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Importance of language skills in education
Importance of language skills in education
Importance of language skills in education
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1. What criteria do you consider to be of more importance? Ideas, proper English grammar or both? Support your answer.
I think while doing peer assessment, both ideas and English grammar should be are equally important. This is because there is a real danger of the main gist of an idea being lost or grossly distorted by poor language.
Learning institutions aim to arm the students with tools which will enable them to be most effective in real world. To achieve this aim, it would be remiss of them to understate the importance of language as poor language can greatly undermine the impact and effectiveness of communicated ideas however great they might have been.
Outside of the academia, however, while good command of the English language (or
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My ideal way of assessing learning would be a hybrid of tutor assessment and pear review, not much different from UOPeople’s model but with a few modifications.
This would be aimed at taking advantage of the different characteristics of each of the methods
For instance, the peer review model would help in easing the effects of the low tutor to student ratio. The increased load on tutors has compromised the quality and timeliness of feedback from tutors. Peer review will ease the pressure on individual tutors and would result in faster and higher quality grading.
Also, peer assessment would partly address the ethics issue because, even if the tutor is compromised, this would be partly countered by the assessment done by the students.
One of the short comings of peer review which is often cited is that students are unlikely to be experts in the same field they are studying bring to question the quality of their feedback and the reliability of their grading. To counter this, the final assessment would be an average of the grades given by at multiple students and would be moderated by a qualified
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This would be aimed at achieving deeper and more reflective learning compared to the shallow reading with very short term benefits associated with cramming material just to pass exams.
Putting more emphasis on formative grading will also partly address the poor ethics problem as it is harder to sustain cheating throughout a term.
I would also seek to utilize computerised assessment tools especially for multiple choice type of questions. This will add another dimension to learning and they can help partly with the exam cheating problem and the poor tutor to student ratio
. (ICEF Monitor, 2015)
(Bostock)
References
Bostock, S. (n.d.). Student peer assessment. Retrieved September 18, 2016, from https://www.cs.auckland.ac.nz/courses/compsci747s2c/lectures/paul/Student_peer_assessment_-_Stephen_Bostock.pdf
ICEF Monitor. (2015, JUNE 1). Governments and educators in Kenya struggling to keep pace with demand for higher education. Retrieved SEPTEMBER 18, 2016, from http://monitor.icef.com/2015/06/governments-and-educators-in-kenya-struggling-to-keep-pace-with-demand-for-higher-education/
University of New South Wales. (2016). Answering Assignment Questions. Retrieved September 17, 2016, from
A Training Guide for College Tutors and Peer Educators by Sally Lipsky defines the role and importance of peer tutors’ on college campuses, the importance of promoting active learning, how to incorporate critical thinking and questioning skills, assessing students’ learning, collaborative learning and group work. Furthermore, this book defines tutoring as a proactive process, the value of diversity and students, online assistance, and a summary of effective peer lead sessions. One of the major strengths of this book is the learning activities throughout to assist peer tutors with their tutees. For example, the activity in Chapter 2 (Promoting Active Learning) has what the tutor may potentially hear
In conclusion I feel that using effective assessment methods throughout any course allows tutors to give feedback at the right time to allow the correct progress for the learners to achieve. I have experienced feedback many times as coach and more recently as a teacher and feel it has only helped me to improve and to keep wanting to improve so I can inspire others to achieve.
One argument in favor of peer grading is that it offers a student feedback on minor lessons, and it allows teachers to focus on curriculum, creativity, and grading major tests and papers (Grading). However, some psychologists view the practice of grading work in class as potentially damaging to students' self-esteem. Some students may be teased for getting good grades, or those who struggle in class work may also be ridiculed (Grading). Regardless of the grading practice, students are going to be teased by their peers. ...
While assessment can give students, parents, and administrators a view of where a student stands in terms of achievement, one must always remember that the grade is subjective. There is no right or wrong answer in English, as there is in math or other quantitative areas of study. The basis of “a grade” depends upon a student’s ability to choose a course of thought and convey it accurately and convincingly in written form. The subjectivity falls in how the teacher interprets or responds to the ideas and supporting information. For example, during my first venture as a student teacher, I was given the task of grading “free choice” essays. The students were given free range of the subject matter, and were told to write an insightful and poignant essay on the topic of their choice. After grading the papers, my mentor sat with me and we discussed some of the grades I had given for several of the students’ papers. Upon glancing briefly at the comments I had made and the grades I had given, my mentor began asking direct questions as to why I would grade certain papers one way, but would assign a different grade to others that were quite similar. As she went on to read through other papers, she would agree with some of my grades, but strongly disagree with others. I found this interesting because, while we were both reading the same essays, we were focusing on different points or concepts, which shaded our perception of the piece as a whole.
