Strategic Model for Learning

Education is a long-term investment. We, as students, work hard to acquire knowledge and to hone our skills so that we may use them one day. The effort we put into a single assignment should be considered as both for that specific assignment and for our rounding as complete, educated individuals. And with this mindset, students should be motivated even more to put more effort and hard work into academics, with the goal of bettering themselves for the future and advancing their prospects as individuals. And with this hard work and effort will come progress, and this progress should be reflected in the grading—not necessarily on individual assignments, but on the student’s education as a

In 1989 a group of voluntary researchers named the Assessment Reform group (ARG) were formed by the British Educational Research Association (BERA). The group had the task to take account of relevant research and evidence in regards to assessment for policy and practice. In 1996 BERA’s support ceased and was taken over by the Nuffield Foundation till the ARG dissolved in 2010. It was in 1996 that the foundation funded Paul Black and Dylan Wiliam members of the ARG to review literature on the use of assessment to help with learning. As a result, evidence was found that ‘formative assessment’ could help to improve learning and the findings were published under the title ‘Inside the black box’. The ARG was one of significant influences on the design of Scotland’s Assessment is for Learning (AfiL) initiative which aimed to develop assessment in learning in Scottish schools. This essay will discuss and explore how effective formative assessment of pupils’ progression can be carried out.

Bain tells his audience that grades do not reveal much about a person, and he provides a study students testing about motion before and after a class, and after the class test the few ones that learned about motion was across the grading scale (p. 8). Grades do not accurately show how much a student learns, it shows how much they retained to answer a teacher’s question, but to students grades still possess a strong hold on students. The importance of grades and recognition created “Surface learners and strategic learners” (36). Here, grades are shown to have a much greater importance than actual learning, which causes students to not immerse themselves in the material that interests them, but to do what is expected to acquire an

Their research takes into account individual teachers opinions on assessment and highlights their concerns on various approaches. It displays the negative feeling towards summative assessment and its restrictive nature. This view is best summarised by one teacher within their research who feels that the process of marking is a defeatist act stating “marking reinforces under-achievement and under-expectation by being too generous or unfocused” (OFSTED general report on secondary schools 1996, p.40 cited in Black & Wiliam, 2001). It is therefore not surprising that those pupils who require differentiated materials or have additional support needs benefit from the formative assessment approach. For this group of learners it allows them to interact with the teacher, receive informed feedback to promote clearer understandings and therefore leads to learning being clear and achievable goals set. As Black and Wiliam highlight, forms of summative assessment contributes to national league tables which is a political concern held higher than the implementation of formative assessment (2001). This approach does not however promote self-esteem or encourage learning as there is no form of focused feedback, only a high or low mark. It was therefore emphasised

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.

Ch. 1 – What are my classroom assessment responsibilities as a teacher and how can I fulfill them in ways that maximize the success of my students? This chapter speaks to the nature of what sound assessment is, and the importance of really involving students in this process. Assessment is, of course, FOR the students. The idea that assessment is used by the students, and that teachers should “demystify” assessment and the meaning of success in their classroom is a very simple one, but one that is often forgotten in the context of high-stakes test-ridden classrooms, and schools that view letter grades as the only evidence of learning.

This section of this essay critically evaluates the use of two different assessment activities used to check the learning of students. This will be done by considering the key strengths and weakness of each type of assessment will also be considered, as well as, the Validity; Reliability; Sufficiency; Authenticity and Relevance of each assessment method.

College, when it works most reliably, is a complex system of designed norms and nudges that make activities such as going to class, studying, writing papers, and interacting with peers a natural, almost automatic part of each day. Students spend most of their time on or near campus, where those around them have similar goals or are supporting them in their goals. Their diversions from classwork—whether

Assessment is used as a tool for marking and grading in a practical environment and can be used to motivate by on-going improvement of the task, creating learning opportunities and to give feedback. It also allows students the chance to work at their own speed to produce the best product, when it is felt that they are competent in the task to be assessed. This is measured against the tasks listed in aims and objectives of lesson plan and should, Help learners to achieve their full potential and enable learners to achieve the standard required for their course. Encourage learners to develop independent learning skills and identify any further support

In reflection on classroom assessment, the best method to communicate my expectations on an assignment is to create a rubric. When reviewing details for an assignment, the rubric needs to be discussed with my students so that they understand the criteria for the assessment (Green & Johnson, 2010) and are able to align the criteria with clear goals for their work (McTighe & O’Connor, 2005). If students are able to evaluate their performances and products, it also removes the instructor as the sole authority on evaluations, which lends itself to the student self-assessing (Green & Johnson, 2010). In addition, rubrics can have space for comments, student goals, and action items to achieve these goals (2005). Hence, the rubric becomes a document that encourages mastery goals. Thus, to promote mastery goals in my courses, I must follow the assessment practices discussed by McTighe and O’Connor

This report demonstrates the evaluation of current performance of JD Sports Company. Method of Analysis includes Ansoff’s matrix and Porter’s generic growth strategies to discuss the nature of the market which JD Sports invest in. The financial methods are including the flexibility and stability of JD sports which judged by the liquidity, current ratio, operation capital, gearing and profit margin of this company. These figures could be collected from the annual report or balance sheet. This report analyzed the JD sport’s position in the market, and used generic and external growth method to expand market size. Such as acquired a lot stores to improve business profitability. Obviously, JD has expanded to the European

Student Perception

Globalization changes have impacted Burger King in the following ways; since the company began in 1953 with its first restaurant in Jacksonville, Florida and opened several locations across the United States, the company began its international expansion in 1969 with its first international franchise location in Canada, followed by Australia in 1971, and Europe in 1975. The setting up of franchises outside the United States was as a result of fast food opportunities arising outside the United States. So as to fully integrate in the international market, Burger King had to adopt and embrace

Strategy literature offers many techniques and models suited for systematic strategic analysis. The SWOT analysis, the PESTEL analysis, the Five Forces analysis framework are the prime examples of techniques that can be adopted for strategic analysis. This assignment will use PESTEL and Five forces model to analysis the environment of CRH plc.

Future- oriented: Strategic management encompasses forecasts, what is anticipated by the managers. In such decisions, emphasis is placed on the development of projections that will enable the firm to select the most promising strategic options. In the turbulent environment, a firm will succeed only if it takes a proactive stance towards change.