Hunt (2014) study showed that mentors need to be confident, competent and have knowledge to understand something instinctively without the need for conscious reasoning from factual student’s concerns in order to provide coherent assessment evidence. Assessment can be done in two forms which are formative and summative. Formative assessment is a stage where a mentor gives advice to the student’s performance and identify the learning needs (Kinnell and Hughes 2010). During the formative assessment with my student I was able to discuss the areas of needs, and how to improve them and also his strengths. Formative assessment helped my student to acknowledge his achievements and his strength and weakness.
Firstly, Assessment For Learning to determine next steps and are designed for diagnostic purposes. Secondly, Assessment as learning provides opportunities to students for self evaluation and reflection on their learning. It also enables students to evaluate themselves and become self regulated learners. Assessment as learning keeps students motivated as they start thinking assessments as a tool for measuring progress toward their goals instead of focusing scores so they stay motivated till success. Thirdly, assessment of learning certifies student’s proficiency in relation to curriculum learning outcomes designed to provide evidence of
Constructivism theory also can define as generative learning that creates a meaning from what the students learn. It means that constructivism theory is a collaborate of learning, teaching and knowledge, which is stressed on cognitive aspect that the students can learn by themselves and understand what they learn. As a result, the students can find and change the complicated information that they got to be simple information and they can understand it. Constructivism is a good method for students because it can build on their knowledge and experience, helps students in critical thinking and improve students’ writing skill. Constructivism theory can help students to build their own knowledge.
According to Dr. Banerjee (2015) students gives more ideas about the task assigned to them in collaborative learning process. Each student has a very important role in having a collaborative work. Learning is what students “do” and not what they “get” as passive receivers. The teachers are the facilitators of the students and not the “giver” of knowledge. Through this process the students learn not by being fed the information, but rather giving their own insights on a certain topic as well as the insight of others.
Also, it teaches them to take notes to understand more and to learn more vocabulary. It specifically allows them to be more focused during their classes. Figure 1 below shows a summary of the different benefits of study skills. Figure 1: Benefits of study skills Problems that study skills cannot solve In some situations, study skills cannot be the key to being successful. Different people have different problems.
Challenge-based learning experiences further harness the desire of many students for a sense of meaning with their education while effectively training key skills such as multidisciplinary teamwork and decision-making, advanced communication, ethics and leadership of self and others. However, almost all challenge-based learning experiences surveyed are on the periphery of the curriculum, operated as introductory or special courses or master thesis projects. According to Malmqvist, et.al 2015, bhallenge-based courses still have a way to go before they are part of the regular curriculum because the work may be demanding to accomplish within a short period. This should be mindful to guide students to set a realistic challenge for their Big Idea that
A teaching method comprises the principles and method used for instruction. Commonly used teaching methods may include class participation, combination of these the choice of the teaching method to be used depend largely on the information or skills that is being taught, and it may also be influenced by the aptitude and enthusing of the of the student. (Charles,1994; Bonwell,1997; Eison, 1991). Statement of the Problem The purpose of the study will to explain “The Effect of teaching method on student achievement at University Level.” In such a way that in the light of explanation we will evaluate the academic achievement of study. Objective of Study The research aim to achieving the following objectives: • Raise the student interest and reinforce memory retention to: • Assess to student’s abilities to work as team, leadership skills or presentation abilities to: • Develop the skill of problem solving to: • Flourish the skills of innovation and imagination to: Significance of the Study Student achievement could not effective without different teaching methods.
USE QUESTIONING AND FEEDBACK TO CONTRIBUTE TO THE ASSESSMENT PROCESS UNIT 2, 6.4 LITERATURE REVIEW Harlen explains that there are two main reasons for assessing students: to help their learning and to report on what they have learned. He argues that researchers typically discuss these reasons as different purposes for assessment and “mistakenly as different kinds of assessments that are somehow opposed to one another” (Harlen, 2007b). How can they achieve the aim? When learners know and understand these principles, the quality of learning will improve. Sharing this information with my learners will promote ownership of the learning aims and a sense of shared responsibility between me the teacher and learner to achieve those aims.
They receive and process information differently. Students have differences in their personality behaviours and the way how they understand things. It is often argued that different personality traits are needed for people to be prosperous in their career. Variables that foretell the patterns of student’s personality types and their connection to academic performance were frequently searched by educators, researchers and psychologists. Personality has been recognized as a determining factor on how people learn (Lawrence, 1997; Myer et al, 1998).
Introduction Enhancing learning for students involves more than just being able to apply general learning and teaching principles or guidelines. In Educational Studies 1: Classroom Learning and Student Development, we have been learned about how students learn. Most importantly, it involves inquiry-based activities which familiarize us with the roles of teachers in promoting learning and catering for student diversity and individual differences. Throughout the past lessons, one of the most influential, inspiring theories is the theories of motivation to understand and improve educational processes, which means helping our students see the true value of what they are doing and giving them reasonable expectation of success in achieving it.