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Exam Code: S10-300 Practice test 2022 by Killexams.com team
SNIA Architect - Assessment, Planning and Design
Snia Assessment, information
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There’s no question that skills and knowledge related to various networked forms of storage – such as storage area networks (SANs), network-attached storage (NAS), virtualized storage, and even storage as a service (STaaS) – are in high demand. Also, IT professionals interested in data center or network-backbone-related positions are likely to need strong storage chops.

Average salaries for storage engineers are consistent (and lucrative) across several job-related websites. For example, SimplyHired reports the average nationwide salary is a little over $107,600 in a range starting at $74,085 and climbing just over $156,000. Potential earnings reported by Glassdoor are higher: The national average salary is just over $165,800, with the low end of the range at about $110,000 and the high end close to $182,000.

In some ways, the state of storage certification perfectly mirrors in a single subject area (or perhaps a closely clustered collection of related subjects) what occurs across the full spectrum of information technology. Some vendor-neutral storage certifications are available, particularly those from the Storage Networking Industry Association (SNIA) and Arcitura. Also, there are numerous vendor-specific storage credentials available from providers of storage systems and solutions, including Cisco, Dell EMC, Hitachi Data Systems (HDS), HPE, NetApp and Sun/Oracle, among others.

Like other IT certifications, vendor-neutral credentials recognize broad competency in design, implementation and management, while vendor-specific programs tend to match up with technologies active IT professionals interact within the workplace (or that they’d like to interact with for prospective employers).

How is a storage-minded IT professional supposed to pick a winner here? Name recognition is one factor. Big name and big company certifications tend to attract higher numbers of certified individuals, lending more credibility to such certifications.

Popularity with employers is another consideration when selecting a certification. In our informal survey, we searched several online job sites on a given day for specific storage certifications. Note that the Cisco CCNP swamps the other certifications because its coverage goes well beyond storage. (The CCNP Data Center specialization involves storage to some degree, but it does not focus only on storage.)

Job Board Search Results (in alphabetical order, by certification)

Certification SimplyHired Indeed LinkedIn Linkup.com Total
CCIE Data Center (Cisco) 366 516 345 364 1,591
CCNP Data Center (Cisco) 596 792 390 448 2,226
HDS Storage Administration (Hitachi) 205 256 104 110 675
NCDA (NetApp) 515 656 226 322 1,719
SNIA certifications 30 44 48 16 138

Based on name recognition and job board surveys, our picks for 2019 lie with Cisco, HDS, NetApp and SNIA. One item noticeably absent from the leader board this year is the Brocade storage program. This gap in the lineup isn’t for lack of popularity. In fact, quite the opposite is true as the job board search yielded over 3,000 employers seeking candidates with Brocade experience and certs. Unfortunately for certification seekers, after Brocade was acquired by Broadcom, its exams, accreditations, certifications, and instructor-led training are no longer available. However, many free web-based courses remain that cover Fibre Channel Storage Area Networking products for professionals seeking to expand their Brocade knowledge and skills.

The following sections explore each of the preceding certifications and/or programs.

CCIE Data Center: Cisco Certified Internetwork Expert

Of all the storage-related Cisco certifications, the CCIE Data Center is the most senior and the best recognized. While it is a difficult and demanding credential to earn, it comes with a terrific payoff for its holders.

An expert-level credential, CCIE Data Center professionals are masters when it comes to planning, designing, implementing and managing IT data center infrastructures. test courses focus on connectivity (Layers 2 and 3), fabric infrastructure, storage networking and computing, network services, evolving and emerging technologies, and network services and automation.

To earn this credential, candidates must pass both a written and a rigorous 8-hour, two-part practical lab exam. The written test must be passed before candidates may attempt the lab exam. Lab exams must be attempted within 18 months of successfully passing the written exam. The lab test is delivered in two parts: The first part consists of a one-hour Diagnostic Module, while Part 2 consists of a 7-hour Configuration and Troubleshooting module. It is reputed to be fiendishly challenging.

CCIE Data Center Facts and Figures

Certification Name Cisco Certified Internetwork Expert (CCIE) Data Center
Prerequisites & Required Courses None
Number of Exams Two exams: CCIE Data Center (400-151) (written exam) and the CCIE Data Center lab exam
Cost per Exam Written Exam: CCIE Data Center 400-151: $450

Lab Exam: $1,600

Exam fees to not include travel-related costs.

URL https://www.cisco.com/c/en/us/training-events/training-certifications/certifications/expert/ccie-data-center.html#~stickynav=1
Self-Study Materials Cisco maintains links to recommended training, including self-study materials, study groups, webinars, syllabus, recommended readings, and other resources on the CCIE Data Center and test web pages.

CCNP Data Center: Cisco Certified Network Professional Data Center

Cisco offers a variety of certifications that address storage networking topics, including the Cisco Certified Entry Networking Technician (CCENT) and the Data Center versions of the CCNA, CCNP, and CCIE (in order of difficulty). The CCNP Data Center credential hits the sweet spot in terms of warranting an IT professional’s knowledge and understanding of Cisco’s storage networking products and platforms in a data center context.

Cisco requires the Cisco Certified Network Associate Data Center (CCNA Data Center) credential or any Cisco Certified Internetwork Expert (CCIE) certification as a prerequisite for the CCNP Data Center.

Cisco CCNP Data Center Facts and Figures

Certification Name Cisco Certified Network Professional Data Center (CCNP Data Center)
Prerequisites & Required Courses Valid CCNA Data Center certification or any CCIE certification. Training recommended but not required.
Number of Exams Four exams:

Implementing Cisco Data Center Unified Computing (300-175 DCUCI)  90 55-65

Implementing Cisco Data Center Infrastructure (300-165 DCII)

Implementing Cisco Data Center Virtualization and Automation (300-170 DCVAI)

plus

Design track: Designing Cisco Data Center Infrastructure (300-160 DCID)

or

Troubleshooting track: Troubleshooting Cisco Data Center Infrastructure (300-180 DCIT)

Cost per Exam $300 per exam; $1,200 total (price may vary by region). Exams administered by Pearson VUE.
URL https://www.cisco.com/c/en/us/training-events/training-certifications/certifications/professional/ccnp-data-center.html?stickynav=1
Self-Study Materials Instructor-led training is recommended. Information on self-study materials and Learning Partner training available at the URL above and on the Cisco Learning Network Data Center (CCNP Data Center) site.

Hitachi Qualified Professional – Storage Administration

Hitachi Vantara, formerly known as the Hitachi Data Systems corporation, is known for its hybrid storage systems, storage management, and networking solutions aimed at Fortune 100 and Fortune Global 100 enterprises. The company has a well-developed certification program to support its products and services.

Unlike most other IT certification sponsors, Hitachi’s program distinguishes between qualifications and certifications. Qualification credentials aim at the associate and professional levels where candidates have broad knowledge of courses and concepts. Hitachi certifications are either specialists or experts, where candidates have deep knowledge of and ample hands-on experience with products and solutions.

