These Guidelines provide an outline of the elements of a Microbiological Risk Assessment indicating the types of decisions that need to be considered at each step. Risk assessment, risk management, and risk communication. The functional separation of risk assessment from risk management helps assure that the risk assessment process is unbiased. However, certain interactions are needed for a comprehensive and systematic risk assessment process.
One of the main elements of the Toolkit is a Competition Checklist that asks a series of simple questions to screen for laws and regulations that have the potential to unnecessarily restrain competition. This screen focuses limited government resources on the areas where competition assessment is most needed.
The materials can be used by governments in three main ways: By government bodies engaged in development and review of policies, such as the competition authority in its evaluation of competitive impacts of regulations or by ministries that develop laws. In an overall evaluation of existing laws and regulation in the economy as a whole or in specific sectors.
In the evaluation of draft new laws and regulations for example, through regulatory impact assessment programs at the centre of government.
The Toolkit is designed for use in a decentralised fashion across government at both national and sub-national levels. The reason for designing the materials with this flexibility is that restrictions on competition can be implemented at many different levels of government and competition assessment can be helpful at all these levels.
The Toolkit materials designed for use by officials with no specialised economics or competition policy training. Institutionally, potential users could include ministries, legislatures, offices of government leaders, state governments and outside evaluators of policy.
The materials were developed with the active participation of many OECD delegations.Above all, assessment for learning must be underpinned by the utmost confidence that every student can improve. It should be driven by the concept of ako, meaning "to teach and to learn".
Test Preparation Materials. A wide variety of test preparation resources are available here free of charge. You can download Preparation Manuals for TExES, TExMaT and. This leaflet/poster, produced by the Assessment Reform Group (ARG) in , summarises the key features which have resulted from extensive research into Assessment for Learning (AfL).
It outlines ten principles towards changing assessment practice in the. Good Practice in Student Affairs: Engages students in active learning.
Helps students develop coherent values and ethical standards.
Sets and communicates high expectations for student learning. Uses systematic inquiry to improve student and institutional performance.
Uses resources effectively to achieve institutional missions and goals. Twenty years ago, in , the American Association for Higher Education’s Assessment Forum released its “Principles of Good Practice for Assessing Student Learning,” a document developed by twelve prominent scholar-practitioners of the movement.
Engagement and motivation One of the most important purposes of assessment for learning is the role it plays in student motivation. Knowledge and understanding of what is to be achieved is not enough.