Patch 1 Reflective Essay

In this paper I will critically reflect on the teaching and learning cycle I engaged in to improve my assessment of student learning. I focussed on assessment due to its potential to improve instructional design and student performance (Brookhart, 2007, cited in Wiliam, 2011, p.8; William and Thompson, 2007, cited in Dixon & Worrell, 2016, p.155). The teaching and learning cycle led me to identify areas of

Hargreaves (2007) as well as Quinn and Hughes (2007, p270) propose that assessment tool should be both valid (assess what it claims to assess) and reliable (perform in a consistent and stable manner). It is of the opinion now following the assessment that our assessment tool cannot be considered valid and reliable for the following reasons. Learning outcome was not part of the criteria so it was impossible to make a judgement about the quality of the students' presentation and thus could not be penalized. Hinchliff (1999) suggests that learning outcomes should be Specific, Measurable, Achievable, Realistic and Timed (SMART). It should include an indication of the evidence required to demonstrate that learning has been achieved (Dix and Hughes, 2004), but Welsh and Swann (2002) caution that too many may create unreasonable expectations. Moreover, the ambiguity of the tool and individuals' subjectivity in terms of attitudes, beliefs and values (the ‘halo’ effect) resulted in perceived bias which affected the reliability. Bias however, remains an issue to overcome and as such I felt

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

* establishes a system of praise and constructive criticism - rewards and improvement; grows with the organisation

As a new immigrant, I took the accuplacer test and went straight to 111 English level. So, English 111 course became my first college English class. It seems like a great achievement for a French speaker. Nonetheless, this performance linked to significant challenges. Even though I am a fighter and an optimist, I was frightened about my academic achievement for this semester. The problems became bigger when I took my first practice test on sentence structure (fragments and run-ons) and got a D. I was frightened and felt that I will have to drop the class. However, I decided not to give up. I started working hard and had a V+ on the next test. This positive grade energized me until now. During this semester, I have much homework and practices which allow me to identify some strengths, weaknesses, and gave me lots of skills for my English 112 class and the future.

This unit does not introduce much new material. Instead, we expect you to integrate technical and theoretical knowledge acquired from study across your degree. We refer to two frameworks that may support you in carrying out this integration:

As part of my Business Innovation Development Project Unit, I had the opportunity to put myself into group with my friends or people I believed I could work well with. In the first stages of our group we all tried to get to know each other more through analysing personality and learning types’ test that we previously undertook. I realise we were going through the normal stages of the team formation in particular forming and norming (Tuckman, 1965). In my assignment group we had all Belbin team roles which helped us perform well throughout our project and also helped us to identify other team members’ behavioural strengths and weaknesses. During the initial stages of the group getting together I believed it was

Describe and explain the ways in which assessment practice has the potential to impact students’ learning:

However, these comments are something which can only become reality if practitioners are enquiring into their practice. On reflection, it is my opinion that as assessment is such a widely-debated idea that it should be enquired in a teacher practice on a regular basis. I feel that by just concentrating on effective questioning it has implicated my practice and made me feel more confident and knowledgeable. However, there are many other factors a teacher uses daily which can change the form of a child’s learning. Therefore, I feel another important next step in my practice would be to follow other formative assessment tools as a line of enquiry. Specifically, into LI and SC and understanding the most effective way to use this in the classroom, such as discussion or visibility. I feel that this next step would be a natural movement in the action research cycle (see Appendix 9).

Assessment is a process through which we gauge a learners level and progression, ensuring learning is taking place and the learner is developing their skills and knowledge. Susan Wallace recognises the importance of assessment as more than a means of determining learner achievement but also “as an indicator of the quality of learning.” (2007: 119) discussing the need for ‘ongoing assessment’ to evaluate how receptive learners are to the lessons.

This essay is a reflective essay on my learning development from a young age through to my current position as a University Student. I will be relating my learning development back to two theories of human development, Vygotstsky’s socio-cultural theory and Marcia’s version of Erikson’s theory of identity development. I will identify and discuss the challenge I have faced with my identity and how this has impacted on my development.

Utilisation of the Teaching Learning Cycle in conjunction with the NSW Quality Teaching Framework to design class programs that are specific to the needs of each individual student. Furthermore, I consistently assess student outcomes through diagnostic, formative and summative assessment, this data is then used to revise, reflect and improve my classroom practice. Successful reflection has allowed me to mould an effective teaching pedagogy that caters for each individual student.

Vital signs are a fundamental component of nursing care and indicate the body’s ability to maintain blood flow, regulate temperature and regulate oxygenate the body tissue. Taking vital signs are essential in revealing any sudden changes in the body, which could potentially indicate clinical deterioration of the patient.

This is a reflective essay based on a event which took place in a hospital setting. The aim of this essay is to explore how members of the Multidisciplinary Team (MDT) worked together and communicate with each other to achieve the best patients outcome.

I am going to look back at a situation on my unit in the operating room (OR) where I implemented a change using some of the distinguishing characteristics authentic leaders posses according to Maria Shirey in 2006. I have worked in the OR for 13 years and have witnessed many changes take place, both good and bad. Our situation was unique because staffing coverage must be 24 hours due to our level 1 trauma status. The RN’s brought forward the current system used for scheduling during holidays was unfair with no apparent pattern. It was very random with many of the same RN’s working the majority of the holidays. Nurses comments ranged from, “Why am I always on the major holidays, I never get to spend the holidays with my family,” and “the same people are getting the holidays off, why is that?” Management overlooked the fairness for covering the schedule. Holiday coverage is reduced to two teams and a charge nurse which consists of five staff members, allowing more staff to be off. Everything was status quo to management until it was mentioned at a staff meeting with much dissatisfaction.