Both types of credentials fall under various tracks: Administration (professional), Architect (specialist and expert), Implementation and Integration (specialist and expert), Installation and Support (specialist and professional), and Basics and Fundamentals (entry-level), as well as Sales and Presales.

The Hitachi Qualified Professional – Storage Administration credential, part of the Administration track, is an intermediate-level qualification aimed at storage networking professionals who can configure and troubleshoot Hitachi Command Suite products, as well as use Hitachi Device Manager to manage the storage environment. Candidates must pass one test – Storage Administration HQT-6740 – to earn the credential.

Hitachi Qualified Professional – Storage Administration Facts and Figures

Certification Name Hitachi Qualified Professional – Storage Administration
Prerequisites & Required Courses: The TSI2565 Managing Hitachi Storage with Hitachi Command Suite v8.x instructor-led course, which runs five or six days, is offered at HDS training centers. Training costs begin at $4,875.
Number of Exams One exam: HQT-6740 (35 questions, 60 minutes)
Cost per Exam $100. test administered by Kryterion Webassessor.
URL https://www.hds.com/en-us/services/training-certification.html
Self-Study Materials The test PDF includes information on test objectives and training. Candidates must create an HDS account to get more information.

NCDA: NetApp Certified Data Administrator

NetApp has been in the storage business since 1992, and offers a broad line of products and systems for backup and recovery, traditional and virtualized storage and cloud-based data centers. Although NetApp has some stiff competition – Dell EMC, HPE and Hitachi, to name a few – the company understands the value of flexibility and integration with other third-party products. For example, NetApp worked with Cisco to develop FlexPod, which helps customers manage Cisco, Citrix, Cloudera, Microsoft, NetApp, Oracle, Red Hat, VMware, and other applications and environments, and NetApp’s hybrid cloud storage integrates with Amazon Web Services and Microsoft Azure, among others.

The NetApp Certification Program (NCP) features several certifications within three tracks: Data, Hybrid Cloud and Converged Infrastructure. All NetApp certifications focus on some aspect of storage hardware or the software that powers these products. The Data track includes the NetApp Certified Storage Associate (NCSA) – Hybrid Cloud, the NetApp Certified Storage Installation Engineer, ONTAP as well as our featured certification, the NetApp Certified Data Administrator (NCDA).

The NCDA recognizes working knowledge of NetApp storage architecture, core ONTAP components, high availability, data clustering, protocol administration, storage performance, security and data protection. Candidates must be able to configure controllers running the ONTAP operating system in NFS and Windows (CIFS) environments, and understand NetApp SnapMirror, SnapRestore and SnapVault technologies.

Candidates must pass one test to earn the credential.

NetApp certifications are valid for 27 months, and credential holders must meet recertification requirements during this period to maintain their certifications.

NCDA Facts and Figures

Certification Name NetApp Certified Data Administrator (NCDA)
Prerequisites & Required Courses Recommended:

6 to 12 months of experience implementing and administering NetApp data storage solutions

Knowledge of HA controller implementation and configuration, SyncMirror software or ONTAP solutions with single- or multi-node configurations

ONTAP Cluster Fundamentals

ONTAP Cluster Administration are also recommended

A NetApp Support Site account is required to enroll in NetApp University training.

Number of Exams NSO-159: NetApp Certified Data Administrator, ONNNTAP (60 questions, 1.5 hour to complete)
Cost of Exam $150. Exams administered by Pearson VUE.
URL http://www.netapp.com/us/services-support/university/certification/ncda/index.aspx
Self-Study Materials NetApp offers instructor-led and web-based training, a practice test for the NS0-159 exam, and a list of reference documents. (See the NCDA web page for links to training resources.) The NetApp KB TV YouTube channel provides how-to videos on using NetApp technology. Candidates should also browse the NetApp University and Training website for insights on training and exams. No certification study guides or practice exams were found on the NetApp site or on Amazon.

SNIA SNCP: SNIA Storage Networking Certification Program

The Storage Networking Industry Association (SNIA) is a nonprofit organization incorporated in 1997 and comprises members from various storage vendors and service providers, as well as individuals. The association develops and promotes storage solution specifications and standards, and offers education and certification for storage and information management professionals.

SNIA recently rolled out several changes to its Storage Networking Certification Program (SNCP). Most notable among the changes is the retirement of the SNIA Certified Storage Engineer (SCSE) and SNIA Certified Storage Architect (SCSA). The exams for both credentials were withdrawn on January 31, 2019.

Both the SCSE and SCSA have been replaced by the SNIA Certified Information Architect (SCIA). SNIA will continue to recognize the SCSE and SCSA until November 31, 2021. The Storage Networking Certification Program (SNCP) offers several vendor-neutral certifications:

  • SNIA Certified Storage Professional (SCSP)
  • SNIA Certified Storage Networking Expert (SCSN-E)
  • SNIA Qualified Storage Sales Professional (SQSSP)
  • SNIA Certified Information Architect (SCIA)

Each certification requires candidates to pass the S10-110 Foundations test or hold a current CompTIA Storage+ Powered by SNIA certification (exam no longer offered), which earns the Professional (SCSP) credential. The Networking Expert (SCSN-E) requires all of them.

SNIA certifications are good for three years from the date of certification. After that, a certification holder must take the most current test to maintain the credential.

SNIA SCNP Facts and Figures

Certification Name Storage Networking Certification Program (SNCP)
Prerequisites & Required Courses Training is recommended but not required.
Number of Exams SCSP: One exam; Storage Networking Foundations S10-110 (65 questions, 90 minutes, passing score of 66 percent)

SCSN-E: Two exams; Foundations S10-110 OR CompTIA Storage+ Powered by SNIA (no longer offered) PLUS SNIA Storage Networking Management Administration (S10-210) OR SNIA Information Architect – Storage Advanced test (S10-510) and two SNIA Certification Partner product credentials

SQSSP: One exam; SNAI Qualified Storage Sales Professional test (S10-905)

SCIA: One exam, Storage Advanced test S10-510

Cost per Exam All exams are $220 except the SQSSP test which is $100. Exams administered by Kryterion.
URL https://www.snia.org/education/certification
Self-Study Materials SNIA provides links to study reference materials, practice exams and training on each certification’s web page. Study materials are also available through training partners.

Beyond the Top 5: More storage certifications

Beyond the top five storage certifications mentioned in this article, there are lots of other certification programs that can further the careers and professional development of IT professionals who work in the networked storage arena.

Although no EMC storage certifications made our top five list for 2018 or 2019, EMC (acquired by Dell in 2016) has one of the longest-standing certification programs for storage. The program offers credentials for data scientists, cloud architects and administrators, storage administrators, cloud and implementation engineers, and a whole lot more.

