The teacher can regulate instructions rapidly during learning development, allowing students to benefit from these rapid adjustments by means of regulating and emerging own learning progress. Feedback occurs while learning takes place, and effective feedback identifies the gap between where student remains at and where student desires to be. The teacher can be confronted with predicaments performed during formative assessments. There remain no obvious solutions to a situation, and a decision made, exists dependent on the individual situation, appropriate to the teacher and student involved. The teacher relies on professional judgement, formatively assessing the purpose of provoked action.
Teachers can reflect on each student’s level of achievement, as well as on specific inclinations of the group, to customize their teaching plans., after receiving this information. Assessment is used as a research to find out as much as they can about what their students know, and what confusions, and prejudgment, or gaps they might have. Continuing assessment provides day-to-day feedback about the learning and teaching process. Assessment can reinforce the efficacy of teaching and learning. It also encourages the understanding of teaching as a productive process that evolves over time with feedback and input from students.
This encourages participation and interaction to learn about one another’s views and opinions within groups. As everyone has to participate, it improves the group dynamics. Learning Environment Based on the LSP, I prefer a specific learning environment. In order for studying to be conducive and effective, I have to be in a certain stimulated environment. Being able to identify where one is able to work best in can be used to one’s advantage, as the person can transform any environment into an effective teaching and learning environment catered best to their needs.
It is an on going process in educational practice, which involves a multitude of methodological techniques. A test may be assessed formally or informally, subconsciously or consciously, as well as incidental or intended by an appraiser. Assessment tools, whether formal tests or informal assessments, serve multiple purposes. Commercially designed and administered tests may be used for measuring proficiency, placing students into one of several levels of course, or diagnosing students’ strengths and weaknesses according to specific linguistic categories, among other purposes. Classroom-based teacher-made tests might be used to diagnose difficulty or measure achievement in a given unit of a course.
Invitational Theory is an applied field that seeks to analyze how schools promote a thriving learning environment when minority students can challenge themselves through rigorous courses, especially in a gifted and talented class, has a framework known as the Invitation Theory (Purkey & Novah, 2015). This theory is a “collection of assumptions that seek to explain phenomena and provide a means of intentionally summoning people to realize their relatively boundless potential in all areas of worthwhile summoning people to realize their relatively boundless potential in all areas of worthwhile human endeavor” (Purkey & Novah, 2015, p. 1). The foundation for this theory has its roots from a variety of humanistic models of human behavior. This model
Assessment: meaning According to me the term “assessment” is defined as the process to check how much a student has understood based on the lesson that was taught to them in class. Assessment also helps the students know how they progress in class. Assessment is a process that includes measuring improvement overtime, motivating the students to study, evaluating teacher’s method and ranking student’s capability in relation to the whole group evaluation. Importance of assessment in the teaching learning process. The assessment can benefit the students as well as benefit the teachers in many ways: For students, assessment can mean: ■ clarifying their instructors’ expectations for them ■ focusing more on learning as they
According to Stenbacka, (2001) was stated that the concept of reliability is even misleading in qualitative research. If a qualitative study is discussed with reliability as a criterion, the impact is rather that the study is no good. In addition, validity and reliability are two factors which any qualitative researcher should be concerned about while designing a study, analyzing results and judging the quality of the study (Patton, 2001). Next, in order to ensure reliability in qualitative research, examination of trustworthiness is important. According to Seale, (1999) was stated that the trustworthiness of a research report lies at the heart of issues conventionally discussed as validity and reliability.
Interpersonal communication remains a fundamental aspect in the functioning of a primary education institution as it lightens the load upon the shoulders of teachers. The author in this write up will therefore discuss the significance of interpersonal communication to a primary school teacher. Among the aspects to be unfolded to detail are psychological functions, social and influential functions of interpersonal communication but equally the important, the writer will also highlight issues such as distortion of message by gestures, high probability of child abuse cases and finally inability of the teacher to communicate effectively. Key terms to be defined are interpersonal communication. Communicating interpersonally between the teacher
What might work for one batch would not work for another. It also depends on the activity (individual, pairs, small groups or whole class). Hence, I need to understand the purpose of my assessment strategy and what is best suited for my learners. I include strategies such as questioning to gauge whether my learners have understood or not. During group activities, I constantly observe and jot down the points for my reference to understand whether class is moving in the right direction [Ref.
Important experience and skills can be clearly added to students through some co-curriculum activities (Reaves et al., 2010). Nowadays, the knowledge is more valuable when applied in practice and not merely to score in exams in the classroom only. The co-curriculum course can be used as a medium for students to develop their interests and talents which may be limited in the curriculum (Mohaney et al., 2003; Jamaludin et al. 2009;