This session provides an overview of the student certification assessment with a special focus on the components that strengthen and assess work-based learning: the culminating project assessment and the internship assessment. Presenters will discuss how NAF supports academies in getting the most out the assessment system. The session includes input from early adopters.
Speaker: Piyush Jalan (https://www.linkedin.com/in/piyush-jalan/)
Bio: A Solution Architect, possessing expertise in deploying & architecting hybrid systems with on-premises and cloud components and capability to provide best practices for building secure and reliable applications on the cloud platform. He has around 5 years of experience with AWS/GCP/Azure, Microservices, Containers and DevOps tools. He enjoys talking about new technology and is always up-to-date with all new technology updates.
ePortfolio@LaGuardia Community College:What, Why and Howpstadlerctl
Developing an ePortfolio helps LaGuardia Community College students collect their work, select sample course work , reflect on their learning, and connect between their academic and professional lives.
Speaker: Piyush Jalan (https://www.linkedin.com/in/piyush-jalan/)
Bio: A Solution Architect, possessing expertise in deploying & architecting hybrid systems with on-premises and cloud components and capability to provide best practices for building secure and reliable applications on the cloud platform. He has around 5 years of experience with AWS/GCP/Azure, Microservices, Containers and DevOps tools. He enjoys talking about new technology and is always up-to-date with all new technology updates.
ePortfolio@LaGuardia Community College:What, Why and Howpstadlerctl
Developing an ePortfolio helps LaGuardia Community College students collect their work, select sample course work , reflect on their learning, and connect between their academic and professional lives.
Fetc 2015 Microsoft and Adobe industry certification magicMike Ploor
Presentation for FETC workshop where participants train for MOS certification in a two hour window. More information provided to extend to classroom and allow for college credit for these certifications.
Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
A presentation on the use of online Assessment Diaries at Glamorgan. The presentation will enable the viewer to understand the logistical process of gathering assessment deadlines and feedback dates and how these are brought together for a student and staff overview of the Assessment Diaries. Participants will be invited to discuss the feasibility of transferring this approach into their institution.
Training Slides of Developing a University-Wide Integrated Employee Core Competency Framework.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
Forecasting Metrics for Successful AccreditationSalesforce.org
Presentation from Salesforce.org Higher Ed Summit 2017 by: Kathryn Baker Parks from the
University of Arkansas
This session will demonstrate how the Sam M. Walton College of Business is using Salesforce to accurately predict AACSB accreditation metrics based on faculty characteristics, workloads, and future enrollment. At the conclusion of this presentation, attendees will have an understanding of how to use screen customizations and dashboards to develop a solution to accurately track and predict AACSB metrics.
Fetc 2015 Microsoft and Adobe industry certification magicMike Ploor
Presentation for FETC workshop where participants train for MOS certification in a two hour window. More information provided to extend to classroom and allow for college credit for these certifications.
Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
A presentation on the use of online Assessment Diaries at Glamorgan. The presentation will enable the viewer to understand the logistical process of gathering assessment deadlines and feedback dates and how these are brought together for a student and staff overview of the Assessment Diaries. Participants will be invited to discuss the feasibility of transferring this approach into their institution.
Training Slides of Developing a University-Wide Integrated Employee Core Competency Framework.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
Forecasting Metrics for Successful AccreditationSalesforce.org
Presentation from Salesforce.org Higher Ed Summit 2017 by: Kathryn Baker Parks from the
University of Arkansas
This session will demonstrate how the Sam M. Walton College of Business is using Salesforce to accurately predict AACSB accreditation metrics based on faculty characteristics, workloads, and future enrollment. At the conclusion of this presentation, attendees will have an understanding of how to use screen customizations and dashboards to develop a solution to accurately track and predict AACSB metrics.
NAF launched NAF Track Certified Hiring at NAF Next. The program gives students who earn a NAF certificate a leg up with job opportunities with 10 of the nation's leading companies.
Bridging the gap between poverty and success is a challenge for all academies. This session will highlight the obstacles associated with students who are economically disadvantaged and provide practical solutions for supporting students facing these problems.
What Difference Does it Make-- Reviewing Evidence on School- Employer Partner...NAFCareerAcads
The seminar will present an authoritative overview of recent national and international research into the impact that employer engagement in education has on young people as they move through schooling and ultimately into the work world. Learn how and why employer interventions can have positive impacts on the success of young people.
