Assessment Requirements i. I acknowledge that the Learner’s assessment will be a combination of: ▪ Completion of six practical procurement training modules with at least one Assessor contact every three months ▪ Completed inputs and outputs of the Clever Buying Two-Day Foundation Course ▪ Professional Discussions (assessment interviews via video)
ii. I will support the Learner in making time available for their assessment tasks.
Assessment Requirements. To be admitted into the Student Teaching Semester, candidates must meet all minimal criteria described on the “Transition Points” page under “Transition Point 2: Admission to Final Experience.”
Assessment Requirements. The Contractor shall:
a. Use assessments in conjunction with the results of prior DHS assessments to identify and focus on the specific needs of the Client in developing Client Treatment Plans.
b. Ensure Client assessments include trauma history and fetal drug/alcohol exposure, and incorporate appropriate modalities.
c. Use a trauma-informed approach in treating Clients with a trauma history, allowing for the vulnerabilities or triggers of trauma survivors that traditional service delivery approaches may exacerbate or re-traumatize.
Assessment Requirements. In addition to the required formative assessments detailed in the course-design section, the training provider must meet the following assessment requirements: Verify trainee’s identity at the start of final assessment. Administer a comprehensive final knowledge assessment that aligns with the curriculum. Provide feedback to the trainee based on results of the assessment.
Assessment Requirements. 1. For enrollment in the 2021-2022 academic year, students are required to meet the established course prerequisite, co-requisite, and academic skill requirements as indicated in the course descriptions in the current College catalog.
2. Students must establish that their academic skills are at the requisite level for the type of college coursework in which they desire to enroll. Students enrolling in college credit courses must take the Postsecondary Education Readiness Test (PERT), the ACT examination, the Accuplacer Next Generation, or the SAT examination. Students must have scores in all three testing areas of Reading, Writing, and Mathematics.
3. Students must earn a score that places them in college credit classes. Students enrolling in mathematics courses must earn a score that places them into College-level mathematics (MAT1033 Intermediate Algebra or higher). Students who wish to take MAC1105, College Algebra, or other equivalent or higher level mathematics courses must submit qualifying PERT, ACT, Accuplacer Next Generation or SAT scores or request to take the Advanced Mathematics test at one of the College's Assessment and Certification Centers.
4. For SLS1103 or an acceptable alternative course only, students may qualify with a score that exempts them from remedial level reading only.
5. In all assessment activities, regulations regarding PERT testing will be enforced.
6. FSCJ will permit potential Dual Enrollment, Early Admission, Early College a.nd Collegiate Career High School students to. attempt one trial of the full PERT or Accuplacer Next Generation at one of the College's Assessment and Certification Centers at no charge to the student or NCSD. Should the student fail to post qualifying scores on the first attempt, he or she will be permitted to retest at his or her own expense in accordance with Assessment Center policies.
7. ESOL students may qualify with the CPT-L, but may test only once per academic year due to essay component and scoring complexities.
8. Placement requirements for courses typically taken by dual enrollment students in their first several semesters are listed in Exhibit E.
9. State law requires that dual enrollment students only enroll in 12 credit hours before earning qualifying college-ready assessment scores in all three areas of reading, writing, and mathematics. This requirement pertains to all established placement instruments. Qualifying scores may be obtained through mixing scores from the different placemen...
Assessment Requirements. The entry year evaluation model is based on three (3) evaluations of the entry year candidate: two (2) formative and one (1) summative.
Assessment Requirements. 3.1. To qualify on the theory portion of the ITC Course, the Trainee must complete at least two written knowledge Assessments, on which the trainee must obtain a score of at least 80% on each Assessment.
3.1.1. Written knowledge Assessments on the theory portion of the ITC Course must allow Trainees to demonstrate their:
3.1.1.1. knowledge of motor vehicle laws, safe driving techniques and habits; and
3.1.1.2. understanding of the principles and theory of the conduct of driver training lessons.
