Kamis, 13 Desember 2012

language assessment

Topic  : 
Language Assessment Task. Post Graduate Program, University of Indraprasta PGRI. Jakarta


Part one

Choose the best answer to the questions :
Hurricane Irene hit southeaster Florida on Friday night, causing damage and destruction everywhere. The storm dumped 18 inches of rain on the area. The high winds that blew up to 85 miles per hour were responsible for the most of area. The winds knocked down tress and power lines, broke hotel windows, and damaged roofs. The wind also was to blame for ten serious injuries and several car accidents.
       
Much of the city was without electricity and water this morning. In fact, hundreds of people have no electricity. The hurricane caused severe flooding. Hundreds of people lost their homes or offices because of high winds and heavy rains. Some of the worst flooding was in Miami, where police sometimes needed boats to get through up to 4 feet of standing water. Thousands of acres of crops were damaged or destroyed in South Florida, which supplies 75 per cent of the nation’s winter produce. No one knows yet exactly how much money was lost in crop damage. “I could not give you an estimate of damage to the crops, but I would not be surprised if it were $ 100 million,” said the mayor of Miami.
       
Local officials called Irene the worst storm of the hurricane season for the area. It will take the people of Florida a long time to recover from the effects of this hurricane.

1. What is the text about?
          A. Hurricane
          B. Earthquake
          C. Tsunami
          D. Accident
          E. Typhoon

   2. Where did it take place?
          A. Southeaster Florida
          B. southern Florida
          C. southwester Florida
          D. Eastern Florida
          E. western Florida

3. The worst flood was in ………………
          A. Ohio
          B. Nevada
          C. California
          D. Miami
          E. Florida

4. “I could not give you an estimate of damage…………” another word for estimate is……….
          A. Prediction
          B. Calculation
          C. Judgment
          D. Consideration
          E. Evaluation.

       
Once you arrive in Bali, there are several ways to travel around the island. Taxis and rented cars (with or without drivers) are available through hotels and travel agents. Tour agencies and most hotels offer bus tours to major pints of interest. Motorcycle and bicycles are available for rent through agencies in Denpasar, kuta Beach, and Sanur Beach. Oplets pass through areas and offer inexpensive rides.   

Denpasar, the capital of province, is the location of many community temples and the Bali museum. Batubulan, reached in a short drive northeast of Denpasar, is the location of many sandstone shops. Celuk is the village just north of Batubulan where gold and silver work for jewellery and ornaments is done. The village of Barubulan specializes in traditional paintings and weaving as well as decorative wooden panels and screens.

Further north is Mas, many of Bali’s old master woodcarvers still alive, work of art. Ubud, an hour’s drive north of Denpasar, is the center of Balinese of painting. The Goa Gajah at Bedulu is an eleventh century monastery bearing many rock carvings, statues and bathing pools. The active volcano, Mount Batur, has  a beautiful view and you can hire the boat on its lake or just enjoy the scenery. Besakih, on the slope Mount  Agung, is the location of the largest and holiest temple in Bali which one must not miss. Northwest of Denpasar is Tanah lot, where you can see the most important see temple. Sea snakes found at the base of the temple on this rocky island, are believed to guard the temple.

5. What is the text about?
          A. Exhibitions
          B. souvenirs
          C. Tourism Resorts in Bali
          D. Entertainment
          E. Historical places

6. Where is the center of Balinese paintings?
          A. Kuta Beach
          B. Ubud
          C. Batubulan
          D. Denpasar
          E. Goa Gajah



7. According to the text, which of the following statements IS NOT CORRECT?
         A. Denpasar is  the location of community temples and museum
         B. There are some ways to travel around in Bali
         C. Batubulan is the location of many sandstone shops
         D. Tourists can hire motorcycle and bicycles to travel around
         E. Oplets offer expensive rides.

8. What is Besakih?
          A. Mount Agung
          B. A sea Temples
          C. a rocky mountain
          D. a temple
          E. a sea snake

9.  “Mount Batur, has a beautiful view and you can hire a boat on  its lake or just enjoy. Another word for hire is…………….
          A. Get
          B. Rent
          C. Buy
          D. Take
          E. Offer

Please follow the procedure in order to make a machine withdrawal from your City Bank checking or saving accounts:

  1.    Insert your card face up into the card slot on the machine teller
  2.    Inter your four-digit identification number on the numbered buttons
  3.    Press the withdrawal button for checking or the button for saving
  4.   Enter the amount of withdrawal, either fifty or one hundred dollars, on the numbered buttons and wait for your receipt to be printed.
  5.  Remove your card from the slot. The drawer will open with receipt and your cash withdrawal in fifty dollars packets

All customers are limited to two withdrawals in one twenty-four period. If you attempt to
withdraw more than limited number of times, your card will be retained in the machine, and you
will have to reclaim it in person at your main branch bank.

