Page 12 assessment is an essential aspect in learning

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Assessment is an essential aspect in learning as it provides students with an opportunity to learn from their mistakes. I made use of formative assessment to assess and respond to student learning my modules. I ensured that my students received feedback on various class activities that they engaged including their assignments. My modules portray the learning outcomes as Fry et al., theory advices that in order to contribute to deep learning among the students, meaningful outcomes ought to be defined. I established the best practices in particular domain among industries as well as the policies of the university. (K2). The one-hour slot that was available for the students’ weekly “open door visits” gave me the opportunity to meet with my students face to face and discuss in detail their learning progress and their formative feedback. (K2, V1, V2) (Evidence 16). These allowed to reflect on my teaching strategies and have a deeper understanding of the issues that my students faced. (K6)I applied Cowie and Bell’s (2009) planned formative as well as interactive formative assessments as throughout my modules. The planned formative assessment, helped me to come up with at most three short sets of class activities for the students to engage in either individually or in groups. After the students were done with this, I had them do peer assessment in pairs in order to create and strengthen a classroom environment that is healthy for discussion as well as giving them an opportunity to learn from their fellow student’s perspective. I at times presented solutions in my slides and asked my students to review and discuss their results in class as a form of self-assessment.(Evidence 17). I used an interactive formative assessment referred to as ad-hoc assessment to notice, analyse and give responses to certain scenarios in order to enhance the learning capabilities of my students. (K5, K3, K2)The Networks and hardware module required students to create a layered hierarchical model that could design an effective network infrastructure. In order to facilitate efficient learning outcomes, I gave my students a professional feedback and they submitted great quality reports at the end of the modules (K6, V4, V3, V2)I provided all students with assignment specifications by equipping them with elaborate marking rubrics for each module. (K1, K2). I often explained to the students the relation between today’s lesson and their assignment and how to use the rubrics to assess a certain section of a lesson. (Evidence 18). This kept students engaged and active during the learning sessions and gave them the approaches to use to score well in their assignments by applying the marking rubrics. The students understood their expectations from the assignments they were provided with and how theyPage 13
could use the rubrics to improve their work. I examined different summative and formative assessments for various modules. For instance, in one module, I had two formative and two summative assessments while another module comprised of two summative and four formative assessments.

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Term
Fall
Professor
Allen Albert
Tags
Educational Psychology, UNIVERSITY OF LONDON

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