Multimedia Learning Channel

Archive for Assessment

admin | 11/07/2011

Well done to all Level 2 Multimedia – EV results

I would like to take this opportunity to congratulate all my students on the level 22 Music & Media course.

This morning your work has been through External Verification, and you have deonstrated that you have produced a very high standard which easily match a level 3 standand.

I must admit the the year was not that great with all the equipment, but despite all this we have demonstrated that no matter what, we can achieve.

The EV was impressed the the amount of work you have produced for single units, also highlighted that all students have reflected on all the work they have produced.

Mary, Kevan and George represented both group 1 and 2, and I would like to thank them specially for their honesty. They have said what the all class think about the year together;-

- Miss is making us work hard, but for our good

- We enjoyed the work we have produced and loved all the activities

- Mary added that I was quite an inspirational teacher, helping students with their personal goals.

At this event all your work produced was shown, even the Artwork Imaging film where you all demonstrate you ability to both present work and using software to produce complex imagery.

This year again we have done well, working as a team with a competitive spirit, and this have produced great achievments.

I am proud you;

- Group 2 your have gained excellent project management skills, and also have demonstrated your ability to be exellent in setting up a media business,and above demonstrated your abiltiy to work as a team.

- Gourp 1 you have demonstrated high creative abilities, and above demonstrated your abiltiy manage conflicts.

Category: Assessment, Information for students | Tags: Info for students

admin | 09/07/2011

7 comments

Website Project Plan Template

Group Project Plan

Category: Assessment |

admin | 09/07/2011

2 comments

Collecting evidence with video equipment

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Capturing evidence of learning using video equipment, is now as easy as ABC, teachers can use their mobile phones to collect evidence of learning, and use the information for Internal/External Verification purposes.

It is very helpful to use camera equipment to assess;

Learners’ report on term activities and difficulties
Students’ interactions during classroom events
Students’ construction of knowledge in basic design theory and hands-on activities (in my case, ability to demonstrate how to use software packages, and creative ideas)
Students’ ability to present information

This technique of collecting evidence of learning is very effective in helping the student improve on/developing a range of communication skills such as;-

Conveying ideas
Expressing thoughts and feelings
Interact with other students within a set context (out if their comfort zone)
Presenting information

Category: Assessment | Tags: Assessing core skills

admin | 09/07/2011

9 comments

Specialist bespoke Software Assessment Level 2

Unit: Specialist or Bespoke Software

Level: 2

Credit Value: 6

Unit Code: CP4/2/QQ/002

QCA Code: J/501/3013

Project Brief:

Design a series of 3 banners that will advertise a product or service of your choice; you will need to add links, and actions scripts to your banners. You also need to plan your banners meaning that you have to submit a project plan, sketches, research and mood boards with your banners.

Category: Assessment | Tags: Info for students

admin | 09/07/2011

No comments

Unit Demonstrating Speaking and Listening Level 2

Advertise a food product in small groups

Information for students: For this assignment you will be working in small groups. This formative assignment will also count towards:

- Unit Demonstrating Speaking and Listening. See unit assessment criteria bellow.

Project Brief: Unilever, one of the biggest corporations in the world, has approached you to help them come up with an idea for a new snack (Students can be as creative as they want regarding their new snack, but it must be edible!). They also want you to come up with advertising ideas for the product; your advert must be in line with your target audience. You will have to present both your product and advertising ideas to 3 representatives of Uniliver. Remember although you are presenting your ideas; you must look and sound professional, and therefore you have present at least a finished product or advert.

Important points to think of:

What food product are you creating and selling?
Who are you selling your product to? (Target Audience)
What advertising strategy(s) will you be using, keeping in mind your Audience?

Above all, you must remember that you want to convince Unilever to buy into your ideas.

Each group will produce:

A product profile, identifying the food product to be sold, the target market and advertising strategies.
Research on the types of products your target audience consumes
Mood boards
Sketches
Final product and packaging designs (using Photoshop)
A script for their commercial.
The commercial itself.

Remember you will be observed during your group project research development and presentation. Your teacher will observe your ability to work in group and present information

Information about Unilever: Unilever is an Anglo-Dutch multinational corporation that owns many of the world’s consumer product brands in foods, beverages, cleaning agents and personal care products.

