#BCMS Presentation Kit

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ISO 22301 BCMS Auditor Training PPT presentation kit has been brought back with great excitement by certificationconsultancy.com

A group of highly skilled business management professionals has created the Business Continuity Management System - ISO 22301:2019 Auditor Training – an editable presentation kit. The presentation slides for the BCMS awareness training are included in the kit and are a great resource for providing corporate training within the company or in any workplace. The ISO 22301 training PPT is separated into two sections: presentation and literature.

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For practicing teachers:When you design a formative assessment for your students examine whether you consider feedback a major component of this assessmentAnalyze the type of feedback you provide.Is it the type of feedback that furthers learning?Is it the type of feedback that strengthens the student’s capacity to self-regulate their own performance?Or do you provide both types of feedback?For non-practicing teachers:Analyze the type of feedback you received as a teacher candidate. You can use your experience as a student in the M.Ed. program or elsewhere.Based on what you have learned so far how would you improve the feedback practice in your student days?please make your response reflective, personalize it, and give a practical class exampleReferences1. Assessment for, as, of learning. (n.d.). NSW Education Standards Authority. https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/‘Assessment for, as, of learning’ on the New South Wales Education Standards Authority, an Australian website, offers clarification and examples of assessments.2. Goodrich, A., & Heidi .(2000). Using rubrics to promote thinking and learning. Educational Leadership, 57. http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using-Rubrics-to-Promote-Thinking-and-Learning.aspxUsing rubrics to promote thinking and learning’ explains the construction and use of Instructional Rubrics to promote thinking and learning.3. Guidance for developing and selecting quality assessments in the elementary classroom, a part of the assessment toolkit.  (n.d.). Rhode Island Department of Education and the National Center for the Improvement of Educational Assessment.   http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Evaluation/Online-Modules/Quality-Assessments-Elementary.pdf ‘Guidance for developing and selecting quality assessments in the elementary classroom’ is intended to assist teachers in understanding the critical role that assessments play in the classroom.4. Moore, C., & Teather, S. (2013). Engaging students in peer review: feedback as learning. Issues in Educational Research,  23 (2), pp. 196-210.  http://www.iier.org.au/iier23/moore.pdf‘Engaging students in peer review: feedback as learning’ analyzes the peer-to-peer feedback experience among university undergraduates.5. Nicol, D., & Macfarlane-Dick, D. (2005). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education. https://www.fammed.wisc.edu/files/webfm-uploads/documents/faculty-dev/seven-principles-of-good-feedback-practice.pdf This article provides a guide to the type of feedback that strengthens the student’s capacity to self-regulate their own performance and contribute to the student’s ability to learn for the long term.6. Rethinking classroom assessment with purpose in mind. (2006). Western and Northern Canadian Protocol for Collaboration in Education. https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom.In this Unit you need to Chapter 5, ‘Assessment OF Learning, and review figure 2.2 ‘Assessment Tool Kit’, page 17.7. Using assessment to drive instruction. (n.d.). [PowerPoint Slides]. Teacher Education.  University of Virginia.  https://education.fcps.org/bcms/sites/bcms/files/peggy.young/Using%20Assessment%20to%20Drive%20Instruction.pptx‘Using assessment to drive instruction’ provides a series of classroom assessment strategies that can be applied ‘as is’ or can inspire teachers to create other assessment strategies.8. Wilkins, E., Shin, E-K., & Ainsworth, J. (2009).   The effects of peer feedback practices with elementary education teacher candidates. Teacher Education Quarterly, Spring 2009, pp 79-93.

 https://files.eric.ed.gov/fulltext/EJ857477.pdf ‘The effect of peer feedback practices with elementary education teacher candidates’ is an analysis of the effects and benefits of this practice in education teacher candidates.Optional Video1. NewMediaConsortium. (2013, June 6). Five Minutes of Fame::Emily Wray [Video]. YouTube.  http://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_meaningful_feedback_model.html (5:20)You can also refer https://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_meaningful_feedback_model.html ‘RISE, a model for meaningful feedback’ is a brief presentation of a feedback model designed to promote., higher-order thinking in student-to-student feedback.Hide 

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Certificationconsultancy.com is now upgraded its product - ISO 22301:2019 Auditor Training ppt Kit is available online at very competitive price at just 399 USD.. 