Teacher externships are a powerful way to revitalize your teaching and see firsthand how classroom skills and knowledge translate to the workplace. Come learn the first steps of planning a successful teacher externship program, hear ideas on where to look for support and sponsorship and view templates and checklists to get you started on setting up a valuable workplace experience.
SCAS Panel Session - Unique Solutions and Practical IdeasNAFCareerAcads
NAF developed a next-generation assessment system designed to model real-world demands, including the integrated application of academic, career-technical and workforce readiness skills. Designed to bridge the gap among high school career-technical programs, post-secondary course articulation, admission policies and workforce readiness, Student Certification Assessment System (SCAS) assesses a broad range of content and skills through rigorous end-of-course exams and evidence-based portfolios combined with supervisor and teacher feedback. This open and interactive panel session will explore benefits and opportunities while providing a problem-oriented approach to implementing and supporting SCAS. Panelists will represent different perspectives, and will be able to offer unique solutions and share practical ideas.
Scaffolding Your Work-Based Learning Program for Grades 9-12NAFCareerAcads
Do you want to have a concrete action plan for implementing work-based learning into your academy? This session will provide your academy with the scaffolding tools necessary to create a four-year sequenced plan for your students. See how a strong work-based learning plan can include meaningful activities, lesson plans as well as development procedures for utilizing your community and local businesses in the classroom.
SAS Programming for High School - Giving Students the Power to KnowNAFCareerAcads
SAS has created a tremendous opportunity for high school students to learn skills that involve not only programming but critical thinking and problem solving. This workshop will explain SAS, show why it should be taught, explore what it looks like in the classroom and highlight the connection between SAS and the NAF AOIT curriculum.
Providing Students a Quality Internship - Keys to SuccessNAFCareerAcads
Providing a quality internship for every student is one of our main objectives at NAF. This interactive panel discussion will address key steps to ensure the NAF internship is a game-changing experience for every student and will clarify the role everyone – educators, employers, students and parents – needs to play. Best practices will also be shared, enabling participants to draw from their experiences and share their own perspectives.
Lessons Learned on the Journey to Create a Great Intern ProgramNAFCareerAcads
Come hear how to design and implement a successful internship program from a team that's built a great model in Dallas through a partnership between the Dallas Independent School District and Capital One.
This interdisciplinary visual design project brings together topics from government, English, health and digital design for real world analysis. Students study the effects of food choices on personal health, the environment, the economy and the influence of marketing and packaging on those choices. Students learn that what they eat not only affects their health, but the health of the world. Partners from the design and health care field coach students as they develop and design their food package.
With the help of research and district experts, this session will cover how to identify the right data to highlight for specific audiences, how to develop the best formats to present data in various situations and how to access the available tools and documents that NAF provides to assist with results-based marketing.
With the help of research and district experts, this session will cover how to identify the right data to highlight for specific audiences, how to develop the best formats to present data in various situations and how to access the available tools and documents that NAF provides to assist with results-based marketing.
Project Lead The Way - A K-12 STEM Program of StudyNAFCareerAcads
Project Lead The Way (PLTW) offers an engaging K-12 STEM curriculum. This session will discuss PLTW programming at all levels and how it incorporates activity, project and problem-based learning to help students think critically, problem solve and collaborate.
Program Data 101 - From Data Center to Academy Assessment to Action Planning–...NAFCareerAcads
Designed for new academies, this session will focus on ways to meet critical deadlines and use data to inform your academy improvement plan. Academies will share their timelines and strategies for collecting data, meeting with leaders to score the academy assessment and how they use results to create action plans for improvement. The session promises to be informative for new academies looking for help in developing good habits for involving others and creating a plan for their academy development efforts.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Overview on Edible Vaccine: Pros & Cons with Mechanism
The NAF Student Certification Assessment System: Benefits for Students and Teachers and NAF Support
1.
2. The NAF Student
Certification Assessment
System (SCAS)
How To:
• Access the SCAS
• Create Student Accounts
• Create Classes
• Add Students to a Class
• Assign Project Upload/Reflect Tasks
• Conduct Culminating Project
Assessment
• Administer End of Course Exam
21. Get Secure Browser from login page at naf.org/scas.
No need to log in.