In addition, look at the credentials available from Arcitura, HPE, Huawei, IBM, Nimble and Sun/Oracle:

Tue, 11 Oct 2022 12:00:00 -0500 en text/html https://www.businessnewsdaily.com/10806-best-storage-certifications.html
Killexams : Formative and Summative Assessment

Assessment is the process of gathering data. More specifically, assessment is the ways instructors gather data about their teaching and their students’ learning (Hanna & Dettmer, 2004). The data provide a picture of a range of activities using different forms of assessment such as: pre-tests, observations, and examinations. Once these data are gathered, you can then evaluate the student’s performance. Evaluation, therefore, draws on one’s judgment to determine the overall value of an outcome based on the assessment data. It is in the decision-making process then, where we design ways to Boost the recognized weaknesses, gaps, or deficiencies.

Types of Assessment

There are three types of assessment: diagnostic, formative, and summative. Although are three are generally referred to simply as assessment, there are distinct differences between the three.

There are three types of assessment: diagnostic, formative, and summative.

Diagnostic Assessment

Diagnostic assessment can help you identify your students’ current knowledge of a subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes place (Just Science Now!, n.d.). Knowing students’ strengths and weaknesses can help you better plan what to teach and how to teach it.

Types of Diagnostic Assessments

  • Pre-tests (on content and abilities)
  • Self-assessments (identifying skills and competencies)
  • Discussion board responses (on content-specific prompts)
  • Interviews (brief, private, 10-minute interview of each student)

Formative Assessment

Formative assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. Formative assessment measures student progress but it can also assess your own progress as an instructor. For example, when implementing a new activity in class, you can, through observation and/or surveying the students, determine whether or not the activity should be used again (or modified). A primary focus of formative assessment is to identify areas that may need improvement. These assessments typically are not graded and act as a gauge to students’ learning progress and to determine teaching effectiveness (implementing appropriate methods and activities).


A primary focus of formative assessment is to identify areas that may need improvement.

Types of Formative Assessment

  • Observations during in-class activities; of students non-verbal feedback during lecture
  • Homework exercises as review for exams and class discussions)
  • Reflections journals that are reviewed periodically during the semester
  • Question and answer sessions, both formal—planned and informal—spontaneous
  • Conferences between the instructor and student at various points in the semester
  • In-class activities where students informally present their results
  • Student feedback collected by periodically answering specific question about the instruction and their self-evaluation of performance and progress

Summative Assessment

Summative assessment takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process. Typically, no more formal learning is taking place at this stage, other than incidental learning which might take place through the completion of projects and assignments.

Rubrics, often developed around a set of standards or expectations, can be used for summative assessment. Rubrics can be given to students before they begin working on a particular project so they know what is expected of them (precisely what they have to do) for each of the criteria. Rubrics also can help you to be more objective when deriving a final, summative grade by following the same criteria students used to complete the project.

Rubrics also can help you to be more objective when deriving a final, summative grade by following the same criteria students used to complete the project.

High-stakes summative assessments typically are given to students at the end of a set point during or at the end of the semester to assess what has been learned and how well it was learned. Grades are usually an outcome of summative assessment: they indicate whether the student has an acceptable level of knowledge-gain—is the student able to effectively progress to the next part of the class? To the next course in the curriculum? To the next level of academic standing? See the section “Grading” for further information on grading and its affect on student achievement.

Summative assessment is more product-oriented and assesses the final product, whereas formative assessment focuses on the process toward completing the product. Once the project is completed, no further revisions can be made. If, however, students are allowed to make revisions, the assessment becomes formative, where students can take advantage of the opportunity to improve.

Summative assessment...assesses the final product, whereas formative assessment focuses on the process...

Types of Summative Assessment

  • Examinations (major, high-stakes exams)
  • Final examination (a truly summative assessment)
  • Term papers (drafts submitted throughout the semester would be a formative assessment)
  • Projects (project phases submitted at various completion points could be formatively assessed)
  • Portfolios (could also be assessed during it’s development as a formative assessment)
  • Performances
  • Student evaluation of the course (teaching effectiveness)
  • Instructor self-evaluation

Summary

Assessment measures if and how students are learning and if the teaching methods are effectively relaying the intended messages. Hanna and Dettmer (2004) suggest that you should strive to develop a range of assessments strategies that match all aspects of their instructional plans. Instead of trying to differentiate between formative and summative assessments it may be more beneficial to begin planning assessment strategies to match instructional goals and objectives at the beginning of the semester and implement them throughout the entire instructional experience. The selection of appropriate assessments should also match course and program objectives necessary for accreditation requirements.

Fri, 03 Jun 2022 00:13:00 -0500 en text/html https://www.niu.edu/citl/resources/guides/instructional-guide/formative-and-summative-assessment.shtml
Killexams : Risk assessment for work-related violence

A risk assessment is a careful examination of what could cause harm to people in connection with your business - it's a practical exercise aimed at getting the right control measures in place. A risk assessment alone will not reduce the occurrence of work-related violence, but the actions you take following on from it should do. Your risk assessment will help you develop policies and procedures on work-related violence as part of a wider health and safety policy for your organisation.

In all cases you should involve your staff or their representatives in the process. Not only is this a legal requirement, but they will almost certainly have useful information about how the work is done that will make your assessment more effective and realistic. But remember, the employer is responsible for ensuring that the assessment is carried out properly.

Step 1: Identify the hazards

Gather information about the hazards in your workplace. For violence, it's also helpful to think in terms of risk factors at the same time.

A hazard is something that can cause harm: in this case violence at work. Risk factors are aspects of your work that make violence more likely. There are a number of ways you can gather this information.

Step 2: Who might be harmed and how?

Work out whether and how violence, or the fear of violence, could affect staff in your workplace.

Think about whether there are any special groups of staff at different or additional risk, eg lone workers, trainees etc.

Step 3: Evaluate the risks and decide on precautions

Work out what you are already doing, whether your control measures are working properly and if there is anything else you need to do.

You need to identify potential control measures. Make sure you ask your staff for their ideas and feedback. You need to reduce the risks as far as reasonable practicable. Look at the quick guide to control measures for ideas.

Step 4: Record your findings and implement them

You need to decide who is responsible for any actions in your risk assessment, and record when your risk assessment was done.
You need to keep a record of your significant findings if you employ more than five people. Your local authority health and safety inspector may ask to see your risk assessment in order to assess the control measures you have put in place.

Step 5: Review your risk assessment and update if necessary

You should review your risk assessment regularly in case the hazard, risk factors or control measures needed have changed.

You also need to review the effectiveness of any control measures in place by asking staff and monitoring incident rates. This will make sure the measures are being used properly and are effective.

Sun, 02 Oct 2022 12:00:00 -0500 en-GB text/html https://www.hse.gov.uk/violence/toolkit/riskassessment.htm
Killexams : Mental Health Assessment

15-20 minutes

Are you thinking about seeking the help of a therapist? If certain issues have been causing problems in your life and you aren't sure how to make the necessary changes, therapy can help. With the help of a professional, you can get out of an unhealthy cognitive, emotional, and behavioral pattern.

Fill out the following questionnaire truthfully, paying special attention to the specified time period to which the questions refer. The results will only be helpful if you answer in an honest and complete manner.

This test is intended for informational and entertainment purposes only. It is not a substitute for professional diagnosis or for the treatment of any health condition. If you would like to seek the advice of a licensed mental health professional you can search Psychology Today's directory here.

