Numerical Quantitative Design of Assignments and Assessments to Facilitate Differentiated Instruction in Large Class Cohorts | Chapter 11 | Progress in Language, Literature and Education Research Vol. 8

Classroom learning has been used for centuries that helps to promote socialization, face-to-face interaction, and open exchange of ideas. We propose a new approach to classroom learning based on sequential numeral division. It builds on the concept of trichotomy – a division of students based on creamy-level, middle-level and weaker-level students -- proposed in a previous study. A sequenced series of formative assessments can map student progress and achievement, particularly in the case of weaker students. In the design of this model, we assume that the students are deeply engaged in learning activities and show their dedicated involvement in interacting with the group members. The idea behind the development of this model is to study if weak students perform better on critical-thinking tests in a collaborative learning setting rather than when they study individually. We propose a mathematical model to measure group activity/achievement, which is a complex function of several parameters. We collect data on different parameters for validation of the model in the near future.

Author(s) Details:

Siva PR Muppala,
School of Engineering and the Environment, Kingston University London, Friars Avenue, Roehampton Vale, London, SW15 3DW, United Kingdom.

Please see the link here: https://stm.bookpi.org/PLLER-V8/article/view/14342

Unresolved Tensions in United Kingdom Policy and Practice Informed by Different Ideological Approaches Leading to an Imbalance in Assessment as it Affects, Teaching and Pupils’ Learning through Inspection and Standardized Testing | Chapter 1 | Recent Trends in Arts and Social Studies Vol. 4

 This unit explores the relationship betwixt inspection and appraisal research through the eyes of a person accompanying experience of these practices [1]. It is a writing of one person's attempt to include the directive character of educational change since 1988 and allure impact on education pedagogy and students' knowledge. By locating a place inside that process, the author tries to influence those factors that are erratic and minimize those that are not [2]. The hypothetical values underpinning management ministers’ approach to assessment are recognized as systems rationalist [3]. This hypothesis, the author argues, underpins inspection practice and a testing sophistication in the United Kingdom leading to pressures with those in education the one choose a various approach i.e., subjective interpretivist [4]. Examples are fatigued from the writer’s experience of joining roles as a teacher-investigator [5] and an OFSTED inspector and liberated researcher.

Author(s) Details:

Winifred M. Burke,
Church Path Cottage, Over Stratton, South Petherton, Somerset TA13 5LN, England, UK.


Please see the link here: https://stm.bookpi.org/RTASS-V4/article/view/11095

Perception and Satisfaction of University Students’ with Online Formative Assessment | Chapter 8 | Research Highlights in Language, Literature and Education Vol. 5

 The purpose concerning this study was to determine academy students’ idea and satisfaction with connected to the internet formative assessment. The study complicated students the one took online influential assessment for the first time and accompanying minimal earlier training and exposure to connected to the internet assessment. Online assessment is an judgment of a person's abilities, management, and traits that takes place over the Internet utilizing web technologies in the way that Learning Management Systems (LMS). Online assessments offer a wide range of question types and provide next personalized feedback that can help learners help their learning and academic accomplishment. Prior to the COVID-19 universal, online education and assessment had not been standard in some parts of the world. However, accompanying the pandemic, many parts of the realm who knew nothing or very little about connected to the internet learning, started education online making necessary the move towards computerization of assessment. In Kenya, education was taken online very quickly without preparation learners on how to handle both connected to the internet learning and assessment. In few institutions there was no procedure to anchor online knowledge since many Kenyans didn’t approve nor acknowledge online learning. As a result, many graduates were apprehensive about connected to the internet learning and assessment and were resistant the shift. This changed when the government honestly and officially reported that education institutions concede possibility go online to prevent education loss and to hold learners busy during confinement in isolation. This study provides University of Kabianga second year scholars’ perspective and vindication with online influential assessment. The Constructivist Theory of Learning, which claims that learners discover best when actively committed in learning situations alternatively passively collecting news, served as the foundation for this study. The only thought that can help pupils build their own knowledge is occurrence. Students in this study experienced connected to the internet assessment for the first time, and a response survey instrument changed for the LMS allowed them to express their ideas and satisfaction.  Analysis of students’ response indicated that they were gratified and had positive perception towards connected to the internet formative assessment distinguished to face-to-face inscribed assessments.

Author(s) Details:

Florence Wanja Kamonjo,
School of Education, University of Kabianga, P.O. Box-2030-20200, Kericho, Kenya.

David Ngatia,
School of Education, University of Kabianga, P.O. Box-2030-20200, Kericho, Kenya.

Please see the link here: https://stm.bookpi.org/RHLLE-V5/article/view/10548