10. All the following steps must be performed in other to withdraw money from your accounts   EXCEPT…………………………
     A. The identification number must be entered
     B. Your card must be inserted in the machine
     C. The amount of withdrawal must be entered
     D. The card must be reclaimed in person from a bank teller


Read these newspaper reports of missing person.
1. A 45-year old woman is reported missing from her park Street Home. The missing person, Mrs. Rose Levinson is five feet tall. Weighs 100 pounds and has short gray hair. She has a pale complexion and blue eyes. When last seen she was wearing a light brown coat, a green scarf and brown shoes.


2  Police are trying to locate Miss Elsie Pearson, Age 63, who disappeared from St. Margaret’ some for Elderly on Wednesday night. Miss Pearson is five feet four inches tall, weighs 150 pounds, and has short brown hair. She wears thick glasses has a light complexion, and brown eyes. When last seen she was wearing a short blue jacket, brown slack and black shoes.

Teacher. Missing. Mr. Stephen Drayton, age 35, failed to return to his Gladstone Drive  esidence on Saturday night. Mr. Drayton, who is 5 feet ten inches tall, weighs 155 pounds and  as short black hair. He was wearing blue sweater, jeans and running shoes when last seen.

4. Kathy Stazzo, age 5, is reported missing from her home on Thomas Drive. Kathy weighs 60  ounds is four feet tall, and has long black hair and dark complexion. She wears glasses. She was seen most recently on Sunday morning and was wearing a red dress with brown sweater and brown sandals.


Relatives of Mrs. Margaret Fairview report that she disappeared from her central street  partment on August 10 and has not been seen since. Mrs. Fairview is recovering from an  peration, and it is feared she may be suffering from a loss of memory. Mrs. Fairview is 75 and  bout five feet tall. She weighs 110 pounds and has curly gray hair. She wears glasses and has  ark complexion and brown eyes. At the time of her disappearance she was wearing a brown  weater, a long green skirt and brown shoes.

Part Two
 Write true or false beside each sentence
1. Kathy Stazzo is  pretty thin.
2. Mrs. Fairview is the oldest woman.
3. Mrs. Pearson is very tall.
4. Kathy Stazzo is very short.
5. Mrs. Pearson has poor eyesight.

How are you?
“Hello,” “How are you,” Good morning,” “Have You eaten yet? “Where are you going?” These are greeting which people use in different language when they meet each other. But what is greeting?

A greeting is away of being friendly to someone. It is a way of being polite. It is also a way of starting a conversation. In many languages a question is used as a greeting: “Where are you going?” “How is everything?” But questions like these are not real questions. They do not require a full answer or even a true one. In English, for example, the most common greeting is a question about person’s health:”How are you?” But we do not expect the person to tell us about their health when they reply. We do not expect them to talk about their headache or backache, if they have one. People reply to these questions with a fixed expression such as ”I am fine, thank you or “OK, thanks.” In the same way, in countries where people greet each one with “Where are you going?” a simple reply such as” just walking around” is sufficient. It is not necessary to describe where are you actually going.

  In most languages, a greeting is usually followed by “small talk” small talk means the little things we talk about at the start of a conversation. In English-speaking countries people  often make small talk about the weather “Nice day, isn’t it? “terrible weather, isn’t it? But there us something special about small talk. It must be about something which about people have the same opinion about . The purpose of small talk is to let both people agree on something. This makes meeting people easier and more comfortable. People usually agree about the weather, so it is safe topic for small talk. But people often disagree about religion or politics so these aren’t suitable topics for small talk in English. The topics for small talk also depend on where the conversation take place. At football game, people make small talk about the game they are watching: “great game, isn’t it?” At the bus stop people may comment about the transportation system” The buses are very slow these days, aren’t they?”

Greeting and small talk are an important part of conversation in any language. The way the people greet each other and the thing they talk about, however, may be different from one language to another. This show that there is much more to be aware of when we learn a language than just vocabulary and grammar of the language. We also have to learn the social behavior of the people who speak it.





