunities is highly flexible and dynamic, since most graduates posses these abilities, they are able to fit well in today’s workplaces.

Tobacco Advertising And Its Influence On The World

A global hot topic that has been on debate for decades and does not appear to go silently into the night is the influence of tobacco advertising and its influence on the populous. Recently to join the discourse was the government of India versus the tobacco conglomerates. The Indian government hopes to follow suit of many other nations including: France, Finland, Norway, Canada and New Zealand who already imposed bans on cigarette advertising with successful results. The tobacco industry, however, holds their position that by placing a ban on advertising is controlling the opinion of the masses not allowing them to make their own decision of right and wrong. The government has the difficult task of weighing out the ethical issues of what causes more harm in the future, to allow tobacco advertisers to continue with business as usual or to out a halt on their advertising all together. In a poll conducted by the World Health Organisation (WHO), tobacco accounted for over 3 million deaths in 1990, rising to 4.023 million deaths in 1998, estimating that tobacco related deaths would rise to 8.4 and 10 million in 2020 and 2030 respectively. (IBS Center for Management Research, 2010) As many other governments before that of India had decided was that a government needs to intervene when the overall welfare of its people are at risk. Governments such as France declared the ban on cigarette advertising to not be unconstitutional because it was in the best interest of its people. InShow MoreRelatedEffects of Banning Smoking Advertising Essay1657 Words   |  7 PagesEffects of Banning Smoking Advertising Cigarettes are some of the most abused drugs in the world and the effects associated with smoking have greatly influenced the intervention of health professionals concerning the legality of smoking advertisements. 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