Learning and Assessment in Practice - 3754 Words

Learning and Assessment in Practice The purpose of this assignment is to critically analyse and reflect upon the effectiveness of an innovation, developed for learning and assessment in practice. The 3 learning outcomes which I have focused on, as outlined in the module descriptor are (ii) critically reflect on the opportunities and limitations of practice as a dynamic learning environment in relation to the facilitation and evaluation of learning in practice, (iii) demonstrate the enabling of learners to integrate theory and practice, and (iv) critically evaluate a range of learning theories and teaching strategies to facilitate the integration of theory and practice. I will utilise Gibbs (1988) model of reflection, (as cited in Quinn†¦show more content†¦Prior to attending my mentorship course I had had a great deal of contact with students, involving both one-to-one teaching, supervising and supporting. However, on no occasion had I undertaken this as a formal process, nor as a co-mentor. I had also had no direct experience of learning outcomes and as a result felt some trepidation prior to the student arriving. I understood from the literature the importance of ensuring that the student was relaxed and made to feel welcome with the team, and that I needed to have a pre-existing knowledge of the learning outcomes that were to be achieved during the placement. In order to plan and facilitate the students learning it is important to have knowledge of their programme and the required learning outcomes in order to ensure effective learning (Quinn amp; Hughes, 2007). Additionally, mentors must have an understanding of a student’s preferred method of learning. Before working with a student my main consideration would be to use a teaching method that is suitable to them and their contribution to the learning experience, whilst at the same time addressing their specific needs. The quality of learning that takes place within a placement will be dictated by the teaching and learning support mechanisms available to the student (Welsh amp; Swann, 2002). The more comfortable and safe a student feels within the environment, the more likely it is that effective learning will take place and the student will becomeShow MoreRelatedFacilitating Learning and Assessment in Practice3273 Words   |  14 Pagesteaching of proper grammar with creative writing is crucial in elementary education in order to get students excited about using the components of language. When a student understands the purpose of adjectives, adverbs, phrases and clauses, and practices writing and reading them, a student will feel comfortable in using them in everyday communication. It is that level of comfort which nurtures interest over fear in tackling the reading, writing or discussion of literary works. It is never too earlyRead Morepp127 Facilitating Learning and Assessment in Practice5967 Words   |  24 PagesNURSING PRACTICE DEVELOPMENT PP 0127 ASSIGNMENT Facilitating Learning and Assessment in Practice I/C NO: 870402-08-6054 N U Student ID: 1404 1918 Cohort: 37 Word count: 2995 Introduction Mentorship is an integral role played by an experienced nurse to guide and train, less experienced nurse in their clinical area (Ali Panther, 2008). Mentors’ are required to facilitate learning in order to help nurses in developing essential skills and assess their proficiency in clinical practice (NMCRead More2000 Word Critical Reflection on Strategies the Learner Has Used to Facilitate Learning - Preparing Facilitators of Practice Learning and Assessment3005 Words   |  13 Pages| Preparing Facilitators of Practice Learning and Assessment Word count: 2179 | The purpose of this assignment is to critically reflect on strategies used to mentor a second year mental health student in a community mental health team. The essay will refer to interpersonal skills used to develop the mentor-mentee relationship, and the practical steps taken to facilitate learning; to make this more tangible the focus will primarily rest on the author’s approach to teaching the learnerRead MoreTraditional Assessments Build On A Deficit Model Of Learning1308 Words   |  6 PagesTraditional assessments build on a deficit model of learning that aims to remediate deficiencies in order to orient and sort students (i.e., examinees), determining the effectiveness of learning that occurs (Struyven De Meyst, 2010). Assessment, from this tradition, is thought of as an activity to determine how well individual examinees can perform or recall what they have learned. This tradition is, epistemologically speaking, based on the empiricist and/or positivist model of kn owledge (AndersonRead MoreElements Of Formative Assessment987 Words   |  4 PagesWhat is formative assessment? Formative assessment seems to stand in contradiction to traditional modes of summative assessment in schools. Michael Scriven first introduced the term ‘formative evaluation’ in 1967, but Benjamin Bloom elaborated upon its distinction from summative assessment: ‘Quite in contrast is the use of formative evaluation to provide feedback and correctives at each stage in the teaching-learning process. By formative evaluation we mean evaluation by brief tests used byRead MoreEssay on Understanding the Principles of Assessment1706 Words   |  7 PagesPrinciples and Practices of Assessment 1.1 Function of assessment in learning and development Assessment enables the assessor to measure and record learner achievement. It also enables one to identify individual learner needs through formative assessments as you are working with the learner throughout, identifying what the next step should be. Formative assessments are a continuous process used to provide feedback to the learner. It could also be through summative assessments whereby theRead MoreLearning Theory From The Classroom908 Words   |  4 PagesMishra and Koeler’s TPACK framework by adding Learning Theory (Slota, Young, Choi, Lai, 2014). Although the TPACK framework on which it is based proposed the way to understand how to integrate technology in the classroom as a unique body of knowledge, technology integration practice is, more often than not, thought of as a set of pedagogical skills or strategies to simply utilize technology in pursuit of effective instruction. Given the omission of learning theory from the teacher competency frameworkRead MoreWhat Pr inciples And Values Do You Approach Assessment? Essay1550 Words   |  7 PagesAssessment philosophy From what principles and values do you approach assessment? Assessment is an essential part of both teaching and learning. It provides educators with an understanding of student learning and development, to determine whether or not learning outcomes and educational goals are successfully being met. Educators must therefore take an active role in making decisions about the purpose of assessment and the content to be assessed to ensure â€Å"assessment is ‘built-in’ to the curriculumRead MoreEducational Psychology and Assessment1205 Words   |  5 PagesCertificate in Teaching in the Lifelong Learning Sector - (Intensive) |Unit Title |CTLLS UNIT 3 - Principles Practice of Assessment | |Theory Assessment Number | | |Candidate Name |KEN PHILLIPS |Candidate Number | | |Date Issued | Read MoreTeaching Students With Quality Assessments1052 Words   |  5 PagesCurriculum mapping, planning, and assessment building have been topics at the forefront of many conversations in the field of education. As teachers have become smarter about their field, they have made instructional and assessment changes that benefit students learning needs. The assessment practices we use in the classroom should be used to promote student learning (McTighe O’Connor, 2005). As educators it is important that the goals we have are used to support the learning in all students. Providing