Formal Assessment. Assessment of a diagnostic or formative nature should be considered as part of a teacher’s normal preparation and correction activities. In the case of Summative Assessment time should be allocated as appropriate for this purpose.
Formal Assessment. The player will be given at least four weeks’ notice that they are required to attend a Formal Assessment. The assessment panel will comprise Orchestra Manager and anyone else that the BBC decides is reasonably needed to assess the player’s musical performance. As with any formal meetings arranged during the Formal Procedure, players have the right to be accompanied at the Formal Assessment by an accredited trade union representative or a BBC colleague (other than a practicing lawyer). The player’s companion should be allowed to present the employee’s case at the Formal Assessment. At the player’s request, the BBC will include one independent person (i.e. someone who is not directly involved with the BBC or the player, and who has no knowledge of the under-performance issue in question) to join and advise the assessment panel. The Orchestra Manager will give good faith consideration to the independent person’s advice, but the Orchestra Manager will remain solely responsible for taking all decisions following the assessment. For the assessment, the BBC will select repertoire that it considers reasonable to expect the player to be able to perform in the position they hold, and that has recently been performed by the Orchestra. The Orchestra Manager will give the player written notification of the selected repertoire no later than four weeks prior to the assessment. The possible outcomes of the Formal Assessment will be as stated in the BBC Capability Policy, and may include without limitation: - No further action - Extension of the Improvement Plan - Final written warning. If a final written warning is issued to the player, as stated in the BBC Capability Policy, a Third Capability Meeting will be held to review the player’s musical performance, and the possible outcomes of this meeting may include without limitation: - No further action - Redeployment to another position; - Dismissal with notice. Appendix 4 Filming Guidelines The aim of these guidelines is to ensure that Players, audio-visual production and the orchestra management team successfully work together. Learning Work - Before Filming Learning projects vary in content, style and inception. Projects produced by the orchestra’s education team will in most cases mean that the television recording will usually be observational and, therefore, reviewing filming requirements is key in order that the object and success of the project is not disturbed. However, projects generated by television production ...
Formal Assessment. (a) When a formal assessment of an employee's performance is made, the employee concerned must be given an opportunity to sign the assessment form in question upon its completion to indicate that its contents have been read. Upon written request a copy of the assessment form will be provided to her at that time. An employee's signature on her assessment form will be considered to be an indication only that its contents have been read and shall not indicate her concurrence with the statements contained on the form.
Formal Assessment. Assessment of a diagnostic or formative nature should be considered as part of normal preparation and correction. However, time should be allocated where this is required and agreed at establishment level, when assessment is summative and part of formal process, e.g. end of unit tests. Consideration should be given in relation to other time being made available to any teacher e.g. the use of external invigilation, SQA and preliminary examinations, S1 June timetables, student work experience etc.
Formal Assessment. Standardized, norm-referenced formal assessments are published tests that are generally developed by experts in the field. They have precise directions for administration and scoring procedures. Standardization requires that procedures specified for these be followed exactly in order to assure that all students perform under similar conditions.
Formal Assessment. The singer will be given at least four weeks’ notice that they are required to attend a Formal Assessment. The assessment panel will be comprised of the Choral Manager and anyone else that the BBC decides is reasonably needed to assess the singer’s musical performance. As with any formal meetings arranged during the Formal Procedure, singers have the right to be accompanied at the Formal Assessment by an accredited trade union representative or a BBC colleague (other than a practicing lawyer). The singer’s companion should be allowed to present the employee’s case at the Formal Assessment. At the singer’s request, the BBC will include one independent person (i.e. someone who is not directly involved with the BBC or the singer, and who has no knowledge of the under-performance issue in question) to join and advise the assessment panel. The Choral Manager will give good faith consideration to the independent person’s advice, but the Choral Manager will remain solely responsible for taking all decisions following the assessment. For the assessment, the BBC will select repertoire that it considers reasonable to expect the singer to be able to perform in the position they hold. The Choral Manager will give the singer written notification of the selected repertoire no later than four weeks prior to the assessment. The possible outcomes of the Formal Assessment will be as stated in the BBC Capability Policy, and may include without limitation: - No further action - Extension of the Improvement Plan - Final written warning. If a final written warning is issued to the singer, as stated in the BBC Capability Policy, a Third Capability Meeting will be held to review the singer’s musical performance, and the possible outcomes of this meeting may include without limitation: - No further action - Redeployment to another position;
Formal Assessment. This is a process of gathering information about an individual‘s capabilities in a valid and rigorous assessment process that collects multiple sources of evidence to measure achievement against a defined set of capability benchmarks. A formal assessment process will be conducted by independent appropriately skilled assessors trained in relevant assessment methodologies, with the necessary expertise in the work being assessed to provide accurate assessments.
Formal Assessment. Where appropriate time should be allocated to take account of assessments of a summative nature which are part of the Scottish National Standardised Assessments.
Formal Assessment. The Charter School will give all state mandated assessments. The results CRCT will serve as a key measure of student achievement. The Charter School has a small student body, with no more than 60 students at each grade level. The Charter School also has a student/family retention rate of approximately 90%. Because of these critical factors, improvement in student achievement will be measured individually and in cohort groups longitudinally. This allows the Charter School to look carefully at individual groups of students as they move through the 3rd, 4th and 5th grades and gives a great deal of information about the success of the Charter School students and the effectiveness of Charter School’s educational program. As a point of measure of the Charter School student performance on the state’s key assessment, we offer the following facts:
Formal Assessment. The inclusion of a separate allocation of time under this heading is in recognition of the fact that teachers often have to carry out summative or more formal assessments, for example, end of unit tests, national tests, preliminary examinations, National Qualification Units. Understanding the application of new assessment criteria will require time for internal moderation to take place in all sectors to ensure consistency in new standards across sectors, within schools, stages or departments. Liaison Time Where a number of teachers are working with the same class over a period of time, time should be allocated that enables liaison to take place at regular intervals. Professional review and development It is important that all staff have the opportunity to discuss their work and their professional development needs on an annual basis. The authority’s Staff Development and Review procedures describe this process in greater detail. Time should be made available for all staff within the 35 hour week for their own review. Additional time will need to be made available for ‘reviewers’. The PR&D policy will address this aspect in due course. Continuing professional development While a lot of this will occur during in-service days, there may be the opportunity, from the flexibility time, to allocate time to this area. Additional time for preparation and correction There may be the opportunity, from the flexibility time, to allocate time to this area. It is likely that teachers who work within a week across a number of schools as either additional teachers or visiting specialists will require such time. Additional supervised pupil activity This includes a wide range of activity including supported study classes, clubs, sporting activity, creative/aesthetic activities including school shows, etc. There is no expectation that all teachers will carry out such activities.