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Review the Assessment Toolkit on Page 17 of  ‘Rethinking classroom assessment with purpose in mind’  and the assessment strategies in ‘Using assessment to drive instruction’  included in this Unit’s reading list.Select an assessment FOR learningSelect an assessment AS learning.Explain when you would employ each of these assessments during the school year and appraise your expectations regarding their implementation with your students.References1. Assessment for, as, of learning. (n.d.). NSW Education Standards Authority. https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/‘Assessment for, as, of learning’ on the New South Wales Education Standards Authority, an Australian website, offers clarification and examples of assessments.2. Goodrich, A., & Heidi .(2000). Using rubrics to promote thinking and learning. Educational Leadership, 57. http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using-Rubrics-to-Promote-Thinking-and-Learning.aspxUsing rubrics to promote thinking and learning’ explains the construction and use of Instructional Rubrics to promote thinking and learning.3. Guidance for developing and selecting quality assessments in the elementary classroom, a part of the assessment toolkit.  (n.d.). Rhode Island Department of Education and the National Center for the Improvement of Educational Assessment.   http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Evaluation/Online-Modules/Quality-Assessments-Elementary.pdf ‘Guidance for developing and selecting quality assessments in the elementary classroom’ is intended to assist teachers in understanding the critical role that assessments play in the classroom.4. Moore, C., & Teather, S. (2013). Engaging students in peer review: feedback as learning. Issues in Educational Research,  23 (2), pp. 196-210.  http://www.iier.org.au/iier23/moore.pdf‘Engaging students in peer review: feedback as learning’ analyzes the peer-to-peer feedback experience among university undergraduates.5. Nicol, D., & Macfarlane-Dick, D. (2005). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education. https://www.fammed.wisc.edu/files/webfm-uploads/documents/faculty-dev/seven-principles-of-good-feedback-practice.pdf This article provides a guide to the type of feedback that strengthens the student’s capacity to self-regulate their own performance and contribute to the student’s ability to learn for the longterm.6. Rethinking classroom assessment with purpose in mind. (2006). Western and Northern Canadian Protocol for Collaboration in Education. https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom.In this Unit you need to Chapter 5, ‘Assessment OF Learning, and review figure 2.2 ‘Assessment Tool Kit’, page 17.7. Using assessment to drive instruction. (n.d.). [PowerPoint Slides]. Teacher Education.  University of Virginia.  https://education.fcps.org/bcms/sites/bcms/files/peggy.young/Using%20Assessment%20to%20Drive%20Instruction.pptx‘Using assessment to drive instruction’ provides a series of classroom assessment strategies that can be applied ‘as is’ or can inspire teachers to create other assessment strategies.8. Wilkins, E., Shin, E-K., & Ainsworth, J. (2009).   The effects of peer feedback practices with elementary education teacher candidates. Teacher Education Quarterly, Spring 2009, pp 79-93. https://files.eric.ed.gov/fulltext/EJ857477.pdf ‘The effect of peer feedback practices with elementary education teacher candidates’ is an analysis of the effects and benefits of this practice in education teacher candidates.Optional Video1. NewMediaConsortium. (2013, June 6).

 Five Minutes of Fame::Emily Wray [Video]. YouTube.  http://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_meaningful_feedback_model.html (5:20)You can also refer https://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_meaningful_feedback_model.html ‘RISE, a model for meaningful feedback’ is a brief presentation of a feedback model designed to promote., higher-order thinking in student-to-student feedback.

