In this assignment I am going to further review the progress made by three of my students who were working towards summative stages of their assessments. Furthermore, I will be evaluating how the use of ILPs was useful in addressing individual learner needs and how it benefitted the learners overall.
Hamilton (2009) highlighted that ILPs could be used to help tutor and student identify various needs and review them from time to time if goals are to be achieved. Caffarella (1993) showed that ILPs can be employed to help students have structured approach to learning, continuous improvement and self-management of learning, with ultimate results of improvement on their academic performance.
The National High School Centre (2010) in the United States of showed that ILPs could be employed to encourage student-centred personalised approach to learning with the main goal of nurturing student engagement to ultimately improve on their academic performance. Additionally, use of ILPs could be a powerful strategy which might be employed to counter learners’ perception that what they learn in college is not relevant in real life situations. The use of ILPs help take away such misconception by encouraging learners to link their goals to course pathways and getting engaged in other extra curriculum activities. However, in order to realise the success of ILPs there is need that they are carefully designed and well utilised. For example, a survey carried out by Department for Education and Employment (2001) found that learners were likely to choose a wrong carrier option or may fail to complete their studies in institutions where ILPs were not frequently being utilised to support students’ progress. Despite the many benefits others have argu...
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...eve the set goals.
From this piece of work I have learnt a lot and I would like to highlight the following with some suggestions for implementing ILPs at the college as I come to a conclusion.
1. There is need to create a protocol which could help outline a time period for the development and review of the individual learning plans for the higher education students.
2. The college should provide higher education staff training opportunities on how to design and implement ILPs. A new staff may find it very difficult especially those who have never had the opportunity of using ILPs
3. Provide enough resources including supportive staff/metor and allow for sufficient time for follow up until a student complete his/ her studies. Where possible a follow up system should be in place especially with students who are a high risk of not completing their studies.
to do by the schools if we are to enable LEP students to achieve at high academic levels. Improvement would have to focus on teachers, teaching, academic content and standards,
Referred to as “assessment of learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5) components of summative learning include evaluating, measuring, and making judgements about student knowledge, both on individual levels and group levels. Rather than supporting learning by way of formative assessment, summative assessment verifies learning, (Chappuis, J., Stiggins, Chappuis, S., Arter, 2012). Naturally, this is what interests educational stakeholders: administrators, parents, teachers, and those who create educational policies. (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). Summative assessment historically and presently presents itself in the form of graded quizzes, tests, graded papers and presentations, district benchmark tests, state standardized tests, and college entrance
(1993) ‘Integrating theory and practice through instructional assessment’. Educational Assessment, 1(4). [Online] Available at: http://math.arizona.edu/~cemela/english/content/shortcourses/assessment/Day%25204%2520Reading.pdf (Accessed: 14 October 2015).
There are different methods and uses of assessment that are used in the Education system, the reason for this, is that not all assessments serve the same purpose for its methodologies, the feedback that learners receive needs to correspond with the purpose of the assessment. (Sieborger, 1998)Thus educators tend to make use of multiple assessments to establish a fair and just measurement of the learner’s capability. This essay will extensively describe and analyse the tensions between the two methods of assessment: Summative assessment and Formative assessment and further reflect on their ability to integrate.
Moreover, instructional and learning experience subsystem would have a positive effect once the proposed plans take into effect. The instructional subsystem are the teachers along with the administrators that gather their input and lead the students. The learning experience subsystem are the learners that process the information that the other 2 subsystem give out (Reighluth, 1995). There are a total of 4 subsystems, however the governance is like the head leaders of everything. The administrative subsystem is the most important one that needs the change, this division is like an engine to a vehicle. The stakeholders are responsible for are 4 subsystems, and changes also applies to them as
...itutional setting. The proposal drafted in this paper is to continue to employ the model by Morrison, Ross and Kemp because it promotes the most flexibility as well as continuous execution and evaluation of the instructional design (Hanley, 2009).
The IELTS is developed and conveyed through the partnership of the British council, IDP Education Australia and the University of Cambridge. It is administered in a number of centres operating in different countries worldwide. Most...
The individual development plan is a roadmap for the individual to delineate realistic goals, activities, and timeframe and success indicators to meet these goals (Advancing Chicanos/Hispanics & Native Americans in Science, 2012). This plan provides motivation and it demands follow up and reflection on what I have learned (ACHNAS, 2012). Also, it is not an evaluation plan; it contains preparation and continuous feedback (U.S. Office of Personnel Management Organization). This plan includes education, training, developmental activities to get the qualities that I need as leader to meet the IDP goals (OPM, 2005). My major professor is a great resource to guide me in creating an effective plan (Conn et al.,
The CIP plan is separated into specific sections, and the AIT team reviews and the CIP plan to determine PD topics. The purpose of this Continuous Improvement Plan (CIP) is to communicate the goals, strategies, and actions a school is taking to improve academic achievement and school climate. The plan is written to inform a variety of stakeholder audiences including, district and school leadership, family and community members, state and federal education agencies. The intention of the school’s CIP is to show progress on the level of teaching and learning of the students in the school. The school’s CIP provides an outline for examining instructional concerns in the school that has not made adequate progress in student’s achievement. Consequently, the school’s continuous improvement plan emphasizes the achievement in the core academic subjects and the strategies used to teach them, followed by professional developments to ensure that students are accomplishing
Instructional Design is a systematic approach to design, evaluation and management of instruction. It helps to facilitate learning in an effort to improve. There are many models that have been developed to assist in the design of instructional materials. This paper will compare three: ADDIE, ASSURE and Kemp with a focus on online learning.
These assessments are integrated for ELLs to assess prior knowledge, what they comprehend during the lesson, and summative helps teacher to see what they need to review. Mrs. Thomas assessments for ELL students is more on the authentic side because she tries to align with proficiency levels. The SIOP benefits for native speakers and English as an additional language is being able to connect language with instruction through a lesson plan with eight components (Sheltered, 2015). I learned that this is very helpful to be organized and delivery high quality instruction which helps all students even
Support. Provide adequate support from administration to professors and students. Letting them fully understand the scope of the curriculum and its benefits.
The syllabus is a commonly created and shared document in the education world (Parkes & Harris, 2010). For some high school, and most higher education courses, it is the first form of contact between an instructor and their students. The organization and content of the syllabus sets the tone of the course and stands as a resource throughout the semester or year. Continual analysis, reflection and refinement helps to maintain the syllabus as a dynamic educational resource for every student in that class (Slattery & Carlson, 2010). An effective syllabus provides, not only an introduction and overview into the course, but also outlines the academic standards and essential questions that are to be covered, shares the course schedule and
...l(s) if you are uncertain on how best to help a student. Lastly, support training for staff on these types of issues.
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.