Fri, 03 Mar 2017 04:46:00 -0600 en-US text/html https://www.psychologytoday.com/us/tests/health/mental-health-assessment
Killexams : Assessment and diagnosis of autism: what to expect

A quick guide for young people and their families

More than 1 in 100 people are autistic. 

Being autistic affects people in different ways. It can bring strengths but also some challenges that can impact on how comfortable, healthy and happy you feel. Getting the right diagnosis and support is important. This guide is for young people, who are of secondary school age, and their families or adults with parental responsibility.

Why have I been offered an assessment for autism?

You might be offered an assessment if you or people in your life think that you may have some of the signs of autism. These signs may include:

  • finding it difficult talking to and being with other people
  • having unusual or intense interests
  • finding some situations and experiences difficult to cope with
  • sometimes finding noise, touch, taste and texture, lights or smells difficult to deal with
  • strongly preferring your usual routine
  • developing more easily in some areas than others.

Having an assessment means you can talk about these things and find out possible reasons for them.

You may want to discuss what you find difficult more informally with someone before having an assessment, to help you decide if now is the right time for you.

You may also find it helpful to talk about this with your school, doctor or social worker, if you have one.

I was so relieved when I got my diagnosis, it felt like recognition.

Fran, a person with autism

Arranging an autism assessment

If you are referred for an assessment, it should start within 3 months and be done by a team of people who are specialists in autism. One person in this team should be your case coordinator – this means they are in charge of:

  • making sure you and your family know what will happen and when
  • answering your questions
  • getting information or support for you and your family
  • collecting information to help the assessment (e.g. from your school, doctor or social worker if you have one)
  • talking to you about how information about you and your family is shared.

case coordinator infographic

During the assessment

In your assessment, the autism team will talk to you and your family about different parts of your life to help them get to know you. They will ask questions about:

  • what you are good at and what you find difficult
  • any worries you or your parents have
  • how you get on at home, at school and in other situations
  • how you talk to and get on with other people.

They will think about:

  • any other physical or mental health problems you might have, including doing some health checks
  • anything else that might be making things harder for you, or affected how you have grown and developed.

The autism team might also need to:

  • come and see how you get on at school or at home
  • arrange other assessments.

This information will help them to work out how best to help you and plan what support you and your family need.

cartoon figures talking on bench

After an assessment

The autism team and your case coordinator should meet with you and your family as soon as possible after the assessment to explain whether they think you are autistic and why.

They should deliver you a written report saying what they found in the assessment, and send a copy to your GP. If you agree, they should also send a copy to other adults who work with you, such as your teacher or social worker.

If the team don’t think you are autistic, they should explain how they reached this decision and talk to you about any other services that might help, that they could refer you on to for support.

If you are autistic, the team should also:

  • give you information about what autism is and what it might mean for you, now and in the future
  • talk to you about plans for providing you and your family with support
  • tell you when they will meet with you next. This should be within 6 weeks of the assessment ending.

cartoon figures talking on bench

Information and support

If you are autistic, you should be offered a named key-worker who will help you to develop a personalised plan which focuses on your strengths. You and your family should also be given information about other support in your local area, which might include:

trio infographic

Support groups that you or your family could contact that can help you to meet other autistic young people, or learn more about what autism is.

speech bubbles infographic

Activities that can help in your day-to-day life (for example improving social skills, leisure activities or supporting your learning at school).

Help to prepare for the future so you can still do the things you choose.

poind sign inforgraphic

Where to get advice about money and benefits.

This content has been co-produced by NICE and the Social Care Institute for Excellence (SCIE). It is based on NICE’s guideline on autistic spectrum disorder in under 19’s: support and management.

Sat, 15 Aug 2020 07:30:00 -0500 en-GB text/html https://www.nice.org.uk/about/nice-communities/social-care/quick-guides/assessment-and-diagnosis-of-autism-what-to-expect
Killexams : LIS Program Assessment 2017-18

LIS Program Data

  • Retention rate: One year retention for LIS who entered in Fall 2016 is 76.9%
  • Average time to degree completion: LIS students who graduated in the most accurate 4 quarters – Winter 2017-Fall 2018 – is 2.75 years
  • Percentage of graduates holding positions relevant to the degree within 12 months of degree completion (may include further graduate study): For students who completed a LIS degree in the 2017-18 AY, 60% responded to post graduation surveys and 90% report full-time employment one-year after graduation

LIS Program Assessment

The College of Computing & Informatics is a member of the Association for Library and Information Science Education (ALISE). In 2017, the American Library Association reaccredited the Drexel LIS graduate major program with "continuous accreditation" status until 2025. Systematic planning and program learning assessment are an integral part of our program’s ongoing efforts. As explained in our 2017 ALA Accreditation Program Self-Study, we conduct systematic data gathering from our constituencies including students, faculty, alumni, employers and administrators.

The MS in Information LIS Program Learning Objectives are fundamental to our ongoing assessment efforts.

MS in Information LIS program student learning achievement is assessed on a four-year evaluation cycle that ties the MSLIS program outcomes to the ALA competencies and to the core course assignments. The current four-year evaluation cycle began with the fall of academic year 2017/2018, when a new degree program revision was implemented, as described in the 2017 ALA Accreditation Program Self-Study. The program assessment cycle is shown in Table 1.

Table 1: Data collection cycle for MSLIS program learning outcomes assessment.

Table 1: Data collection cycle for MSLIS program learning outcomes assessment.

Program learning outcomes #3 and #4 were evaluated during AY2017/2018, as per the assessment review cycle:
  • Program learning outcome #3: Analyze and apply information policies and information-related laws (including the standards and guidelines of pertinent professional organizations) that advance the creative and ethical applications of information technologies and the delivery of information resources throughout society.
  • Program learning outcome #4: Foster the core values of the profession (e.g., access, equity, intellectual freedom, privacy, social justice) in all programs and services offered in these communities.

These two outcomes are addressed in three of the LIS core courses: INFO505: Information Professions and Professionals, INFO506: Users, Services, & Resources, and INFO591: Data and Digital Stewardship. For each course, we matched assignments to course-level learning objectives and collected anonymized students’ grade data for each assignment.

In the MSLIS grading scale, B or above is a satisfactory grade, and A or above is an excellent grade. For our collected data on INFO505, 4% of students received a grade lower than B and 96% received B or higher grades, with 78% receiving A or higher grades. Figure 1 shows the learning objective (LO) level grade distribution.

Figure 1: Learning objectives fulfilled by students in INFO505.


Thus, all students met LO4, 96% met LO1, 89% met LO2, and 78% met LO3. As performance for LO4 was below the desired benchmark of 80% percent student attainment of at least a grade of B, the course coordinator will revise the related course content and delivery methods with the goal of raising student achievement for the next evaluation cycle.

For our collected data on INFO506, all students received B or higher grades, with 83% receiving an A or higher. Figure 2 shows the learning objective (LO) level grade distribution for assignments from this course.

