The students and the teachers work hand-in-hand with the institution. The institution will also benefit from this study for they will be able to discover the most appropriate learning strategy that is compatible with their students. The institution with an efficient technology based education will be a solid asset that will enable more learners to enter the said institution to pursue their studies. Aside from institution, the other beneficiary would be the educators. Educators will play a big role in the students’ learning capabilities using technology-based education.
Feedback is a significant element in determination of education quality as well as in effective learning where it portrays the learning outcomes for students and the successes for the tutors. There are many aspects that concern educationists with regards to feedback but the relationship between perspectives of learning as well as teaching and feedback stands as the most important among them. Feedback should be conveyed in different modes in a learning environment but whatever mode chosen creates room for dialogue between the tutor and students. Therefore, it is only through feedback that the student engagement relationship with the feedback as well as the tutors’ perceptions of learning, teaching and assessment that such successes can be established. The Rationale Feedback is closely related to learning and teaching theories making it a significant element in learning despite the theories that may be adapted.
Research has demonstrated that students learn best when the educational process is purposeful, integrated, and collaborative. In most cases, faculties have learning goals for the students or courses they teach. However, these may not be made explicit. The assessment process involves articulating your learning goals, so that they may be communicated to others, and evaluated for continued improvement. Helps in having explicit goals also facilitates the integration of courses and programs to identify areas of omission or redundancy, and allows you to document success.
Objectives and Aim of Research Study The purpose of this whole study is to introduce a new culture of assessment for learning, showing benefits for students and lecturing staff and how this will contribute to achieving better results. For the purpose of this research, only the assessment processes at ITS will be studied. This new culture and awareness for assessing will give students the opportunity to be successful in reaching learning outcomes of modules and programmes they have undertaken and also help lecturers to develop their own performance. Thus, this is also a clear benefit for the
Colleagues in contradictory directions can still be legitimately influenced by multiple leaders to bring about a collaborative distributed leadership (Spillane, 2006). The appropriate leadership behaviours of a school leader can influence the teacher to be willingly committed, professionally involved and readily to innovate. Thus, instructional leadership can be transformational (Sheppard, 1996). With teachers in an effective integrated leadership, both transformational and instructional, the school will benefit from the instructional leadership of the teachers to improve on school performance. SAFWOS will continue to leverage on effective integrated leadership to enhance the school systems and
Task 1 Summary of co-curricular and its activities Co-curricular Activities Meaning The significance of co-curricular exercises rotates around its diverse component and attributes. For the general advancement of a youngster, educational modules is not just the single criteria. The comprehensive development and to build up the different features of identity improvement of youngsters; classroom instructing ought to be supplemented with co-curricular exercises. These out of class exercises influence all areas of life, for example, psychological (scholarly), enthusiastic, social, moral, social and tasteful. Co-curricular exercises significance are more engaged upon psychological angles in this way help in scholarly advancement.
The concept of learning is changing from lecturers teaching to student learning. The assumption of this shift is based on students who are expected to improve their ability in enriching knowledge, attitudes and skills based on competencies in the curriculum. Thus, it can be said that student activeness is an indicator of meaningful learning. Meaningful learning is an approach in the management of learning systems through active learning ways toward independent learning. The ability to learn independently is the ultimate goal of meaningful learning.
But it also involves the reasons or goals that underlie their participation or nonparticipation in classroom activities. Although students may be equally motivated to perform a task, the sources of their motivation may differ. That is, students should have many sources of motivation in their learning experience in each class. (Palmer, 2007; Debnath, 2005; D’Souza and Maheshwari, 2010). Motivation to learn is characterized by continuing, quality involvement in learning process.
Instruction in most subject areas is being altered to include more practical applications of skills and to incorporate a greater focus on the understanding and combining of content and skills. Teachers are able to modify their methods of teaching when following to this way of teaching. Students are more responsible for their education and allows students to assess their own progress. Advocates of performance assessment believe these tests serve as a benchmark for educators and school officials. When students acquire the skills and knowledge, the educators are able to concentrate on teaching students this information.
Grouping can have far-reaching effects on students learning and thus careful decisions should be made. More than just, flexibility should be allowed in ability grouping so that the need of different students could be catered. For example, it is suggested that the high-achieving and low-achieving homogeneous groups can interact occasionally so that students are able to learn from each other and acquire non-academic skills. In this way, a more positive image of ability grouping and education can be created in