Consult with local
IT staff to
determine best
method of
accessing secure
browser
31. Before Internship Assessment
The Internship Coordinator should be familiar with
• NAF Gold Standards for High School Internships
• Guidelines for Internship Coordinators
• Guidelines for Internship Supervisors
• Internship Assessment Scoring Guide and Glossary
32. Before Internship Assessment
Before the Internship Coordinator can set up Internship
Assessments
• The Academy Director/Site Coordinator must create
student accounts on the Student Certification
Assessment System
33. Before Internship Assessment
The Internship Coordinator must:
• Add Internship Supervisors to the Student
Certification Assessment System, if they do not
already exist
• Add Internships, by linking students with internship
supervisors and entering the begin and end dates of
the internship
43. Internship Assessment :
Internship SupervisorView
Once the Internship Coordinator has created the
internship, the Internship Supervisor will get a
system generated email something like this:
Hello Michael Strait,
Thank you for participating in the NAF student internship program. An internship has been created (or
updated) for Sample Student who will be interning at National Academy Foundation from 05/01/2012
12:00AM - 05/31/2012 12:00AM.
A few days before the end of the internship you will receive a separate email providing a link to complete an
assessment of this student’s performance. Your feedback will be a key component in evaluating the student’s
skills and strengths within the workforce. We appreciate your time and effort with the internship program.
Sincerely,
NAF Certification Assessment Administration Staff
44. Internship Assessment :
Internship Supervisor View
As promised, a few days before the end of the
internship, the Internship Supervisor will get a
system generated email something like this:
Hello Michael Strait,
One of your internships is coming to an end, it is important that you complete the internship assessment so we
can evaluate Sample Student's performance at National Academy Foundation from 05/01/2012 12:00AM -
05/31/2012 12:00AM.
Click this link to launch and complete the assessment. Thank you for participating in the internship program,
we look forward to receiving your feedback.
Please do not reply to this email.
Sincerely,
NAF Certification Assessment Administration Staff
47. The End.
For more information,
Contact Michael Strait
mstrait@naf.org
Editor's Notes
http://naf.org/scas
School admin clicks on Students (only school admin can upload students
Upload file. If error, click on error link for explanation.
Give students web address and school code.
Requires
If you do not already have these documents, please send a note to mstrait@naf.org for the latest version.All of these documents have been packaged together in one “zip file” calledGuide to the NAF Supervisor Assessment of College and Career Readiness.
See the slide deck called NAF SCAS Administrators Adding Students
Once the Internship Coordinator account has been created and the students have been added by an administrator, the Internship Coordinator can set up new Internship Assessments.
Internship Coordinator logs in at naf.programworkshop.com.
Internship Coordinator clicks on Internships link in left navigation menu. Student Internships that have already been entered will appear in a table labeled Active Student Internships.To add new internship supervisors, select the Internship Supervisors Tab.
Click on the Add Location link to add new internship supervisors.Entering the name and email address of the direct supervisor is preferred. If the direct supervisor name and email are entered, the direct supervisor will receive all email notifications directly.An employer point of contact may be entered as the internship supervisor. If a single point of contact is entered and associated with several student internships, the point of contact will receive all email notifications and must then forward the email with the link to complete the assessment to the appropriate direct supervisor of the student.
Enter the First Name, Last Name, Organization Name, and Email of the internship supervisor or employer point of contact and Save.This process must be repeated for each individual supervisor or point of contact.
To add Student Internships, select the Active Student Internships tab.Student Internships that have already been entered will appear in a table labeled Active Student Internships.To add a new internship, click on the Add Internship link to the right of the Active Student Internships label.
Type in the Student Name. The system will search for a matching student name from student accounts that have already been created.
If the name of the student pops up on the matched list, select that student name. If the name of the student does not appear on the matched list, you cannot set up this internship until the student has been added to the system. An administrator must add the student. Once the student has been added to the system, the internship coordinator can proceed to set up the internship by selecting the internship supervisor and selecting the dates of the internship. Click Save when all required information has been entered.
If the name of the supervisor is already on the drop down list, select it. If the name is not there, select New Location.
After the supervisor has completed the assessment, the Internship Coordinator can view the completed assessment by clicking on the Complete link in the Assessment column.
The internship supervisor will receive a system generated email like this when the internship is created.
The internship supervisor will receive a system generated email like this when it is time to complete the assessment. Clicking on the link in the email will take the supervisor directly to the assessment form.
With the Scoring Guide open, the supervisor can scroll the scoring guide in the top frame to read the performance level descriptions and the examples embedded in the guide.Alternatively, the Scoring Guide entry for each rating scale can be positioned at the top of the frame by clicking on the measured outcome label in the left column of the lower frame.
There is a text box available to enter an example of something the student did. Supervisors are encouraged to include examples for any and all ratings when an example easily springs to mind. Providing examples is optional for ratings of 2 or3.When selecting a 1 or 4 rating, an example must be provided.