(http://en.wikipedia.org/wiki/Unilever)

“160 million times a day, someone somewhere chooses a Unilever product. From feeding your family to keeping your home clean and fresh, our brands are part of everyday life.”(Unilever)

UNIT TITLE: Demonstrating Speaking and Listening

LEVEL: Two

CREDIT VALUE: 3

NOCN UNIT CODE: HD3/2/QQ/012

ACCREDITED UNIT NO: J/103/0109

This unit has 4 learning outcomes.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Communicate with others.

(SLd/L2.5)¹

1.1. Use language and tone appropriately in a range of situations, for example, offering support, sympathising, negotiating and/or giving instruction.

1.2. Identify actual and potential barriers to effective speaking and listening.

1.3. Identify and use strategies to overcome barriers to effective speaking and listening.

2. Present information to others.

(SLc/L2.1, SLc/L2.3, SLc/L2.4, SLr/L2.3)

2.1. Identify features of effective communication, for example, clarity of language and tone.

2.2. Present information and ideas in a logical manner.

2.3. Speak clearly and coherently using appropriate pace and volume.

3. Obtain information from others.

(SLc/L2.2, SLr/L2.1, SLr/L2.2)

3.1. Encourage others in a group to speak.

3.2. Create opportunities for listeners to clarify or question information presented to obtain detailed information.

4. Engage in discussion.

(SLd/L2.1, SLd/L2.2, SLd/L2.3, SLd/L2.4, SLr/L2.4)

4.1. Make relevant contributions and help to move discussion forward.

4.2. Adapt contributions to discussions to suit audience, context, purpose and situation.

4.3. Use appropriate phrases for interruption and change of topic.

4.4. Support opinions and arguments with evidence.

4.5. Respond to criticism and criticise constructively.

Category: Assessment, Information for students, Learning Multimedia, Teaching Artwork Imaging | Tags: for teachers, Info for students, Info for teachers

admin | 07/07/2011

One comment

Customer Service Skills level 1

UNIT TITLE: Developing Customer Service Skills

LEVEL: One

CREDIT VALUE: 3

GLH: 27

NOCN UNIT CODE: HC4/1/QQ/029

ACCREDITED UNIT NO: M/500/5682

Submitted on: 07/07/11

Deadlines: 13/07/11

Project Brief:

You have recently organised an event (Photo-shoot day), where you have practically done everything from scratch, with minimum support. For this event you have therefore developed a lot of skills and have demonstrated your ability to work within a team and organise tasks. This unit asks of you to report on the customer’s skills you have developed at the event.

You will need to report on:

The benefits of good customer service
The possible consequences of poor customer service.
The value of first impressions
Positive verbal and non-verbal interaction with customers.
Respect for the individual is at the heart of good customer service.
Your role in dealing with complaints from customers.

See learning outcomes on the next page.

I certify that the work in this book and the website produced is mine

Learner Name: Learner Signature:

Assessor Name: Anna Gabali Date Completed:

Grade: Pass/Resubmit

IV Date:

EV Date:

This unit has 6 learning outcomes.

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the benefits to the organisation of good customer service.

(1.1.5; 1.1.6)

(SLc/L1)

1.1. Identify examples of good practice in customer service.

1.2. Outline reasons why good customer service is important for an organisation.

2. Understand the possible consequences of poor customer service.

(1.1.5; 1.1.4) (SLc/L1)

2.1. Give examples of how poor customer service can impact upon: a) customers b) the organisation c) staff.

2.2. Outline how poor customer service can have an impact on the reputation of an organisation.

3. Understand the value of first impressions.

(4.1.1) (SLc/L1; SLd/L1)

3.1. Indicate why it is important to make a good impression.

3.2. List and outline ways of creating a positive first impression when communicating: a) face to face b) on the telephone c) in writing (including by email).

4. Understand positive verbal and non-verbal interaction with customers.

(3.1.1; 3.1.6; 3.1.7) (SLlr/L1; SLc/L1; SLd/L1)

4.1. Identify appropriate and inappropriate ways of communicating verbally with customers in commonly met situations.

4.2. Give examples of types of non-verbal communication.

4.3. Demonstrate ways in which non-verbal communication can be used positively to support face-to-face communication.

5. Understand that respect for the individual is at the heart of good customer service.

(2.1.4; 5.2.2) (SLc/L1)

5.1. Outline why it is important to maintain customer confidentiality.

5.2. Indicate ways in which s/he can respect individual customer needs from a diversity of cultures and backgrounds.

6. Understand his/her role in dealing with complaints from customers.

(6.1.1; 6.1.2)

(SLc/L1)

