Educational psychology Essay Example for Free

Educational psychology Essay1. Understand the principles and requirements of sound judgment. 1. 1. Explain the function of discernment in education and victimization. Lambert and Lines (2000) jell appraisal as the process of gathering, interpreting, recording, and using information slightly pupils responses to groomingal labor movements. While this is an accept qualified definition of assessment (as regards an educational definition), Graham Butt (Into T distributivelying per centum 2) expands on this definition by proposing that assessment has four main roles within teaching and learning.Firstly, it provides feedback to teachers and students ab issue each childs progress in order to shape their future learning (a formative role). This is real similar to the diagnostic role of assessment in pin-pointing the precise cause of a childs difficulty. The second role of assessment is that it provides information nearly the level of students acquisitions at a particular po int, for fount at the end of a school year or at the end of a reveal Stage (a summative role). The third role of assessment is as a tool by which pickaxe by qualification endure be achieved (a certification role).Fin altogethery, assessment helps people to judge the effectiveness of the education system as a while (an evaluation role). Prior to the work of Black and Wiliam (1998) very dinky was kn stimulate about the formative role of assessment within teaching and learning, and it was clear that by 1997 the assessment emphasis within England and Wales was clearly focused on the function of assessment in learning and development is primarily to provide a measurable barometer for the students progress.see moreexplain the importance of gaining consent when providing maintenance or supportThe key to effective practice is to be able to work out what a childs specific needs ar at one time, and to find ways of creating opportunities for them to gain (Moyles and Robinson, 2002281). Assessment is carried out done formative (checks passim the course), impassive (to test against previous marks), and/ or summative (at end of course) activities to help the prentice see their development whilst all toldowing the Assessor to give valuable feedback when appropriate.Its pop the app bent movement is to bill the savants understanding of the subject against the anticipated outcomes set by the criteria. For example, assessment provides clear measurement and recording of achievement during a course that provides identification of individual achievement or students needs. I birth found that by creating quizzes on socrative. com and/ or google forms that I can capture formative evidence of learners understanding of a task prior to the assessment deadline so I can intervene to give extra help.It is widely know that the form and content of student assessment strongly influence students attitudes to study and quality of learning (Ramsden, 1997 Shepard, 2000). The lea rners development is typically measured using formative or summative assessment that get throughs criteria in a fit-for-purpose appellative and consequently reflects the required standards and performance/ assessment criteria in whatever given course. The purpose is to monitor development via evidence that can be quantified and used as performance review/ targets/ benchmarking throughout a course.From an Assessors point of view it is essential to ensure that assessment decisions be consistently reviewed and internally/outwardly verified where possible so as to contribute to the awarding institutions quality assurance and on-going development of ruff practice. 1. 2. Define the key concepts and principles of assessment. Principles are rules and functions of assessment which are based upon the concepts. (Gravells A. 2011, Principles and practice of assessment in vivification Long culture Sector).The key concepts and principles of assessments include Continuing professional devel opment At all times maintaining currency of knowledge and competency to ensure assessment practice is up to date. Equality and Diversity- all assessment activities embrace equality, inclusivity, and diversity and respect all aspects of society. Ethics ensuring the assessment process is honest and moral, and takes into account confidentiality and integrity. candidness activities should be fit for purpose, and planning, decisions and feedback justifiable.Health Safety- ensuring these are taken into account throughout the full assessment process, carrying out risk assessments as necessary. Assessment methods must be suitable for the candidates needs. For example, a learner must have an option for an alternative whereby a mental or physical threat to their well-being could be presented by the assessment. Motivation- encouraging and supporting my learners to reach their full potential at an appropriate level. spirit assurance- this is an integrated process ensuring assessment deci sions meet the qualification standards, and assessors are carrying out their role correctly.Record Keeping- ensures hi-fi records are maintained throughout the learning and assessment process, communicating with others for example and awarding organisation. SMART- ensuring all assessment activities are specific, measurable, achievable, time bound and realistic Standardisation- ensuring the assessment requirements are interpreted accurately and that all assessors are making comparable and consistent decisions. Reliability The assessment decisions must be by an assessor with competence in the discipline the work relates to so as to ensure a judgment that is informed by a professional perspective.Risk assessments of locations my media students film in serve both to get the learners understanding of health and safety whilst helping them help me make our learning space everyones responsibility. VACSR- is some other important principle ensuring all assessed work is Valid all the work is relevant to the assessment criteria. Decisions must be justified with clear referencing of assessment criteria stated by the examining body. Another Lecturer should be able to award the same grade for the piece of work as the same standardisation method is the barometer non the opinion of the assessor.Authentic the work has been produced solely by the learner. Current the work is still relevant at the time of assessment. Sufficient the work covers all the assessment criteria. Reliable the work is consistent across all learners, over time and at the required level. (Gravells A. 2011, Principles and practice of assessment in Life Long Learning Sector). All the subjects (theory or practical) the assessment is carried on the basis of assessment cycle. http//www. gillpayne. com/2014/01/guide-understanding-the-training-cycle/ Purpose.The aim, reason, and purpose of assessment is to help the learner track their progress, provide feedback, and inspire them to achieve. The trainer gains evidence of learning from assessment which can in twirl be measured clearly against a criteria. This continuous assessment learning/ training cycle is knowing to recognise prior learning and improve it with each assessment. The