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.
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.
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