6.1. List and outline the types of workplace situations in which complaints are commonly made by customers.

6.2. Identify appropriate people that need to be informed in response to a complaint made by a customer.

6.3. Identify the details that need to be recorded of a complaint by a customer.

6.4. Give examples of positive ways of dealing with complaints made by customers

Developing Customer Service Skills (assessment book)

Category: Assessment |

admin | 30/06/2011

2 comments

Unit Title: Use Tools and Equipment for a Practical Activity

Unit Title: Use Tools and Equipment for a Practical Activity			GLH: 18
Level: One	Credit Value: 2	Submitted date: 30/06/11	Deadlines: 12/06/11
Unit Code: HC1/1/QQ/018 QCDA		Unit Reference Number: K/600/3245
Student Name:		I certify the work in this learner book is mine. Student signature: Date:

This unit has 2 learning outcomes.

Category: Assessment, Learning Multimedia, Post-processing, Teaching Artwork Imaging | Tags: for teachers, Info for students, Info for teachers, photography

admin | 15/06/2011

40 comments

Planning for Progression

LEARNER ASSESSMENT BOOKLET

Unit Title: Planning for Progression			GLH: 10	Credit Value: 1
Level: Entry 3	NOCN Unit Code: HC4/E3/QQ/039	QCA Unit Reference Code: A/600/9888
Submission: 15/06/11		Deadline: 24/06/11
Student Name:		I certify that the work in this book is mine. Student signature:

PROJECT BRIEF:

In unit “Oral Presentation”, you have looked at opportunities in Digital Arts. It is now time for you identify career and training needs, to become a Digital Artist. You will need to identify understand target setting and develop an action plan for career development.

Category: Assessment |

admin | 15/06/2011

55 comments

Oral Presentation Skills Level 1

LEARNER ASSESSMENT BOOK

Unit Title: Oral Presentation Skills			Teacher: Anna Gabali
Level: One	Credit Value: 3		GLH: 27
NOCN Unit Code: HC4/1/QQ/057 QCA Unit Reference Code: H/600/9920
Submission: 15/06/11		Deadline: 24/06/11
Student Name:		I certify that the work in this book is mine. Student signature:

LEARNING OUTCOMES/ ASSESSMENT CRITERIA

This unit has 3 learning outcomes.

The learner will:	The learner can:
1. Understand strategies and techniques for oral presentations.	1.1. Give examples of strategies or techniques which can be used to support an effective oral presentation, including: (a) speaking skills; (b) presentation styles; (c) supporting aids; (d) body language. 1.2. Give reasons why it is important to consider using these strategies and techniques when asked to carry out an oral presentation.
2. Plan an oral presentation taking into account purpose and audience	2.1. Identify the content for a proposed oral presentation on a familiar subject. 2.2. Outline the structure of the presentation taking into account: (a) who it’s for; (b) the purpose of the presentation; (c) how long you have; (d) appropriate strategies and techniques; (e) availability of audio visual aids.
3. Know how to give an oral presentation taking into account purpose and audience.	3.1. Use appropriate oral presentation skills to give a short oral presentation to a group on a familiar subject.

Category: Assessment, Learning Multimedia |

admin | 13/06/2011

58 comments

Core Skills Developing Practical Skills and Techniques Level 1

LEARNER ASSESSMENT BOOKLET

Unit Title: Developing Practical Skills and Techniques				Teacher: Anna Gabali
Level: One	Credit Value: 3		GLH: 27
NOCN Unit Code: HC1/1/QQ/019		QCDA Unit Reference Number: L/600/3237

Submitted to students on the 13/06/11	Deadlines28/06/11
Student Name:
Date Submited:

LEARNING OUTCOMES ASSESSMENT CRITERIA

This unit has 4 learning outcomes.

The learner will:

The learner can:

1. Know how to use practical skills and techniques for a chosen activity.

1.1. Outline the skills and techniques involved in the chosen activity.

1.2. Use skills/techniques to undertake a chosen activity.

2. Know how to plan and execute an activity.

2.1. Plan activity, identifying each stage of process/development.

2.2. Identify materials and equipment needed for each stage.

2.3. State any problems encountered at each stage.

3. Understand the health and safety requirements to undertake chosen craft.

3.1. Outline safe working practices.

3.2. Identify risks and hazards.

3.3. Follow, as directed, relevant safe working practices.

4. Review own development.

4.1. Outline practical skills and techniques learnt.

4.2. Identify areas for improvement.

Category: Assessment, Information for students, Learning Multimedia |

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