8 Part B: Evidencing your IT skills
This Part requires you to present a portfolio of your work to demonstrate that you have used and integrated your IT skills within your study or work activities to achieve the standard required. For example, you might include learning about new software for a particular task, using databases and other resources more effectively in searching for information, setting up and using different ways of communicating and sharing information, setting up and using computerbased models to predict, expla
7.4 Evaluating your strategy and assessing your work
Present a reflective summary that gives details of:

a judgement of your own progress and performance in the IT skills you set out to improve, including an assessment of where you feel you have made the greatest progress; discuss your use of criteria and feedback comments to help you assess your progress;

those factors that had the greatest effect on you achieving what you set out to do; include those that worked well to help you impro
This assessment unit is designed to be selfcontained. However you might like to access the following sources for support and guidance if you need it. These sources include:

U529_1 Key skills â€“ making a difference: This OpenLearn unit is designed to complement the assessment units. It provides detailed guidance and activities to help you work on your key skills, gives examples of key skills work from students, and helps you prepare and selec
1 Information and communication
This Key Skills Assessment Unit offers an opportunity for you to select and prepare work that demonstrates your key skills in the area of communication.
This unit provides you with advice and information on how to go about presenting your key skills work as a portfolio.
In presenting work that demonstrates your key skills you are taking the initiative to show that you can develop and improve a particular set of skills, and are able to use your skills more generally in your studie
By the end of this section you should be able to:
develop a strategy for using communication skills over an extended period of time;
monitor and critically reflect on your use of communication skills, adapting your strategy as necessary, to produce the quality of outcomes required;
evaluate your overall strategy and present outcomes.
9 Notes to help you complete your assessment
To complete your portfolio, you must include a contents page indicating how your reflective commentary in Part A and your evidence in Part B are related. An example of a suitable format for the contents page is shown in Figure 1.
Figure 1 (PDF, 1 page, 0.1MB).
Table 1 below gives the outcomes (italic) and criteria for assessment of your work. Alongside the criteria is a checklist to help you consider and assess your work.
Table 1: Criteria for asses
Your synthesis of what you have learned needs to show you can comment critically and reflectively on the ways of learning you have used. Think about what you had to learn, how you learned it and make an assessment of how well you learned it. On reflection, would you change anything? If so, what would you do differently? Your synthesis does not have to be long (e.g. one side of an A4 page), but it does need to show you can think critically about your learning, relate it to specific work (that
The purpose of the evidence you present is to show you can use different ways to learn. This means your example could be an assignment, project report, video recording, etc. that includes activities where you have taken responsibility for when and how you learned, perhaps as part of a distancelearning course (independent learning), and work you have learned using a different approach, perhaps by attending a tutorial, seminar, taking part in an econference, workshop, training session with a
Having studied this unit you should be able to:
develop a strategy for using skills in improving own learning and performance over an extended period of time;
monitor progress and adopt your strategy, as necessary, to achieve the quality of outcomes required;
evaluate your overall strategy and present outcomes of your work.
This key skill is about helping you understand how you learn; think about how you can improve your own learning and performance, and consider how you might generalise the principles and processes for future learning.
Improving your learning and performance could be considered to be a â€˜metaskillâ€™, that is the skill of learning how to learn. This unit, then, is a little different from the other skills units because improving your own learning and performance is not a separate option
1.1.7 Using the memory buttons
Calculations involving several operations can also be carried out in stages. One way to do this is to use the â€˜=â€™ key part way through the calculation. You can also use the calculator's memory.
The Windows calculator has a number of memory buttons, shown in Figure 2, to hel
After finishing this unit you should be able to:
use the Windows calculator to carry out basic operations and calculate percentages;
interpret and use information presented in tables and charts;
be able to round numbers appropriately.

*The Good Study Guide by Andrew Northedge, published by The Open University, 1990, ISBN 0 7492 00448.
Chapter 4 is entitled â€˜Working with numbersâ€™
Other chapters are entitled: â€˜Reading and note takingâ€™, â€˜Other ways of studyingâ€™, â€˜What is good writing?â€™, â€˜How to write essaysâ€™, â€˜Preparing for examinationsâ€™.

The Sciences Good Study Guide by Andrew Northedge, Jeff Thomas, Andrew Lane, Alice
7.2.1 Mean, median and mode
The mean, median and mode are all types of average and are typical of the data they represent. Each has advantages and disadvantages, and can be used in different situations, but they all give us an idea of the general size of the values involved. Here we provide brief definitions, and some idea of when each should be used.
The following set of data i
Charts, graphs and tables are all very helpful ways of representing a set of data. However, they are not the only ways of passing on information about data. This section looks at how you can analyse a set of data to summarise the given information as briefly and simply as possible.
Essentially, there are two features of a set of data that enable summarising: the average and the spread. This section starts by looking at what is meant by â€˜averageâ€™. If you have already studied OpenL
A pie chart is a circular chart (pieshaped); it is split into segments to show percentages or the relative contributions of categories of data.
6.1.1 When are pie charts used?
A pie chart gives an immediate visual idea of the relative sizes of the shares of a whole. It is a good method of representation if you wish to compare a part of a group with the whole group. You could us
5.3.1 What is a histogram?
The simplest definition of a histogram is that it is a bar chart with the adjacent bars touching each other. Unlike a bar chart, histograms are usually drawn only with vertical bars. Generally, histograms are used to illustrate continuous data whereas bar charts are used to illustrate discrete data (distinct categories).
The mode, or modal value, is the most popular value in a set of numbers, the one that occurs most often. However, it is not always possible to give the mode as some sets of values do not have a single value that occurs more than each of the others. Like the median, the mode can help us to get a better feel for the set of values. Retailers find the mode useful when they want to know which item to restock first.
Histograms are a special form of bar chart in which the bars usually touch each other because histograms always show data collected into â€˜groupsâ€™ along a continuous scale. They tend to be used when it's hard to see patterns in data, for example when there are only a few variables, or the actual amounts are spread over a wide range. For example, suppose you manufactured biscuits; it is important to manufacture closely to a given size, as there are regulations governing the sales of biscuit