Students should have a good understanding of the assessment marking criteria. The design of these marking criteria involves the discussion of learning outcomes. The implementation of self-assessment involves a lot of effort, reflection and planning on behalf of the tutor. Students should be made to perceive self-assessment as a natural process in their learning. They should be actively involved in its implementation and its importance in lifelong learning.
Motivation to learning Motivation to learning is engage learner’s intrinsically in academic tasks and activities in a meaningful way in order to achieve specific goals. Intrinsic motivation is you perform an actions which you are interested in because it leads to satisfy you internally. It is very important that teachers should analyze in which style the students learn and how much they are learning from the activities they perform. Similarly teachers should create a learning environment and make the tasks more interesting as well as challenging. In this way students will be more motivated in learning and helps them to achieve their goals.
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.
Therefore, teachers must create an ideal classroom environment that is encouraging to learning. Also, teachers should be trained to support expanded role for class interaction to make effective. Teachers should consider various strategies that can capitalize on student engagement and success in the classroom. As instructors, we can create an ideal classroom environment that is favorable to learning. Learning is intrinsically hard-work; it is pushing the brain to its limits, and it can only possible with the help of motivation.
The answer to the question how to evaluate heavily depends on what should be evaluated. Teachers must ensure that teaching, learning, assignments, assessment and feedback are constructively aligned, and demonstrate the evidence of student’s achievement of the intended learning outcomes. Figure 1 shows how learning outcomes, evidence of achievement, assessment criteria and feedback linked with each other. Hence, based on how well learning outcomes have been achieved by a learner, assessment along with the feedback should be given to a student. In the following paragraphs we will discuss various formats and types of assessments.
As a teacher, it is my responsibility to aid my students in developing the necessary skills that will further their self-regulated learning experience, and allow them to comprehend that using self-regulation strategies can directly influence their learning and grades. To do this, I would first have to select a behavior that I would like my students to be able to self-monitor, then collect baseline data to act as an objective benchmark for comparing pre and post strategy work, motivate my students to actively participate in self-monitoring, introduce the necessary procedures, allow my students to independently practice the strategies, and then evaluate how effective the strategy was for my students (Zimmerman, Bonner, & Kovach, 1996). These six stages of implementing self-regulation strategies into a classroom setting are vitally important as they benefit new teachers, such as myself; actualize the process of self-regulation among
Need for knowledge or the need to process and internalize exploration and experience results that could assist in problems solving. 3. Need for ego improvement or the search for self-knowledge driven by the desire to be accepted and approved by others. When analyzing the development of a foreign language in the learning process, the different learning style of the students need to be taken into account. It’s also important to remember that intrinsic motivation aids students’ learning and that the quality of classroom interaction matters a great deal.
Holistic teaching focuses on preparing the learner to meet any challenges they may face in life and within a work setting. They can learn about themselves, develop resilience and develop social and emotional development. A learner who feels confident and valued will be more able to absorb new knowledge and apply to real work settings and is more likely to continue their studies when they see it affecting them in a meaningful way. If as an assessor you are mindful to the learner as an individual and take into account their learning style and abilities it aids you in tailoring your teaching manner and methods that give all the best chance of success. It is good to show they are being stretched and challenged and evidence this in their feedback to aid their professional
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.
It is designed with effort and a focused attitude. “In addition to being knowledgeable in their subject, teachers must have the ability to communicate, inspire, trust and confidence, and motivate students, as well as understand the students’ educational and emotional needs” (Bureau of Labor statistics, 2004). Students respond to their surroundings. As the