Part Three
 Answer all these questions
1. What is greeting?
2. Do we need full answers to the greeting?
3. What is the most common greeting?
4. What topic is safe for small talk?
5. Why we have to learn the social behavior of the people when we study their language?






























CURRICULUM DESIGN


Chapter 1
Syllabus Design to Curriculum Development

1. The origins of language curriculum development.

The focus in this chapter is talking about process involvement in developing, implementing and evaluating language program. The teachers as a planner have to invest into planning language course, preparing teaching material and teaching in the classes. The goal of this chapter is to provide some of the tools for the process of review and reflection through surveying approach to language curriculum development and examining ways of addressing in developing and evaluating language program and language teaching materials, by the framework as follows:
a. What procedures can be used to determine the content of language program?
b. What are leaner needs? And how can to determine?
c. What contextual factors need to be considered in planning?
d. What factors are involved in planning the syllabus?
e. What issues are involved in selecting, adapting, and designing instructional material?
f. How can one measure the effectiveness of a language program?
         
Syllabus design is one aspect of curriculum development. A syllabus is a specification of the content of a course of instruction. Syllabus design is the process of developing a program that consists of a plan and the objectives.

2.  From syllabus design to curriculum development

Syllabus design is as a planning to curriculum development that needs supported factor for a practical command of English for people in many parts of the world. Rather than an academic mastery of the language as one might acquire in a typical school course.

A. The scope of syllabus design
 
In language teaching, there has been a comparative neglect of systematic curriculum development. Language curriculum specialist has tended to focus on only part of the total picture, some specializing in syllabus design, others in methodology and others in assignment and evaluation. Syllabus on the other hand is more localized and is based on account and records of what actually happens at the class level as a teachers and learners apply a given curriculum to their own situation.
a. A general curriculum model
b. Defining syllabus
c. The rules of the classroom teacher
d. Conclusion

Examine the following planning task and decide on the order might be :

  • Monitoring and assessing student progress
  • Selecting suitable materials
  • Stating the objectives of the course
  • Evaluating the course
  • Listing grammatical and functional components
  • Designing learning activities and task
  • Instructing students
  • Identifying topics, themes, and situations.

B.     Objectives and conclusion

By the above reference, we hope that can give more information about, we know what need the tool to be prepared or provided, understanding how to design the learning process such as class venue to recommended and  to achieving the aims in learning process properly as the learners needs.






y

Sabtu, 08 Desember 2012

syllabus design


Chapter 1
Syllabus Design to Curriculum Development

1.     The origins of language curriculum development.

The focus in this chapter is talking about process involvement in developing, implementing and evaluating language program. The teachers as a planner have to invest into planning language course, preparing teaching material and teaching in the classes. The goal of this chapter is to provide some of the tools for the process of review and reflection through surveying approach to language curriculum development and examining ways of addressing in developing and evaluating language program and language teaching materials, by the framework as follows:
a.  What procedures can be used to determine the content of language program?
b.  What are leaner needs? And how can to determine?
c.  What contextual factors need to be considered in planning?
d.  What factors are involved in planning the syllabus?
e.  What issues are involved in selecting, adapting, and designing instructional material?
f.  How can one measure the effectiveness of a language program?

Syllabus design is one aspect of curriculum development. A syllabus is a specification of the content of a course of instruction. Syllabus design is the process of developing a program that consists of a plan and the objectives.

2.  From syllabus design to curriculum development

Syllabus design is as a planning to curriculum development that needs supported factor for a practical command of English for people in many parts of the world. Rather than an academic mastery of the language as one might acquire in a typical school course.

A.    The scope of syllabus design

In language teaching, there has been a comparative neglect of systematic curriculum development. Language curriculum specialist has tended to focus on only part of the total picture, some specializing in syllabus design, others in methodology and others in assignment and evaluation. Syllabus on the other hand is more localized and is based on account and records of what actually happens at the class level as a teachers and learners apply a given curriculum to their own situation.
a. A general curriculum model
b. Defining syllabus
c. The rules of the classroom teacher
d. Conclusion


Examine the following planning task and decide on the order might be :

  • Monitoring and assessing student progress
  • Selecting suitable materials
  • Stating the objectives of the course
  • Evaluating the course
  • Listing grammatical and functional components
  • Designing learning activities and task
  • Instructing students
  • Identifying topics, themes, and situations.


