The process of evaluating learning in education and training depends on assessment theories, principles, and models. In this sense, effective implementation requires an analysis of these ideas, principles, and models. Furthermore, there are numerous ways to include formative and summative assessments as well as feedback mechanisms into the application of these theories, concepts, and models in assessing learning. When assessing practice, it is also critical to take the context and culture of the learning environment into account because these elements can have a significant impact on students’ learning results.
Communication is essential for the process of passing on knowledge to students in the classroom. Despite the fact that there are a variety of communication models available, I would like to use two-way and one-way communication models in my field of interest, business management. With two-way communication, students are encouraged to participate in conversations, ask questions, and provide feedback, resulting in a more dynamic and exciting learning environment. On the other hand, one-way communication works well in instances where information needs to be delivered clearly and succinctly, such as lectures and presentations.
In my field, employing case studies to promote critical thinking and problem-solving among students is an illustration of two-way communication. In this situation, students are given a business problem to discuss and come up with answers for. The drawback of this method is that it can take longer to cover a subject and might not be appropriate for large classes of students. Peer evaluation and small group talks can be used to get around this restriction.
In contrast, utilizing PowerPoint presentations to communicate information on business strategies and concepts is an example of one-way communication in my field. This method’s drawback is that it could not be interactive enough to allow for quick feedback. Quizzes and polls can be used to engage students and offer chances for feedback to get around this restriction.
Effective communication in teaching can be facilitated by using Berlo’s communication paradigm. This model accounts for a number of variables that affect how messages are sent and received, including the sender, message, channel, and recipient (Muyanga & Phiri, 2020). As a teacher, I would favor this model since it enables the successful integration of technology and verbal communication. Additionally, it highlights the significance of the receiver’s reaction, which is essential in determining whether the information has been understood.
In the sphere of education and training, assessment plays a crucial role in monitoring learners’ growth and progress. No of their background, culture, or level of ability, all learners should be included in the assessment process and have fair access to it. Evaluation of the learner’s performance and comprehension of the topic can be aided by the use of formative and summative evaluations. The development of assessment techniques has also been significantly influenced by technology, which now makes it possible to evaluate learners using a variety of tools and platforms (Muyanga and Phiri, 2020). To guarantee that technology does not obstruct the learning process, it is essential to be aware of its limitations and inherent biases. All things considered, a thorough comprehension and implementation of assessment theories, concepts, and models can help to build efficient assessment procedures that support learning and assist learner advancement.
Reference List
Muyanga, C. C. and Phiri, J. (2020). ‘Assessment of effective communication in international schools in developing countries based on the Berlo’s SMCR model‘. Open Journal of Business and Management, 9(1), pp. 448-459. Web.