Figure 2: Learning objectives fulfilled by students in INFO506.


Thus, all students met LO2, LO3, and LO4; 87% met LO1 and LO5. These results exceed the desired 80% student achievement benchmark.

For our collected data on INFO591, all students received B or higher grades, with 58% receiving A or higher grades. Figure 3 shows the learning objective (LO) level grade distribution for assignments from this course.


Figure 3: Learning objectives fulfilled by students in INFO591.


Thus, all students in this course met LO2, LO3, and LO4; 96% met LO1. These results also indicate student achievement beyond the 80% benchmark success rate.

As such, our systematic program assessment to this point indicates that our learning objective benchmark of at least 80% of students’ receiving at least a B or higher was surpassed for examined program learning objectives, with the exception of learning objective #3 for INFO505. Systematic assessment continues with the next year of the assessment cycle, AY2018/2019.


Thu, 29 Sep 2022 00:07:00 -0500 en text/html https://drexel.edu/cci/academics/masters-programs/ms-in-library-information-science/program-assessment/LIS-program-assessment-2017-18/
Killexams : New tool can help Detroiters understand their home's assessment, offers information for appeal process

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Thu, 13 Oct 2022 08:26:00 -0500 en-US text/html https://www.freep.com/story/news/local/michigan/detroit/2022/10/13/new-tool-can-help-detroiters-understand-their-homes-assessment/69556146007/
Killexams : LIS Program Assessment 2018-19

The College of Computing & Informatics is a member of the Association for Library and Information Science Education (ALISE). In 2017, the American Library Association reaccredited the Drexel LIS graduate major program with "continuous accreditation" status until 2025. Systematic planning and program learning assessment are an integral part of our program’s ongoing efforts. As explained in our 2017 ALA Accreditation Program Self-Study, we conduct systematic data gathering from our constituencies including students, faculty, alumni, employers and administrators.

The MS in Information LIS Program Learning Objectives are fundamental to our ongoing assessment efforts.

MS in Information LIS program student learning achievement is assessed on a four-year evaluation cycle that ties the MSLIS program outcomes to the ALA competencies and to the core course assignments. The current four-year evaluation cycle began with the fall of academic year 2017/2018, when a new degree program revision was implemented, as described in the 2017 ALA Accreditation Program Self-Study. The program assessment cycle is shown in Table 1.

Table 1: Data collection cycle for MSLIS program learning outcomes assessment.

Table 1: Data collection cycle for MSLIS program learning outcomes assessment.

Program learning outcomes #6 and #7 were evaluated during AY2018/2019, as per the assessment review cycle:
  • Program learning outcome #6: Lead and manage information agencies, projects, and people through creative and effective approaches to planning, budgeting, policy making, fundraising, communication, and advocacy.
  • Program learning outcome #7: Use research and data in sophisticated ways to demonstrate the value of the library and to help individuals and communities address community challenges (e.g., poverty and hunger, population shifts, economic development, preservation of cultural heritage, etc.).

These two outcomes are addressed in four of the LIS core courses: INFO505: Information Professions and Professionals, INFO506: Users, Services, & Resources, INFO507: Leading and Managing Information Organizations, and INFO591: Data and Digital Stewardship. For each course, we matched assignments to course-level learning objectives and collected anonymized students’ grade data for each assignment.

In the MSLIS grading scale, B or above is a satisfactory grade, and A or above is an excellent grade. For our collected data on INFO505, 6% of students received a grade lower than B and 94% received B or higher grades, with 63% receiving A or higher grades. Figure 1 shows the learning objective (LO) level grade distribution.

Figure 1: Learning objectives fulfilled by students in INFO505.


Thus, all students met LO2, 90% met LO1, 96% met LO3, and 96% met LO4. These results indicate student achievement beyond the 80% benchmark success rate. This course was revised for the current academic year based on student performance in the previous year (see the AY 2017/18 assessment), and these metrics show that the revision was successful in raising student achievement.

For our collected data on INFO506, 89% of students received B or higher grades, with 62% receiving an A or higher. Figure 2 shows the learning objective (LO) level grade distribution for assignments from this course.

Figure 2: Learning objectives fulfilled by students in INFO506.


Thus, 91% of students met LO1 and LO5, and 90% met LO2, LO3, and LO4. These results exceed the desired 80% student achievement benchmark.

For our collected data on INFO507, 81% of students received B or higher grades, with 41% receiving an A or higher. Figure 3 shows the learning objective (LO) level grade distribution for assignments from this course.


Figure 3: Learning objectives fulfilled by students in INFO507.


Thus, all students met LO5, 78% met LO1, 83% met LO2 and LO3, and 98% met LO4. As performance for LO1 was below the desired benchmark of 80% percent student attainment of at least a grade of B, the course coordinator will revise the related course content and delivery methods with the goal of raising student achievement for the next evaluation cycle.

For our collected data on INFO591, 97% of students received B or higher grades, with 63% receiving A or higher grades. Figure 4 shows the learning objective (LO) level grade distribution for assignments from this course.


Figure 4: Learning objectives fulfilled by students in INFO591.


Thus, 84% of students in this course met LO1, 91% met LO2, 97% met LO3, and 94% met LO4. These results indicate student achievement beyond the 80% benchmark success rate.

As such, our systematic program assessment to this point indicates that our learning objective benchmark of at least 80% of students receiving at least a B or higher was surpassed for examined program learning objectives, with the exception of learning objective #1 for INFO507. Systematic assessment continues with the next year of the assessment cycle, AY2019/2020.

Fri, 29 Jan 2021 05:13:00 -0600 en text/html https://drexel.edu/cci/academics/masters-programs/ms-in-library-information-science/program-assessment/LIS-program-assessment-2018-19/
Killexams : CXL Ecosystem Enabling Memory Fabrics

Compute Express Link, or CXL is dramatically changing the way memory is used in computer systems. Tutorials at the IEEE Hot Chips Conference and at the accurate SNIA Storage Developers Conference explored how CXL works and how it will change the ways we do computing. In addition, accurate announcements by Colorado startup, IntelliProp, on their Omega Memory Fabric chips pave the way for implementation of CXL to enable memory pooling and composable infrastructure.

The initial applications for CXL have been for memory expansion for individual CPUs, but CXL will have the biggest impact in sharing many different types of memory technology (DRAM and persistent memory) between CPUs. The image below (from the CXL Hot Chips tutorial) shows the different way that memory can be shared with CXL.

As Yang Seok Ki, VP from Samsung Electronics said at the SNIA SDC, CXL is an industry-supported cache-coherent interconnect for processors, memory expansion and accelerators. CXL version 1.0 and 2.0 have been released (working with PCIe 5.0) and in early August, at the Flash Memory Summit, the CXL version 3.0 was released that works with the faster PCIe 6.0 interconnect. CXL 3.0 also enables multi-level switching and memory fabrics and peer-to-peer direct memory access.

The presentation also outlined how CXL enables version 2.0 enabled medium memory available to a CPU through a local CXL connection and far memory through a CXL version 3.0 switched network, as shown below.