B.     Objectives and conclusion   

By the above reference, we hope that can give more information about, we know what need the tool to be prepared or provided, understanding how to design the learning process such as class venue to recommended and  to achieving the aims in learning process properly as the learners needs.








curriculum development



SUMMARY  OF CURRICULUM DEVELOPMENT NAME OF LACTURE: Drs GUSTAMAN SARAGIH S,M.
A PAPER IS WRITTEN INDIVIDUAL ASSIGNMENT
BY: MAHYUDIN
NPM: 20117470096


ENGLISH EDUCATION DEPARTMENT
POST GRADUATE PROGRAM
UNIVERSITY OF INDRAPRASTA PGRI JAKARTA
2011-2013
PREFACE
As a teacher has to knowing as well as teaching professional. Herewith I am as a writer want to write a summary paper of English Curriculum Development in Language Teaching. The activities of Language teaching so many resources, caused of it the learner will be present a summary to memorizing what the teacher has doing. Hopefully this summery could be help the reader and the learner to deliver the teaching program, especially The Curriculum Development. In this book summery will be cover some, what learning and teaching styles do they bring to the program?. For what purposes is the language needed and what goal does the have program?. And in what setting will teaching take the ideal place or venue, and what organizational structure is in place to support and maintain good teaching?. What resources will be used, and what are there roles?.What measures will be used to determine to achieve the success of program. Its perspective the characteristics a curriculum base approach to language teaching.                          
This summary of book Curriculum Development presents an approach to the teaching learning process that seek successful  language is being dependent upon the activities of curriculum development, that the use of variety of planning, implementation and developing or renewing a language program. These summaries include determining learner’s needs, analysis, of the contact for the program and consideration of the impact of contractual factors, the planning of learning outcome, the organization of a course or setting or prepare of teaching materials.
`At the end I hope to the learner especially the teacher and other readers this book summery could be help and reference to remanding and helps us to consider better language teaching professional.
Jakarta June 2012
Writer
Mahyudin

Contents
                                                                                      page
1.      Syllabus Design to Curriculum Development, (Nunan)
2.      Needs Analysis, ( Nunan, Richards)
3.      Theory Principles and Principles, ( Nunan, Richards)
4.      Planning Goal and Learning Outcomes, ( Richards)
5.      The Role and Design of Instructional Materials, ( Richards)
6.      Approach to Evaluation, ( Richards)
7.      Teaching Material Development for Learning, (Richards & Tom)
8.      Teaching Material Development for Speaking, ( Richards)
9.      Teaching Material Development for Reading, ( Richards)
10.  Teaching Material Development for Writing, ( Richards)









TOPIC 1
Syllabus Design to Curriculum Development
A.   The main point of the topic
1.     The origins of language curriculum development.
The focus in this chapter is talking about process involvement in developing, implementing and evaluating language program. The teachers as a planner have to invest into planning language course, preparing teaching material and teaching in the classes. The goal of this chapter is to provide some of the tools for the process of review and reflection through surveying approach to language curriculum development and examining ways of addressing in developing and evaluating language program and language teaching materials, by the framework as follows:
a.       What procedures can be used to determine the content of language program?
b.      What are leaner needs? And how can to determine?
c.       What contextual factors need to be considered in planning?
d.      What factors are involved in planning the syllabus?
e.       What issues are involved in selecting, adapting, and designing instructional material?
f.       How can one measure the effectiveness of a language program?
Syllabus design is one aspect of curriculum development. A syllabus is a specification of the content of a course of instruction. Syllabus design is the process of developing a program that consists of a plans and the objectives.
2.     From syllabus design to curriculum development
Syllabus design is as a planning to curriculum development that needs supported factor for a practical command of English for people in many parts of the world. Rather than an academic mastery of the language  as one might acquire in a typical school course.
B.   The scope of syllabus design
In language teaching, there has been a comparative neglect of systematic curriculum development. Language curriculum specialist has tended to focus on only part of the total picture, some specializing in syllabus design, others in methodology and others in assignment and evaluation. Syllabus on the other hand is more localized and is based on account and records of what actually happens at the class level as a teachers and learners apply a given curriculum to their own situation.
a.        A general curriculum model
b.       Defining syllabus
c.        The rules of the classroom teacher
d.       Conclusion
Examine the following planning task and decide on the order might be :
·         Monitoring and assessing student progress
·         Selecting suitable materials
·         Stating the objectives of the course
·         Evaluating the course
·         Listing grammatical and functional components
·         Designing learning activities and task
·         Instructing students
·         Identifying topics, themes, and situations.          
C.   Objectives and conclusion
By the above reference, we hope that can give more information about, we know what need the tool to be prepared or provided, understanding how to design the learning process such as class venue to recommended and  to achieving the aims in learning process properly as the learners needs.