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
1. Christine’s leadership abilities could benefit by having knowledge of the stages of group development. Specific to her situation, it seems that aside from the very first group meeting, Mike was not present for the forming stage of the group. As a result, questions such as “What can the group offer me?”, “Can my needs be met and still contribute to the group”, and other discovery inquiries did not get answered for Mike so he has not felt part of the team so he has withdrawn from the group. As a leader, Christine could have encouraged to Mike the importance of being present for group meetings so he can be part of the team. For example, at the lunch room incident when Mike walked away, she could have talked with him individually and explained to him that she perceives that he does not feel welcome and has been avoiding team meetings. Christine could address the how important it is to attend the team meetings, explain to him the “WWIFM” (what’s in it for me) aspects and the fact that team needs him as he has so much that could contribute and add value to the team. She could also indicate that the team’s success will only be possible when every member contributes. By doing so, she can help ensure that Mike is able to join the group during the forming stage and hopefully move quickly to the norming and then performing stages.
Sufficient and current and - Meet internal and external assessment requirement Involve learners in assessment : peer and self-assessment represent an interesting way to involve students in the assessment process as students assess each
In the past, assessments were popularly conducted for the purpose of accreditation, but with the growing change in the quality of education, it has become evident that assessments aren’t just products to qualification but as Sieborger (1998) identifies, is that assessment is the process of gathering and interpreting knowledge to make valid and justifiable judgements about the learners performance and the assessors ability to transfer and establish knowledge to the learners.
Assessment, in the context of education, was defined by Lambert, D (2000, pag 4) as the processs of gathering, recording and using information about pupils' responses to educational tasks. Despite some can consider that assessment is separated from the learning process, assessment is, in fact, an essential part of the learning proccess. Maguire, M. and Dillon, J. (2007, pag 213) pointed out that assessment is intrincately bound-up in the teaching-learning cycle.
The grading system is a very controversial topic. Many members related to the education system verbally express that the grading system is impeccably capable of finding capable students in their area of studies, while many others seem to believe that it has many imperfections. Whilst there may be some debates on this topic, I believe that the grading system has its defects and can be improved to represent capabilities of students in a better manner. Grades are a label that are put on students for their ability to indict a test. Each student may have their own attributes in every class.
Although assessment was not new, only a few institutions systematically assessed the learning outcomes of students under the instruction paradigm (Barr, & Tagg, 1995). Conversely, some argued that true instruction could not be measured, and some learning was impossible to measure. However, it was incumbent upon institutions of higher learning to shift to a learning paradigm and meaningful and useful assessment were possible. The learning paradigm puts an end to the privileged position of the lecture and honored, in exchange for it, approaches that best served students in acquiring knowledge (Baggs & Tagg, 1995).
I am comfortable with classroom observations and would welcome peer review. My school's administrative team designates extensive training to effectively communicate the objectives, expectations, and goals for the year. In addition, because of a commitment to life long learning and professional development, I have confidence in my abilities to present quality instruction and engage students with critical thinking skills. However, peer review would, in my opinion be a more meaningful evaluation, because the evaluator has more expertise in a respective field.
My opinion is that students and professors would appreciate academics more if there wasn’t any grading. People are affected by the grading because it limits the potential of success; meanwhile, some students and teachers believe that there should be grading. Consequently, failure results in students to lose their confidence and leads
I feel that the materials presented in class should be thought provoking enough where students can exercise their critical thinking skills. Working in groups and interacting with other students should be encouraged because this way, a student can learn how to collaborate with one another but also learn how to accept different viewpoints. When teaching English, it is important for students to have conversational experiences with one another because many times students would focus only on grammar and can potentially be problematic. I believe that oral speaking is the most important part of learning any language however, students who focus solely on grammar often lack skills to carry on a conversation because they are unable to effectively communicate their thoughts orally. Students must be able to not only understand grammar but to also practice true ...
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.