Near memory is directly connected to the CPU. Some of the first CXL products available are medium memory expander products that provide additional memory to a CPU. CXL opens the door to memory tiering providing similar trade-offs in performance and cost as are possible with storage tiering.

IntelliProp just announced its Omega Memory Fabric chips. The chips incorporate the CXL standard along with the company’s Fabric Management Software and Network Attached Memory (NAM) system. IntelliProp also announced three field-programmable gate arrays (FPGA) products that incorporate its Omega Memory Fabric. The company says that its memory-agnostic innovation will help lead to the adoption of composable memory leading to significant improvements in data center energy consumption and efficiency. The company says that its Omega Memory Fabric has the following features:

Omega Memory Fabric Features, incorporating the CXL Standard

  • Dynamic multi-pathing and allocation of memory
  • E2E security using AES-XTS 256 w/ addition of integrity
  • Supports non-tree topologies for peer-to-peer
  • Management scaling for large deployments using multi-fabrics/ subnets and distributed managers
  • Direct memory access (DMA) allows data movement between memory tiers efficiently and without locking up CPU cores
  • Memory agnostic and up to10x faster than RDMA

The three FPGA solutions connect CXL devices to CXL hosts and they are a adapter, a switch and a fabric manager. IntelliProp says that ASIC solutions will be available in 2023. The company says the solutions connect CXL devices to CXL hosts, allowing data centers to increase performance, scale across dozens to thousands of host nodes, consume less energy since data travels with fewer hops and enable mixed use of shared DRAM (fast memory) and shared SCM (slow memory).

CXL is poised to change the way memory is used in computer architectures according to a 2022 Hot Chips tutorial and talks at the SNIA SDC. IntelliProp introduced the company’s Open Memory Fabric technology and three FPGA solutions for enabling CXL enabled memory fabrics.

Tue, 20 Sep 2022 12:01:00 -0500 Tom Coughlin en text/html https://www.forbes.com/sites/tomcoughlin/2022/09/21/cxl-ecosystem-enabling-memory-fabrics/
Killexams : Updated undergraduate summative assessment information 2022/23 - for prospective students

The following information provides undergraduate students with a summary of the changes to assessment weightings or types which have been made for the 2022/23 session. It is intended to help you when you are selecting your courses. Please click on the course guide links for more information regarding test durations, assessment details and submission timings.

Some variation to mode of delivery and/or format of assessments may be required to respond to changes in public health advice. Students will be notified about any changes to assessment plans at the earliest opportunity.

Department of Accounting courses:

AC311 Results Accountability and Management Control for Strategy Implementation

Old assessment: essay (MT) 25%, project (January) 25%, take-home assessment (January) 50%
New assessment: group project (MT) 25%, take-home assessment (LT) 75%

Department of Economics courses:

EC2A1 Microeconomics II

Old assessment: Coursework (LT) 15%, test (ST) 75%, Class participation (MT & LT) 10%

New assessment: Coursework (MT & LT) 30%, test (ST) 70%

EC2A3 Microeconomics II

Old assessment: test (ST) 90%, Class participation (MT) 10%

New assessment: Coursework (MT) 10%, test (ST) 90%

EC2B3 Macroeconomics II

Old assessment: test (ST) 100%

New assessment: Coursework (LT) 10%, test (ST) 90%

EC302 Political Economy

Old assessment: test (ST) 90%, Group project (LT) 10%

New assessment: test (ST) 100%

Department of Economic History courses:

EH204 Money and Finance: From the Middle Ages to Modernity

Old assessment: Essay (LT) 30%, test (ST) 70%

New assessment: Essay (LT) 30%, Take-home assessment (ST) 70%

EH207 China since 1800: Culture, institutions and economic growth

Old assessment: Essay (MT & LT) 10%, Essay (ST) 10%, test (ST) 70%, Class participation (MT, LT & ST) 10%

New assessment: Essay (LT) 15%, Essay (MT) 15%, test (ST) 70%

EH209 The Family Economy in History: 1260 to the present day

Old assessment: Essay (LT) 30%, test (ST) 60%, Class participation (LT) 10%

New assessment: Essay (LT) 30%, test (ST) 70%

EH237 Theories and Evidence in Economic History

Old assessment: Project (MT) 20%, Project (ST) 50%, Class participation (MT and LT) 10%, In-class assessment (LT) 10%, Research proposal (LT) 10%

New assessment: Project (MT) 25%, Project (ST) 50%, Class participation (MT & LT) 10%, In-class assessment (LT) 15%

EH240 Business and Economic Performance since 1945: Britain in International Context

Old assessment: test (ST) 70%, Research project (LT) 30%

New assessment: Take-home (ST) assessment 100%

EH307 The Economic History of South Asia, 1600-2000

Old assessment: test (ST) 90%, Class participation (MT & LT) 10%

New assessment: test (ST) 100%

EH308 Historical Economic Geography: Cities, Markets and Regions in the 19th and 20th Centuries

Old assessment: Essay (LT) 50%, Essay (ST) 50%

New assessment: Essay (LT) 35%, Essay (ST) 35%, Presentation (LT) 30%

EH327 China's Traditional Economy and its Growth in the Very Long-Term

Old assessment: Essay (LT) 10%, Essay (MT) 10%, test (ST) 70%, Class participation (MT, LT & ST) 10%

New assessment: Essay (LT) 15%, Essay (MT) 15%, Take-home assessment (ST) 70%

EH390 Dissertation in Economic or Social History

Old assessment: Dissertation (LT) 90%, Dissertation draft (LT) 5%, Proposal (MT) 5%

New assessment: Dissertation (ST) 100%

EH391 Dissertation in Historical Economic Geography

Old assessment: Coursework (LT) 5%, Coursework (MT) 5%, Dissertation (LT) 90%

New assessment: Dissertation (ST) 100%

Department of Government courses:

GV101 Introduction to Political Science

Old assessment: Essay (LT) 50%, test (ST) 50%

New assessment: Essay (LT) 50%, Online assessment (ST) 50%

GV225 Public Choice and Politics

Old assessment: test (ST) 100%

New assessment: test (ST) 50%, Online assessment (ST) 50%

GV248 Power and Politics in the Modern World: Comparative Perspectives

Old assessment: Essay (MT & LT) 25%, test (ST) 75%

New assessment: Essay (MT & LT) 40%, Online assessment (ST) 60%

GV262 Contemporary Political Theory

Old assessment: Essay (LT) 30%, Blog post (LT) 10%, Blog post (LT) 10%, Online assessment (ST) 50%

New assessment: Essay (LT) 35%, Blog post (LT) 15%, Online assessment (ST) 50%

GV263 Public Policy Analysis

Old assessment: Essay (LT) 25%, test (ST) 75%

New assessment: Essay (LT) 25%, Online assessment (ST) 75%

GV311 British Government

Old assessment: test (ST) 100%

New assessment: Online assessment (ST) 100%

GV315 Voting and Elections in Developing Democracies 

Old assessment: Essay (ST) 90%, Presentation (LT) 10%

New assessment: Essay (ST) 80%, Presentation (LT) 20%

GV316 Advanced Issues in Applied Political Theory

Old assessment: Essay (LT) 80%, Blog post (MT) 20%

New assessment: Essay (ST) 100%

GV318 Building Democracies from Conflict? Violence, Power-Sharing and Institutional Design