TOPIC 5
THE ROLE AND DESIGN OF INSTRUCTIONAL MATERIAL
  1. Main point
Teaching materials are a key component in most language programs. In the case of inexperienced teachers, materials may also serve as a form of teacher training they provide ideas on how to plan and teach lessons as well as formats that teachers can use. Much of the language teaching that occurs throughout the world can not take place without the extensive use of commercial materials. In addition, materials not designed for instructional use such as magazines, newspapers, and TV materials may also play a role in the curriculum.
  1. Scope of orientation
              In order to achieve maximal target in English learning process preparing support material is a mush. The point that will be discussed in the paper as follows:
  1. The role of teaching process according the curriculum
  2. Design of the curriculum
  3. Venue provide according the learning process
  4. Motivate the learners to follow
  5. Using Material instructional design, such as
a.       Printed material, such as books, workbooks, worksheet or readers
b.      Non printed material, such as cassette or audio materials, videos or computer base material
c.       Material both comprise  print and non-print sources, such as  self access materials, material on the Internet
  1. Objectives
By the above reference, we hope that can give more information about, we know what need the tool to be prepared or provided, understanding how to design the learning process such as class venue to recommended and  to achieving in learning process properly as the learners needs
A.    Authentic Versus Created Materials
Authentic materials refers to the use in teaching of texts, photographs, video selections, and other teaching resources that were not specially prepared for pedagogical purposes. Created materials refers to textbooks and other specially developed instuctional resources.
B.     Textbooks
Textbooks are used in different ways in language programs. A writing textbook might provide model compositions and a list of topics for students to write about. A grammar textbook might serve as a reference book and provide examples as well as exercise to develop grammatical knowledge. A speaking text might provide passage for students to read and discuss. A listening text together with audio cassettes or CDs might serve as the primary listening input in a listening course.
Among the principal advantages are:
They provide structure and a syllabus for a program
*               They help standardize instruction
They maintain quality
They provide a variety of learning resources
*               They are efficient
They can provide effective language models and input
*               They can train teachers
*               They are visually appealing
C.     Evaluating Textbooks
  Evaluation, however, can only be done by considering something in relation to its purpose. A book may be ideal in one situation because it matches the needs of that situation perfectly. It has just the right amount of material for the program, it is easy to teach, it can be used with little preparation by inexperienced teachers, and it has an equal coverage of grammar and the four skills. It is also necessary to realize that no commercial textbook will ever be a perfect fit for a language program. Two factors are involved in the development of commercial textbooks: those representing the interests of the author, and those representing the interests of the publisher (Byrd 1995: werner, et al. 1996). Cunningsworth (1995) presents a checklist for textbook evaluation and selection organized under the following categories:
Needs Analysis
      Preparing Materials for Program should be,
     Managing a materials writing project
     The management of a team-based writing project involves addressing the following issues:
v Selecting the project team, v Planning the number of stages involved, v Identifying   reviewers,v Planning the writing schedule, v Piloting the materials,v Design and production
Monitoring the use of materials
No matter what form of materials teachers make use of, whether they teach from textbooks,   institutional materials, or teacher-prepared materials, the materials represent plans for teaching. The information collected can serve the following purposes:
« To document effective ways of using materials,« To provide feedback on how materials work,« To keep a record of additions, deletioans, and supplementary materials teachers may have used with the materials,« To assist other teachers in using the materials.