[phantomtutor]

For practicing teachers:When you design a formative assessment for your students examine whether you consider feedback a major component of this assessmentAnalyze the type of feedback you provide.Is it the type of feedback that furthers learning?Is it the type of feedback that strengthens the student’s capacity to self-regulate their own performance?Or do you provide both types of feedback?For non-practicing teachers:Analyze the type of feedback you received as a teacher candidate. You can use your experience as a student in the M.Ed. program or elsewhere.Based on what you have learned so far how would you improve the feedback practice in your student days?please make your response reflective, personalize it, and give a practical class exampleReferences1. Assessment for, as, of learning. (n.d.). NSW Education Standards Authority. https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/‘Assessment for, as, of learning’ on the New South Wales Education Standards Authority, an Australian website, offers clarification and examples of assessments.2. Goodrich, A., & Heidi .(2000). Using rubrics to promote thinking and learning. Educational Leadership, 57. http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using-Rubrics-to-Promote-Thinking-and-Learning.aspxUsing rubrics to promote thinking and learning’ explains the construction and use of Instructional Rubrics to promote thinking and learning.3. Guidance for developing and selecting quality assessments in the elementary classroom, a part of the assessment toolkit.  (n.d.). Rhode Island Department of Education and the National Center for the Improvement of Educational Assessment.   http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Evaluation/Online-Modules/Quality-Assessments-Elementary.pdf ‘Guidance for developing and selecting quality assessments in the elementary classroom’ is intended to assist teachers in understanding the critical role that assessments play in the classroom.4. Moore, C., & Teather, S. (2013). Engaging students in peer review: feedback as learning. Issues in Educational Research,  23 (2), pp. 196-210.  http://www.iier.org.au/iier23/moore.pdf‘Engaging students in peer review: feedback as learning’ analyzes the peer-to-peer feedback experience among university undergraduates.5. Nicol, D., & Macfarlane-Dick, D. (2005). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education. https://www.fammed.wisc.edu/files/webfm-uploads/documents/faculty-dev/seven-principles-of-good-feedback-practice.pdf This article provides a guide to the type of feedback that strengthens the student’s capacity to self-regulate their own performance and contribute to the student’s ability to learn for the long term.6. Rethinking classroom assessment with purpose in mind. (2006). Western and Northern Canadian Protocol for Collaboration in Education. https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom.In this Unit you need to Chapter 5, ‘Assessment OF Learning, and review figure 2.2 ‘Assessment Tool Kit’, page 17.7. Using assessment to drive instruction. (n.d.). [PowerPoint Slides]. Teacher Education.  University of Virginia.  https://education.fcps.org/bcms/sites/bcms/files/peggy.young/Using%20Assessment%20to%20Drive%20Instruction.pptx‘Using assessment to drive instruction’ provides a series of classroom assessment strategies that can be applied ‘as is’ or can inspire teachers to create other assessment strategies.8. Wilkins, E., Shin, E-K., & Ainsworth, J. (2009).   The effects of peer feedback practices with elementary education teacher candidates. Teacher Education Quarterly, Spring 2009, pp 79-93.

 https://files.eric.ed.gov/fulltext/EJ857477.pdf ‘The effect of peer feedback practices with elementary education teacher candidates’ is an analysis of the effects and benefits of this practice in education teacher candidates.Optional Video1. NewMediaConsortium. (2013, June 6). Five Minutes of Fame::Emily Wray [Video]. YouTube.  http://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_meaningful_feedback_model.html (5:20)You can also refer https://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_meaningful_feedback_model.html ‘RISE, a model for meaningful feedback’ is a brief presentation of a feedback model designed to promote., higher-order thinking in student-to-student feedback.

[phantomtutor]