assessor grades the work so the trainer (if somebody different from the assessor) can see the distance travelled on the course when compared to grades throughout the programme.The organisation can use this quantitative data to track a class, department, and/ or, entire organisations performance in relation to confederate organisations so employers can often assess their own staffs performance. COGNITIVE The cognitive body politic relates to the more traditionalist assumptions of academic/ intellectual learning. In this domain Bandler and Grinder counted knowledge, comprehension/ understanding as well as application, analysis, synthesis and evaluation. Cognitive assessment should focus on the application, analysis, synthesis, and evaluation quite a than towards only the acquisition of knowledge and understanding.To this end any theory in lectures must be do applicable in a video/ practical task that puts in to practice the idea/ lyric/ stemma we have discussed which in turn serves to consolidate and validate the learning. This domain relates to objectives concerned with knowledge and intellectual skills and there are six categories which can be used in lecturers Knowledge Asking learners to hark back specific and general items of information (e. g. media terminology) and also information about methods (how do you add this effect? ), processes and patterns (using software such as Photoshop).Comprehension Encouraging recognition of items of information settings similar to but different from those in which they were first encountered e. g. relating theories and debates to contemporary issues such as Laura Mulveys Feminist theory of female objectification in mainstream cinema. application program I actively build my learners un derstanding of our culture so they can explain previously spiritual world data or events by applying knowledge from other situations e. g. using simile, analogy, and metaphor in my verbal explanation/ articulation of concepts during lectures so they will do the same in their work.Analysis Learners are presented with problems to break push down the blocks of information into elements for the purpose of clarification. This can be in the form of a provocative discussion, essay question that asks them to show comprehension of ideas in a structured essay with a clear conclusion. Synthesis Learners are constantly asked to combine elements to form coherent units of information in their responses whether it be a Vlog, Podcast, or pen piece for Assessment. Evaluation Throughout Assessments the learners are asked to make judgements about the value of information, materials, or methods for given purposes.This is a common feature of each Edexcel Units as it demands reflection and growth on t he part of the learner. AFFECTIVE The emotional domain for Bandler and Grinder includes objectives which describe changes in interest, attitudes and set, and the development of appreciations. There are different levels of understanding fit to the theory the lowest level is where the learner is merely aware of the fact that other people have particular attitudes and values. As a learner progresses on our courses it is essential to develop this through their in-person get so they slowly develop affective ideas which are uniquely their own.While some values are indoctrinated respect for others rights, honesty, media law, understanding of morals/ ethics, the key is to enable the learner to come to this plane of understanding through a process of development and clarification in lectures. The Affective domain for Bandler and Grinder relates to objectives concerned with interest, attitudes, and values. The v levels of the affective domain from the simplest to the most complex are a s followsReceiving Sensitivity to certain stimuli and a willingness to get or attend to them e. g.students receiving information from Lecturers about Media issues. Responding Involvement in a subject or performance or event to the extent of seeking it out, working with it or engaging in it eg Twitter debates about contemporary issues such as engaging in discussion about the Woolwich attacks in 2013 using the hashtag bcotterror Valuing inscription to or conviction in certain goals, ideas, or beliefs e. g. constructing and arguing a point in an Assignment such as an essay in which the learner shows the pros and cons of existing theorists approaches to their Assignment subject.Organisation Organisation of values into a system, awareness of relevance of and relations between appropriate values and the establishment of dominant personal values e. g. constructing an essay that demonstrates structure and engaging with complex levels of conjecture, statement, and fact with objective, rigo rous, scholarly approaches to balance in their argument beyond opinion. Characterisation by a Value Complex Integration of beliefs, ideas, and attitudes into a total doctrine of world view e. g.a learner composing a project based on their own interests/ perspective informed by values acquired on course.PSYCHOMOTOR This is largely defined as sensual and Motor skills. We work to develop key social and employability skills through what Bandler and Grinder categorise in to define as 6 categories Reflex Movements are real with the use of equipment such as cameras and complex redact software to develop the involuntary motor responses to stimuli which in turn form the basis for all doings involving any movement.Basic Fundamental Movements are developed by doing this as movements of using lighting, microphones, cameras etc. require movement patterns which help the learner become more ambulatory. Perceptual Abilities are tied in to this as they help learners to interpret stimuli so that they can develop their perception of visual and auditory risks, hazards, logistics to adjust to their environs and demonstrate coordinated abilities of eye and hand, eye and foot. Similarly the Physical abilities of the learner are utilised and developed in our practical tasks as they are essential to efficient motor activity.Due to the nature of a Creative Media professional the vigour of the person is tested by activities designed to measure the individual and how they meet the demands placed upon him or her in and by the environment. Skilled Movements are a necessity in damage of storyboarding, engaging with complex editing software, and other tasks which ask the learner to efficiently perform complex movements. The learning targets are negotiated after gathering diagnostic information from the learner to gauge the potential/ possibility e. g.all skilled movement activities are based upon some adaptation of the inherent patterns of movement described in the Physical Abilities d emonstrated by the learner.Non-Discursive Communication manifests itself relatively organically in our subject through interviews, debates, video-logs, discussions, podcasts, and any other form of media that captures a range of evidence of the developing communication skills from facial expressions to highly cultivate choreography/ directing/ blocking of entire sets. Source Planning for Pre-Service Primary Teachers Prof Experience Unit, face of Education, QUT, Qld, 1998 (pp11-13).