Old assessment: Presentation (MT) 10%, Project (January) 90%

New assessment: Presentation (MT) 20%, Project (January) 80%

GV321 Concepts and Controversies in Political Theory

Old assessment: Essay (ST) 60%, Class participation (LT) 20%, Group project (LT) 20%

New assessment: Essay (ST) 80%, Class participation (LT) 20%

GV324 Applied Quantitative Methods for Political Science

Old assessment: Presentation (LT) 10%, test (ST) 40%, Group Project (ST) 50%

New assessment: Group project (LT & ST) 60%, Online assessment (ST) 40%

GV325 Topics in Political Economy

Old assessment: Coursework (LT) 50%, test (ST) 50%

New assessment: Coursework (LT) 50%, test (ST) 20%, Online assessment (ST) 30%

GV327 Governance and Corruption

Old assessment: Essay (ST) 80%, Class participation (LT) 10%, Memo (LT) 10%

New assessment: Essay (ST) 100%

GV329 Making Democracy Work

Old assessment: Coursework (MT) 20%, Essay (LT) 80%

New assessment: Essay (January) 100%

GV334 Comparative Perspectives on Inequality and Politics: Global North, Global South

Old assessment: Essay (ST) 70%, Presentation (LT) 10%, Critical Evaluation (LT) 20%

New assessment: Essay (ST) 80%, Critical evaluation (LT) 20%

GV3L1 Analytical Approaches to British Politics

Old assessment: test (ST) 100%

New assessment: Online assessment (ST) 100%

Department of Geography and Environment courses:

GY140 Introduction to Geographical Research

Old assessment: Project (LT) 50%, Project (ST) 50%

New assessment: Project (ST) 40%, Project (LT) 50%, Problem set (ST) 10%

GY205 Political Geographies

Old assessment: Essay (LT) 25%, test (ST) 75%

New assessment: Essay (LT) 25%, Take-home assessment (ST) 75%

GY247 Field Methods in Geography with Economics

Old assessment: Class participation (LT) 20%, Research project (ST) 60%, Research proposal (ST) 20%

New assessment: Class participation (LT) 20%, Poster (ST) 60%, Research Proposal (ST) 20%

Department of International History courses:

HY330 From Tea to Opium: China and the Global Market in the Long Eighteenth Century

Old assessment: Essay (LT) 35%, test (ST) 50%, Presentation (MT & LT) 15%

New assessment: Essay (LT) 35%, Essay 35% (ST), Class participation (MT & LT) 15%, Presentation (MT & LT) 15%

HY332 Interwar worlds: the cultural consequences of the First World War

Old assessment: Essay (LT) 35%, Essay (ST) 35%, Presentation (MT) 15%, Source analysis (MT) 15%

New assessment: Essay (LT) 20%, Essay (ST) 35%, Class participation (MT & LT) 15%, Online assessment (MT) 10%, Online assessment (LT) 20%

Department of International Relations courses:

IR205 International Security

Old assessment: Coursework (LT) 60%, Online assessment (ST) 40%

New assessment: Take-home assessment (ST) 100% 

IR305 Strategic Aspects of International Relations

Old assessment: test (ST) 100%

New assessment: Online assessment (ST) 100%

IR314 Southeast Asia: Intra-regional Politics and Security

Old assessment: test (ST) 100%

New assessment: Online assessment (ST) 100%

IR323 Gendered/ing and International Politics

Old assessment: Coursework (LT) 30%, Essay (LT) 70%

New assessment: Coursework (LT) 25%, Essay (LT) 75%

IR355 Economic Diplomacy

Old assessment: test (January) 100%

New assessment: Take-home assessment (ST) 100%

IR373 China and the Global South

Old assessment: Essay (LT) 75%, Presentation (MT) 25%

New assessment: Online assessment (January) 75%, Presentation (MT) 25%

Language Centre courses:

LN270 Society and Language: Linguistics for Social Scientists

Old assessment: Coursework 50%, test (ST) 50%

New assessment: Coursework (LT & ST) 50%, Take-home assessment (ST)50%

Department of Law courses:

LL201 Administrative Law

Old assessment: Essay (ST) 33%, test (ST) 67%

New assessment: Online assessment (ST) 100%

LL202 Commercial Contracts

Old assessment: Essay (LT) 25%, test (ST) 75%

New assessment: Online assessment (ST) 75%, Essay (LT) 25%

LL233 Law of Evidence

Old assessment: test (ST) 100%

New assessment: Online assessment (ST) 100%

LL300 Competition Law

Old assessment: test (ST) 100%

New assessment: Online assessment (ST) 100%

LL305 Jurisprudence

Old assessment: test (ST) 100%

New assessment: Online assessment (ST) 100%

Department of Mathematics courses:

MA210 Discrete Mathematics

Old assessment: test (ST) 90%, Problem set (ST) 10%

New assessment: test (ST) 90%, Continuous assessment 10%

Department of Management courses:

MG105 Organisational Behaviour and Leadership

Old assessment: test (LT) 30%, Class participation (LT) 10%, Take-home assessment (ST) 60%

New assessment: Essay (Between MT & LT) 45%, Essay (between MT & LT) 45%, Class participation (MT) 10%

MG209 E-business

Old assessment: Essay 100%

New assessment: test (ST) 50%, Class participation (LT) 20%, Group project (LT) 30%

MG210 Corporate Social Responsibility and International Labour Standards

Old assessment: Essay (ST) 40%, test (ST) 60%

New assessment: Essay (ST) 60%, test (ST) 40%

MG212 Marketing

Old assessment: Project 40%, test (ST) 60%

New assessment: Case analysis (LT) 60%, Group project (between LT & ST) 40%

MG214 Human Resource Management

Old assessment: Essay (LT) 50%, Presentation (MT) 20%, Project (MT) 20%, Class participation (MT) 10%

New assessment: Essay (between MT & LT) 60%, Group presentation (MT) 30%, Class participation (MT) 10%

MG307 International Context of Management

Old assessment: test (ST) 100%

New assessment: Essay (LT) 100%

MG316 Brand Strategy

Old assessment: Coursework (LT) 60%, Project (LT) 30%, Class participation (LT) 10%

New assessment: Project (LT) 40%, test (ST) 50%, Class participation (LT) 10%

Department of Methodology courses:

MY360 Text Mining

Old assessment: Problem sets (LT) 40%, Take-home assessment (LT) 60%

New assessment: Group project (ST) 40%, Problem sets (LT) 60%

MY361 Social Network Analysis

Old assessment: Problem sets (LT) 40%, Take-home assessment (LT) 60%

New assessment: Group project (ST) 40%, Problem sets (LT) 60%

Department of Philosophy, Logic and Scientific Method courses:

