EDU516

Assignment # 3

Question # 1:

Why learners progress is important? Elaborate.                                                               8/10

Ans:

In today's instruction atmosphere, school achievement is characterized as guaranteeing accomplishment for each understudy. To achieve this objective, instructors need apparatuses to help them recognize understudies who are at danger scholastically and change instructional procedures to better address these understudies' issues. Understudy progress observing is a practice that helps instructors use understudy execution information to consistently assess the viability of their educating and settle on more educated instructional choices.

To actualize understudy progress observing, the educator decides an understudy's present execution level on abilities that the understudy will discover that school year, distinguishes accomplishment objectives that the understudy needs to reach before the year's over, and sets up the rate of advancement the understudy must make to meet those objectives. The instructor then measures the understudy's scholastic advance frequently (week after week, every other week, or month to month) utilizing tests—brief, effortlessly directed measures. Each of the tests the whole scope of abilities that the understudy must learn before the year's over, as opposed to only the specific aptitudes an instructor might show that week or month.

This is the key distinction between understudy progress checking and authority estimation methodologies, for example, educator made unit tests. Authority estimation tells educators whether the understudy has taken in the specific aptitudes secured in a unit, yet not whether the understudy is learning at a pace that will permit him or her to meet yearly learning objectives. By consistently measuring all abilities to be educated, educators can diagram changes in the quantity of right words every moment (perusing) or right digits (math) and contrast an understudy's advancement with the rate of change expected to meet end-of-year objectives. In the event that the rate at which a specific understudy is learning appears to be lacking, the educator can alter guideline.

To track understudy advance, the instructor diagrams a line between the understudy's underlying level of execution on a particular aptitude and the end-of-year objective. At that point, the instructor plots the level of execution as every test is controlled. In the wake of taking note of the example of advancement, the instructor can alter guideline to enhance understudy learning. In the event that the understudy's execution falls underneath the line, the educator may utilize more exceptional direction (in little gatherings or one-on-one), reteach the material, or give extra chances to the understudy to hone certain abilities.

The use of a range of information to monitor and track learners’ progress and achievement is a key aspect of raising attainment and achievement.

Schools need to monitor and track learners’ progress so that they can plan appropriate and prompt interventions to support and challenge learners.

The information is also used to provide an overview of young people’s attainment and progress across the school which informs improvement planning.

Question # 2: Write a detail note on  feedback?                                         8/10

Ans:

Feedback is a common aspect of many aspects of professional practice, from performance, through to staff appraisals through to teamwork and project management.  Of course, it is also part of the process of learning as through feedback you can work on improving practice.  There are a number of different perspectives on feedback but for me the best comes from the field of human resources, that sees feedback as a way of continually developing the person (employee) over time, and that feedback is a 2 way process constructed in a dialogue between management and staff.  That continuous development takes the form of learning, support and critical feedback on performance and practice.

In terms of this course specifically, the feedback you get is threefold.  Firstly, there is the process of what is called formative feedback, where through your blog posts you can receive feedback about how to work towards improving your work, suggestions for new ideas and new ways of doing things.  In this process, you may even find that some of the feedback contradicts itself (especially when given by different people).  This is a positive thing as it allows you to construct or develop a strategy for improvement that works for you aims and objectives.  Formative feedback is available from all of the tutors in the form of generic feedback on our blogs and specific feedback to you as individuals.  Keep in mind the aim, continual development and improvement…not perfection!

Secondly, there is peer feedback, which is our case, through comments on the blogs by your peers.  How useful have you found that in re-working your Task D?  Peer feedback is important because they are often people in the same or similar positions to you, perhaps experiencing the same challenges or problems and are sharing their solutions or thought processes with you.

Thirdly, we have summative feedback.  The aim of summative feedback is to draw a line under a process and say ‘now its time to move onto the next step of your continual development’ because there is rarely much to be gained from endless improvement of the one task or process.  Insight, development, innovation often come from where you connect the learning from one thing to another stage of the process, or you broaden your perspectives or you start to see the wood from the trees.  In the case of this course, summative feedback is our way of saying, stop working on tasks A, B and C and move onto D and E, learn from what we suggested in our feedback for the earlier tasks and apply that to tasks D and E.  And what were those key lessons?  Read other blogs, check out the generic feedback that has been coming out through comments and will appear on our blogs over the next week, apply Kolb’s learning cycle from task C to the process of completing task D, how have you improved your writing based on feedback and theorising?  If you read my blog post on Task D, the suggestion to put a paragraph at the top of your submitted work discussing the process you went through to get your work ready for submission will be really valuable.

In summary, see the process of feedback within the context of professional practice as cycle of continuous improvement with the aim that each time you improve, you innovate and develop a little more.  Perfection is a difficult thing to achieve because when you have achieved perfection there is nothing left to innovate, invent or create.