3.2. To qualify on the practical portion of the ITC Course, the Trainee must teach a minimum of two driver training lessons, each of at least one hour duration, on which the Trainee must obtain a score of at least 80% on each lesson.
3.2.1. At least one driver training lesson must cover one of the following topics:
3.2.1.1. starting/stopping/steering/shifting
3.2.1.2. backing/starting on a hill 3.2.1.3. parking 3.2.1.4. right and left turns.
3.2.2. At least one driver training lesson must cover one of the following topics:
3.2.2.1. driving in urban traffic
3.2.2.2. driving on highways and freeways 3.2.2.3. another topic approved by ICBC.
3.2.3. Assessments on the practical portion of the ITC Course must allow Trainees to demonstrate their:
3.2.3.1. safe driving techniques and habits;
3.2.3.2. effective techniques to critique students; and
3.2.3.3. ability to teach a novice driver the skills required to safely operate a motor vehicle for which a Class 5/7 driver’s licence is required.
3.3. The scores required on each Assessment in order for a Trainee to qualify for Certification must be approved by ICBC as part of the ITC Course.
3.4. The Assessment Officer must confirm the identity of each Trainee by checking each Trainee’s photo driver licence prior to conducting final practical assessments.
Assessment Requirements. Trainee teachers will abide by the assessment requirements of the university and of specific programmes as set out in Programme/Module Handbooks and on the Placement Information website. Trainee Teachers are responsible for making arrangements to register and take the QTS Skills Tests in literacy and numeracy as required by the TA. Information on how to do this is detailed in the Programme Handbook. Trainee Teachers are expected to attend all University-based sessions and to demonstrate commitment by 100% attendance whilst on placements. Procedures for notification of absence are set out in Programme Handbooks and on the Placement Information website and must be followed. Trainee teachers will abide by the LJMU Code of Professional Conduct (Appendix 5) Trainees who are deemed to be at risk will be notified in writing and will be given support in action planning to address areas for development. Trainees are expected to take responsibility for target setting and action planning, and may be required to attend a Centre/Programme Progress Panel, which is a sub-committee of the Programme Assessment Board. This Panel will make recommendations to the Programme Assessment Board which may include suspension of studies. In cases where there is evidence that a trainee‟s continued presence on placement experience is putting children‟s education at risk, the placement may be terminated.
Assessment Requirements. The Contractor shall administer all HCBS level of care and needs- based eligibility assessments in accordance with the following requirements:
a) Enrolled Members shall have the ability to have others present of their choosing;
b) Enrolled Members and chosen team members shall receive notice to schedule no less than fourteen (14) Days prior to current assessment end date;
c) Enrolled Members and chosen team members shall receive a copy of the completed assessment within three (3) business days of the assessment;
d) Enrolled Members and chosen team members shall receive information related to the assessment results in a manner that is meaningful to the team;
e) Assessments shall be conflict-free and firewalled from case management and UM functions;
f) Assessors shall be trained either by the organization that developed the assessment tool or by an individual directly trained by the organization that developed the assessment tool;
g) Assessors shall be trained in appropriate administration of the identified assessment tool in line with best practice for the tool administered;
h) Assessors shall actively participate in the inter-rater reliability oversight and monitoring activities to ensure fidelity in the assessment process;
i) Where applicable, assessment results shall be drawn using a valid sample size to evaluate the inter-rater reliability of the assessment administration; and
j) Any assessment determined to be inappropriately derived during evaluation shall be re- administered within thirty (30) Days of findings.
Assessment Requirements. After successfully enrolling in the Program and prior to installation of the Smart Timer(s) at the service location, Participant shall allow Installation Contractor to inspect and assess the service location and Irrigation System to confirm the service location satisfies the minimum eligibility requirements of the Program. Installation Contractor shall determine whether the proper installation and operation of the Smart Timer(s) is possible at the service location. Pre-Assessment procedures are listed below.