Review the Assessment Toolkit on Page 17 of  ‘Rethinking classroom assessment with purpose in mind’  and the assessment strategies in ‘Using assessment to drive instruction’  included in this Unit’s reading list.Select an assessment FOR learningSelect an assessment AS learning.Explain when you would employ each of these assessments during the school year and appraise your expectations regarding their implementation with your students.References1. Assessment for, as, of learning. (n.d.). NSW Education Standards Authority. https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/‘Assessment for, as, of learning’ on the New South Wales Education Standards Authority, an Australian website, offers clarification and examples of assessments.2. Goodrich, A., & Heidi .(2000). Using rubrics to promote thinking and learning. Educational Leadership, 57. http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using-Rubrics-to-Promote-Thinking-and-Learning.aspxUsing rubrics to promote thinking and learning’ explains the construction and use of Instructional Rubrics to promote thinking and learning.3. Guidance for developing and selecting quality assessments in the elementary classroom, a part of the assessment toolkit.  (n.d.). Rhode Island Department of Education and the National Center for the Improvement of Educational Assessment.   http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Evaluation/Online-Modules/Quality-Assessments-Elementary.pdf ‘Guidance for developing and selecting quality assessments in the elementary classroom’ is intended to assist teachers in understanding the critical role that assessments play in the classroom.4. Moore, C., & Teather, S. (2013). Engaging students in peer review: feedback as learning. Issues in Educational Research,  23 (2), pp. 196-210.  http://www.iier.org.au/iier23/moore.pdf‘Engaging students in peer review: feedback as learning’ analyzes the peer-to-peer feedback experience among university undergraduates.5. Nicol, D., & Macfarlane-Dick, D. (2005). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education. https://www.fammed.wisc.edu/files/webfm-uploads/documents/faculty-dev/seven-principles-of-good-feedback-practice.pdf This article provides a guide to the type of feedback that strengthens the student’s capacity to self-regulate their own performance and contribute to the student’s ability to learn for the longterm.6. Rethinking classroom assessment with purpose in mind. (2006). Western and Northern Canadian Protocol for Collaboration in Education. https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom.In this Unit you need to Chapter 5, ‘Assessment OF Learning, and review figure 2.2 ‘Assessment Tool Kit’, page 17.7. Using assessment to drive instruction. (n.d.). [PowerPoint Slides]. Teacher Education.  University of Virginia.  https://education.fcps.org/bcms/sites/bcms/files/peggy.young/Using%20Assessment%20to%20Drive%20Instruction.pptx‘Using assessment to drive instruction’ provides a series of classroom assessment strategies that can be applied ‘as is’ or can inspire teachers to create other assessment strategies.8. Wilkins, E., Shin, E-K., & Ainsworth, J. (2009).   The effects of peer feedback practices with elementary education teacher candidates. Teacher Education Quarterly, Spring 2009, pp 79-93. https://files.eric.ed.gov/fulltext/EJ857477.pdf ‘The effect of peer feedback practices with elementary education teacher candidates’ is an analysis of the effects and benefits of this practice in education teacher candidates.Optional Video1. NewMediaConsortium. (2013, June 6).

 Five Minutes of Fame::Emily Wray [Video]. YouTube.  http://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_meaningful_feedback_model.html (5:20)You can also refer https://www.queensu.ca/teachingandlearning/modules/assessments/17_s2_09_rise_meaningful_feedback_model.html ‘RISE, a model for meaningful feedback’ is a brief presentation of a feedback model designed to promote., higher-order thinking in student-to-student feedback.

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ISO 22301 Auditor Training Presentation Kit

In 2019 ISO released Business Continuity Management System (BCMS) standard ISO 22301:2019. The ISO 22301 certification requires proper training for system awareness that guides you for better understanding of BCMS as per ISO 22301.

For More Information About ISO 22301 Auditor Training Presentation Kit, you can visit here: https://www.certificationconsultancy.com/

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Certificationconsultancy.com has re-launched ISO 22301 Certification Auditor Training Ppt Kit

The Business Continuity Management System (BCMS) standard ISO 22301: 2019 is released by ISO in 2019. The ISO 22301 certification requires proper training for system awareness that guides you for better understanding of BCMS as per ISO 22301. We are providing ready-to-use ISO 22301 awareness and auditor training presentation kit. Many organizations and individuals have taken part in our business continuity management system training programs, which we have delivered using this BCMS Presentation Kit. The ISO 22301 auditor training presentation kit offers relevant information about BCMS requirements and documentation process as well as steps for certification. Our team of highly-qualified and experienced consultants provide certification consultancy for establishing and implementing BCMS as per ISO 22301: 2019.

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For achieving ISO 22301:2019 certification, Global Certification Consultancy is now upgraded its ISO 22301:2019 Documentation and Training kit...

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