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.
(2012), parenting styles are crucial agents that influencing all aspects and stages of a child 's development. According to Maccoby & Martin (1983) (as cited in Ishak et al., 2012) parenting is a continuum and includes two significant elements “responsiveness” and “demandingness”. According to Baurmind (1991); the parental demandingness refers to “the claims parents make on children to become integrated into the family as a whole, by their maturity demands, supervision, disciplinary efforts and willingness to confront the child who disobeys’’ and responsiveness refers to ‘‘the extent to which parents intentionally foster individuality, self-regulation, and self-assertion by being attuned, supportive and acquiescent to children’s special needs and
It is established that quality education is not only attributed to good school’s programs but also parent’s participation. In order to encourage learning in children’s mind, school and home activities are playing important factors. Both school and home must be interdependent. The effect of parental involvement in education varies generally. Parent’s involvement has a better outcome on children’s academic performances and these outcomes may take into account of various factors such as social status employment status, educational background of parents, multiple children and income structure which may be significantly affect student’s academic achievement.
2.4 The Self-assessment Model Ross (2006) suggests that self-assessment contributes to higher student achievement and improved behaviour. Figure 1 which was based on Bandura, (1997) Social Cognitive Theory shows a model explanation of how self-assessment contributes to learning. Self-assessment is made up of three processes that self-regulating students employ to observe and interpret their behaviour. The three processes are: self-observation, self-judgement and self-reaction. Students make self-observation when they focus on an aspect of their performance related to their subjective standards of success.
Self motivation beliefs These beliefs centre the student and allow for the completion of the forethought phase. Self-efficiency which in this case is students’ belief about their ability to learn a task (Zimmerman 2002) , is a key element in these beliefs. "Self-efficacy is extremely important for self-regulated learning because it affects the extent to which learners engage and persist at challenging tasks. Higher levels of self-efficacy are related positively to school achievement and self-esteem.” (Schraw et al, 2006) Outcome expectations can be regulated by the teacher for example, if a student can see how a certain task is relatable to how she will use it in the future she is more likely to want to acquire the proposed knowledge. Performance The performance phase is generally seen as two separate disciplines.
Besides a score, which gives quantitative data about how much of the material tested a student has mastered, information about student misconceptions can be determined by analyzing which distractors they chose and why. Information from assessments helps teachers determine which instructional approaches are best for certain students, what their students may already know about a given topic, and what subjects needs to be retaught. Research indicates that assessment and accountability systems are most effective when internal and external measures are coordinated by schools and districts to improve student achievement. The entire assessment and accountability system must be interconnected and aligned – assessments aligned to the standards, which
However, Maria Rezaeinejad et all (2014) mentioned in her study that there is a significant relationship between cognitive learning styles and students’ academic achievement. The result also show that cognitive styles have significant influence on learners’ choice of learning strategies and their achievements (Changju Shi (2011). In conclusion, I think that cognitive learning styles can influence the students’ achievement. Individuals born with differences, and the strategies to teach them also should be differences. An appropriate learning
The comparison indicated that the results of student-peer marking might be misleading as a guide to the validity of peer assessment. Analysis of student feedback forms showed that students not only liked carrying out peer assessment, but also felt the benefits in terms of developing facets of their learning process and heightening their awareness of their work. The author
To assess accurately and holistically a mentor should be able to assess the student’s competency through measurable assessment tools and to do assessment process accurately (Embo et al 2015). When a mentor is assessing the student accurately he or she is able to identify whether the student may fail at an early stage. A mentor is able to follow the right pathway with the student and university which involves link lecture and personal tutor (Maloney et al 1997). Gope (2015) suggested that assessment can also be opportunity to identify learning needs and considering the action of achieving
An activity and educational experiences implemented outside or in the classroom is considered as co-curriculum (Nor Azah, 2007). Co-curricular activities are important to strengthen and complement the process of learning in the classroom. In addition, it can also show behavioural changes and affect student’s personalities. The experience gained can help students to build good personalities (Erin et al., 2010) and able to dominate a handful of soft skills. Important experience and skills can be clearly added to students through some co-curriculum activities (Reaves et al., 2010).