PH201 Philosophy of Science

Old assessment: test (ST) 100%

New assessment: Essay (LT) 50%, Essay (MT) 50%

PH203 Philosophy of the Social Sciences

Old assessment: Essay (MT & LT) 25%, Essay (MT & LT) 25%, Presentation (MT & LT) 10%, test 40%

New assessment: Essay (LT & ST) 50%, Essay (MT & LT) 50%

PH214 Philosophy, Morals and Politics

Old assessment: Essay (ST) 30%, Class participation 10%, Take-home assessment (ST) 60%

New assessment: Essay 45%, Essay 45%, Class participation 10%

PH217 Set Theory and Further Logic

Old assessment: Take-home assessment (ST) 100%

New assessment: test (ST) 100%

PH222 Philosophy and Public Policy

Old assessment: Essay (ST) 30%, test (ST) 60%, Class participation 10%

New assessment: Essay 45%, Essay 45%, Class participation 10%

PH223 Mind and Metaphysics

Old assessment: Essay (ST) 50%, test (ST) 50%

New assessment: Essay (ST) 80%, Class participation 10%, Continuous assessment (LT) 10%

PH225 Business and Organisational Ethics

Old assessment: Essay (ST) 50%, test (ST) 40%, Quiz (LT) 10%

New assessment: Essay (ST) 50%, Essay (ST) 50%

PH227 Genes, Brains and Society

Old assessment: Essay (LT) 50%, Essay (MT) 50%

New assessment: Essay (LT) 100%

PH230 Einstein for Everyone: From time travel to the edge of the universe

Old assessment: Essay (January) 50%, Essay (MT) 50%

New assessment: Essay (MT) 100%

PH232 Physics and Uncertainty: From Quantum Jumps to Stock Market Crashes

Old assessment: Essay (LT) 50%, Essay (ST) 50%

New assessment: Essay (ST) 100%

PH301 Rationality and Choice

Old assessment: Coursework (LT) 20%, Coursework (MT) 20%, test (ST) 50%, Class participation (MT & LT) 10%

New assessment: Coursework (LT) 30%, Coursework (MT) 30%, test (ST) 40%

PH311 Philosophy of Economics

Old assessment: Essay (ST) 30%, Essay (LT) 30%, test (ST) 30%, Class participation 10%

New assessment: Essay (LT) 45%, Essay (ST) 45%, Class participation 10%

PH333 Philosophy of Gender and Race

Old assessment: Essay (LT) 45%, Essay (ST) 45%, Class participation 10%

New assessment: Essay (ST) 90%, Class participation 10%

Department of Psychological and Behavioural Science courses:

PB100 Foundations of Behavioural Science

Old assessment: Essay (LT) 75%, Presentation (LT) 25%

New assessment: Essay (LT) 60%, Presentation (LT) 40%

PB101 Foundations of Psychological Science

Old assessment: Essay (ST) 16%, Blog post (LT) 20%, Blog post (MT) 20%, In-class assessment (ST) 24%, Wikipedia article (LT) 20%

New assessment: test (ST) 25%, Blog post (MT) 25%, Multiple choice quiz (ST) 25%, Wikipedia article (LT) 25%

PB130 Statistics and Research Methods for Psychological and Behavioural Science

Old assessment: Project (LT) 30%, test (ST) 30%, Other (LT) 30%, Poster (MT) 10%

New assessment: Exercise (LT) 40%, Poster (MT) 20%, Research project (LT) 40%

PB200 Biological Psychology

Old assessment: Essay (ST) 10%, Essay (MT) 60%, Podcast (MT) 30%

New assessment: Essay (ST) 10%, Essay (MT) 70%, Podcast (MT) 20%

PB201 Cognitive Psychology

Old assessment: Essay (ST) 10%, Essay (MT) 70%, Group presentation (MT) 20%

New assessment: Essay (ST) 10%, Group presentation (MT) 70%, Other (MT)20%

PB202 Developmental Psychology

Old assessment: Essay (ST) 10%, Case study (LT) 70%, Exercise (LT) 20%

New assessment: Essay (ST) 10%, Research proposal (LT) 70%, Visual media (LT) 20%

PB204 Social Psychology: Individuals, Groups and Culture

Old assessment: Essay (ST) 10%, Group presentation (MT) 20%, Proposal (MT) 70%

New assessment: Essay (ST) 10%, Other (MT) 20%, Proposal (MT) 70%

PB205 Individual Differences and Why They Matter

Old assessment: Essay (ST) 10%, Report (LT) 70%, Visual media (LT) 20%

New assessment: Essay (ST) 10%, Annotated bibliography (LT) 20%, Report (LT) 70%

PB300 Advances in Psychological and Behavioural Science

Old assessment: Project (ST) 50%, Portfolio (ST) 50%

New assessment: Group Exercise (ST) 50%, Portfolio (LT) 50%

PB312 Research Apprenticeship

Old assessment: Reflective learning report (MT) 50%, Research report (MT) 50%  

New assessment: Assignment (LT) 50%, Learning log (LT) 50%

Department of Social Policy courses:

SP100 Understanding International Social and Public Policy

Old assessment: Blog post (LT) 10%, Group assignment (MT) 10%, Online assessment (ST) 80%

New assessment: Group assignment (MT) 20%, Online assessment (ST) 80%

SP110 Sociology and Social Policy

Old assessment: Essay (LT) 40%, test (ST) 60%

New assessment: Essay (LT) 40%, Online assessment (ST) 60%

SP201 Research Methods for Social Policy

Old assessment: Project (ST) 100%

New assessment: Project 50%, Take-home assessment 50%

SP210 Development and Social Change

Old assessment: Essay (LT) 50%, Online assessment (ST) 50%

New assessment: Essay (LT) 40%, Class participation (MT & LT) 30%, Online assessment (ST) 30%

Department of Sociology courses:

SO232 Sociology of Health and Illness

Old assessment: In-class assessment (MT) 20%, Take-home assessment (January) 80%

New assessment: Essay (LT) 90%, Class participation (MT) 10%

SO240 Crime, Deviance and Control

Old assessment: Take-home assessment (ST) 100%

New assessment: Essay (ST) 70%, Group Presentation (LT) 30%

SO312 Work, Inequality, and Society

Old assessment: Essay 80%, Presentation 10%, Class participation 10%

New assessment: Essay 90%, Class participation 10%

Department of Statistics courses:

ST207 Policing, Security and Globalisation

Old assessment: Coursework (MT) 40%, Project 60%

New assessment: Coursework (MT) 20%, Coursework (MT) 20%, Project (between MT & LT) 60%

ST310 Machine Learning

Old assessment: Project (LT) 30%, test (ST) 70%

New assessment: Coursework (MT) 15%, Coursework (MT) 15%, Project (LT) 40%, Group Project (LT) 30%

Wed, 20 Jul 2022 21:37:00 -0500 text/html https://www.lse.ac.uk/resources/calendar2021-2022/CourseAndProgrammeInfo/updatedUGProspectiveSummativeAssessment.htm
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