OCR GCSE Media Studies Controlled assessment candidate guidelines
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- Candidates must complete a task for their controlled assessment from a list provided by the exam board, with some flexibility allowed for teachers to develop their own tasks. - Teachers will provide guidance on research methods and resources, but candidates must reach their own conclusions without direct answers or support from teachers. - Teachers can offer advice and feedback on drafts, but the final work must be the candidate's own independent work. The level of support from teachers will depend on the type of task.
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• Your Assessor may apply reasonable adjustment to the subsequent assessment attempts, where required.
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Seek help and advice from your Educator on any part of any assessment that you need assistant with.
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• You are entitled to two assessment attempts at no additional cost.
• Each re-assessment attempt will be negotiated with the Assessor and should be programmed to enable you to have the best chance for success.
• Your Trainer/Assessor will provide you with direction on the further learning required for your next assessment attempt, this may involve additional theory or classroom learning.
• Your Assessor may apply reasonable adjustment to the subsequent assessment attempts, where required.
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• Post this process, you may re-enrol, and the learning and assessment process will commence from the beginning of the unit
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? Size 12
? 1.5 spacing
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Course title: Research Methods (C39RE)
Professor Rania Kamla [email protected]
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Course Introduction
Research Methods develops research skills which are essential for your dissertation and for a career in accounting, finance or research. It is designed to help you to prepare for the dissertation by allowing you the opportunity to learn about approaches to research and how to use them.
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· To provide the knowledge and skills required to conduct a sizeable piece of independent research
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- It's okay to pick and choose relevant criteria from multiple rubrics to best suit your needs.
- Student input when creating or modifying rubrics promotes understanding of expectations.
The goal is for rubrics to provide clear and consistent feedback on mastery of objectives. Flexibility allows rubrics to best support instruction and
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This document discusses different methods for assessing student learning. It begins by explaining that regular assessment allows teachers to measure how much students are learning. Several classroom assessment techniques are then described, including background knowledge probes, one-minute papers, one-sentence summaries, and identifying principles. Rubrics are also explained as a scoring guide that defines evaluation criteria. The document provides examples and procedures for implementing these various assessment strategies in the classroom.
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This document discusses revising instructional materials. It notes that instructional materials must be revised carefully through a methodical process using feedback from experts, students, and field tests. Revisions can improve clarity, address weaknesses, and ensure materials meet learner needs. Data from evaluations informs the revision process. Designers and teachers can both revise materials as needed.
Designing and conducting formative evaluations
This document discusses formative evaluation, which is used to test instructional materials during the design process. It describes conducting one-on-one evaluations with learners to identify errors and get feedback. Next, small group evaluations are used to test revisions and see if learners can use the materials independently. Field trials then test the materials in the intended environment. Specialists in content, learning, and the target population provide reviews. Data is collected during field trials to evaluate clarity, impact, and feasibility. Formative evaluation helps ensure instructional materials meet their objectives before finalization.
Chapter 6
Here is a draft lesson plan on hair coloring techniques:
Course Title: Cosmetology
Subject: Hair Coloring
Topic: Basic Hair Coloring Techniques
Objectives:
By the end of this lesson, students will be able to:
1. Identify the different types of hair color and their effects
2. Demonstrate proper hair sectioning and application techniques
3. Explain the importance of a patch test and consultation
Teaching Aids:
- PowerPoint presentation on hair color theory
- Video on proper hair sectioning
- Mannequin heads
- Color swatches
- Gloves, towels, bowls
- Developer and various hair color
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Cd3
Curriculum development and course design involve 5 major tasks: 1) assessing learner needs, 2) deciding objectives, 3) selecting learning experiences, 4) determining appropriate methodologies/resources, and 5) evaluating effectiveness. Key aspects of the process include determining measurable objectives, using a variety of instructional methods to achieve objectives, and evaluating learner behavior changes over time through methods like tests and observations. The overall goal is to design a curriculum and courses that meet learner needs through clear objectives and engaging learning experiences.
Cd3
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- 1. 4 Controlled Assessment candidate guidelines 4.1 Task setting For this subject OCR will provide a list of tasks for you to select from. In Unit B321 the topics are set. Each topic is accompanied by appropriate exemplar tasks that centres might submit for their portfolio. There is an element of flexibility within these and centres are encouraged to develop their own. In Unit B324 one of the twelve briefs must be completed. The briefs in this unit cannot be amended by centres. 4.2 Task taking 4.2.1What can I do in relation to research, drafting and re- drafting? Your teacher will discuss the briefs/tasks on offer and the proposed areas of enquiry and the resources available. An induction period into the research methods, sourcing and the use of equipment may also take place. Time constraints and a programmeshould be adopted and this will be explained by your teacher. Your researchand planning may involve interviews, fieldwork, visits, library research, internet researchor questionnaires. You should keep a record of the sources you have consulted at this stage and this will form part of your portfolio. You should provide a plan of action to the teacher which can be discussed.You teacher will inform you what materials are appropriate and inappropriate. Your draft piece will be discussedwith your teacher and they may offer advice, answer any questions and give feedback. Throughout this process your teacher will supervise to ensure there is no plagiarism and will ensure all your work is within the Health and Safety requirements and that all candidates work is in accordancewith the Controlled Assessmentregulations. At no stage will model answers be provided. You should reach your own conclusions and make your own judgements and any teacher support will be recorded. You may be given opportunity to edit, check redraft and reorganise your work. During this period your teacher may make general observations but will not give any specific advice.
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