TOPIIC 3
THEORY BY PRINCIPLES AND TEACHING PRINSIPLE
A.    Main Point
Teaching and learning English as a second language needs many ways how to transfers English to our learners according to their needs. Teaching by principles is the aim of this part of curriculum design process is to decide how learning can be encouraged. There are many principles or methods that we can adopt into our teaching learning activity according to our environment and our learners needs. Have discovered to great deal about how to best teaching in the classroom, why and how learners successfully acquire second language. What should we do know, what we have learned, and what we can say with some certainty about second language acquisition.
B.     Scope orientation
In this topic will be explain some principles and format how to decide the learning process to achieving the goal as follows:
1.      Cognitive principles consist of automaticity, meaningful learning, anticipation of rewards, intrinsic motivation, strategic investment.
2.      Affective Principle, consist of  language ego, self confidence, risk taking, the language culture connection.
3.      Linguistics Principles, consist of the native language effect, inter language, communicative competence.
4.      Content and sequencing, consist of frequency, strategies and autonomy, space retrieval, language system, keep moving forward, learning burden, interference.
5.      Format and Presentation, consist of  motivation, four strands, comprehensible input, fluency, output, deliberate learning, time on task, dept on processing, learning style.
6.      Monitoring and assessment, consist of ongoing needs, environment analysis, feedback.



CHAPTER 4

Planning Goals and Learning Outcomes

Introduction

In this chapter of Planning Goals and Learning Outcomes will be explained about determining the goals and outcomes of a program of curriculum development, and how the implementation to the teaching process. The assumption about goals characterizes the curriculum approach to educational planning as follows:                                                                                                    

Ø  People are generally motivated to purpose specific goals

Ø  The used goals in teaching improved the effectiveness of teaching and learning.

Ø  A program will be effective to the extent that its goals are sound and clearly described.

In the curriculum, the terms of goal and aims are used interchangeably to refer to a description of the generals purpose and objective to refer to a more specific and concrete description of purposes. The goals or aim is refer to the statement of generals change such as:

Ø  To provide clear definition of the purpose of the program

Ø  To provide guidelines for teachers, learners, and materials writers

Ø  To help provide a focus for instruction

Ø  To describe important and realizable changes in learning

Aim statements are reflecting the ideology of the curriculum and show how the curriculum will be seeks to realize it. The following are examples of aim statement from deferent kinds of language program.

1.      A business English course                                                                                                     > goals/aim statement: to develop business communication, to learn how to write effective business letters.

2.      A course for Hotel employees                                                                                               > goals /aim statement: to develop business communication,  to deal with guest inquiries and complains

Aims are very general statements of the goals of the program. They can be interpreted in many different ways.

Objectives, describe of learning outcomes or can be describe with phrases like: will have, will learned how to, will be able to. Objectives should be consistent with the curriculum aim. Objectives should be precise, that are vague and ambiguous are not useful.

Learning outcomes are a set of statements setting out what the participants should be able to do or understand by the end of the training event. For example:
“By the end of this course you will be able to use the International Standard on Archive Description to create descriptions of archive material.”
We develop and use all three of these so that learners are clear about what the aims of the training are and what they will have learned by the end of it. They can also be used to feed into learners’ evaluation of the training. Response to questions gauging levels of achievement of aims, objectives and learning outcomes can provide useful information on the success of the training. Writing aims and objectives is fairly straightforward. Keep your language clear and try not to have too many little aims and objectives. Learning outcomes need to be more detailed. They also need to be more carefully crafted to ensure that the outcome as stated is achievable in the context of the training you are developing.

Writing learning outcomes                                                                                                       Learning outcomes can be difficult to write well. It is good to begin with a statement addressed directly to the participant, such as:

“When you have completed this course you should be able to:”

Tips for writing learning outcomes                                                                        Learning outcomes must be:                                                                                                     Clear and precise, Learner-centered, Specify an outcome that can be observed or measured, Realistic and achievable.


An example of learning aims, objectives and outcomes

Here is an example of a set of aims, objectives and outcomes for some training in providing reference and user services (also known as access to archives).

Aim

To provide a framework for developing and delivering reference and user services in a variety of record-keeping environments.

Objectives

  • To discuss professional issues relating to the provision of reference and user services
  • To examine the different sectors of users and their differing needs
  • To review the range of services which may be provided
  • To establish the means of providing them effectively in the workplace
  • To consider the possibilities for developing user services and the awareness of them

Learning outcomes

On completion of this course you will be able to:
  1. Explain the professional issues relevant to the provision of reference and user services
  2. Describe and evaluate local policy on provision of reference and user services
  3. Distinguish between the different types of users
  4. Identify the service needs of different types of users
  5. Identify the appropriate reference and user services for your workplace
  6. Demonstrate effective responses to a variety of research requests
  7. Explain the procedures for providing secure access to records and archives
  8. Describe the essential attributes of a search room
  9. Explain the functions of search room personnel
  10. Describe the search room finding aids