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
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.
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
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
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
4.3 Pie charts, bar charts, histograms and line graphs
These are all different ways of representing data and you are likely to be familiar with some, if not all of them. They usually provide a quick summary that gives you a visual image of the data being presented. Below, we have given a brief definition and some ideas of how each can be used, along with a corresponding activity. We suggest that you look out for similar examples in everyday life, and question the information that you see.
Tables are used as a way of describing what you are talking about in a structured format. They tend to be used to present figures, either as a summary or as a starting point for discussion. Tables are also probably the most common way of presenting data in educational courses.
Tables have always been compiled by someone. In doing so, the compiler may have selected data and they will have chosen a particular format, either of which may influence the reader. You need to be aware of the co
3 Reading articles for mathematical information
We gain much of our mathematical information from our surroundings, including reading newspaper and magazine articles. A skill that will be useful to all of us in our studies is the ability to do this in a structured way, as it is very easy to be uncritical of the information that we see. Newspapers and magazines frequently place mathematical information in the form of graphs and diagrams. All too often, we tend to assume that the information is correct, without questioning possible bias or i
If you want to improve your computing skills or knowledge, there are plenty of resources available to help you. This section aims to get your search started by providing you with some useful websites.
2.5 Find out how computers work
The BBC offers an Absolute Beginners' Guide to Using Your Computer (accessed 8 November 2006). This guide is ideal for anyone really new to computers.
If you're interested in the more technical aspects of how computers work and how they've developed over time, have a look at the BBC/Open University Information Communication Technology portal (accessed 8 November 2006).
3.1.1 Option 1: Don't use the diagram at all
Activity 9
It is quite possible to write a good answer to the question without using the diagram. What do you think are the advantages and disadvantages of not using the diagram?
Author(s):
2.2.2 Reading graphs and charts: manipulating numbers
Text is just one way of communicating information. Numbers are another way, but whether presented singly, in groups or even as tables , numbers often require a lot of work from the reader to uncover the message. A much more immediate and powerful way to present numerical information is to use graphs and charts. When you use single numbers or tables, the reader has to visualise the meaning of the numbers. Graphs and charts allow the reader to do this at a glance. To show how powerful these rep