Communication Models, Assessment, Curriculum Development, and Reflective Practice in Teaching
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Communication Models, Assessment, Curriculum Development, and Reflective Practice in Teaching
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Communication Principles and Models in Educational Practice
Aristotle’s Speaker-Centred Communication Model
The speaker is the only active entity in this model, and it is not an interactive approach. The concept of communication failure, including noise and barriers, is not included in this model. It is only applicable in cases of public speaking.
Wilbur Schramm’s Interactive Communication Model
This model encourages all persons engaged in communication to take turns speaking. This model is appropriate for clarifying learners’ doubts because learners also have the opportunity to initiate communication.
Application of Communication Models and Principles in Teaching, Learning, and Assessment
Wilbur Schramm’s Model is very useful in education because learners have the opportunity to communicate any doubts they may have. Aristotle’s Communication Model is useful when learners are expected to develop a strong understanding by listening to a speech delivered by an expert. This approach is also effective in terms of time because there is limited opportunity for time to be lost through communication barriers or noise.
Enhancing Teaching and Learning Through Assessment and Curriculum Development
Contribution of Assessment and Curriculum Development to Educational Effectiveness
Assessment or evaluation and curriculum development contribute significantly to enhancing the effectiveness of teaching and learning. Assessment helps students modify their learning strategies and receive guidance so that they can plan the next steps in their learning. Assessment also guides teachers in examining their teaching styles and adjusting them according to the learning capabilities of students.
Assessment as Appraisal, Judgement, and Learner Guidance
Assessment takes the form of appraisal, the formation of opinions, and the making of judgements. Opinions from teachers guide learners on how to proceed with learning more accurately. Appraisal encourages students to learn more and become more dedicated and passionate.
Theoretical Foundations of Educational Assessment
Several theories have been developed by scholars, some of which may be based on assumptions, while others are based on established facts.
Kolb’s Experiential Learning Theory
According to Kolb’s Theory, individuals learn from life experiences, and their understanding becomes clearer through reflection on those experiences. This theory helps learners assess their learning independently through reflective observation and creates the motivation to take action through planning.
Biggs’ Constructive Alignment Framework
According to this theory, assessment obliges learners to complete their learning activities. The theory consists of three steps: the formulation of learning outcomes, the assessment regime, and teaching and learning activities. In the first stage, the intended learning outcomes are formulated so that learners can understand the objectives of the activities. Assessment criteria are then prepared so that learners can acquire knowledge by meeting those criteria. Finally, the activities required to fulfil the assessment criteria are organised.
Principles Supporting Fair and Effective Assessment
According to Petty (2009), the assessment procedure must follow certain principles so that students receive proper and appropriate evaluation and a suitable pathway for further improvement. These principles are illustrated below.
Validity, Reliability, and Sufficiency in Assessment
These principles ensure that the purpose and objectives are correctly met by the assessment procedure. The assessment criteria and procedures should not change rapidly, and change should only occur when it is required for the improvement of learners. Sufficiency is concerned with whether the assessment process provides enough evidence to enable learners to become proficient in the professional field.
Authenticity, Currency, and Equality in Assessment Practice
Authenticity considers whether the assessment requires learners to complete any unnecessary activities. Currency focuses on ensuring that the assessment procedure is up to date and helps learners cope with current circumstances. According to the equality principle, the assessment approach must be fair to all students and aligned with the intended objectives.
Initial, Diagnostic, Formative, Summative, and Peer Assessment Models
There are several assessment models, including initial, diagnostic, formative, and summative assessment. These models are required at different phases of the learning process according to their appropriateness. Initial assessment identifies individuals’ learning needs, while diagnostic assessment measures learners’ capabilities. Peer assessment is a unique and effective assessment method that improves communication and engages students more actively in the learning process because students may be more willing to listen to feedback from their peers (Kidd & Czerniawski, 2011).
Curriculum Design as a Structured Educational Plan
As opined by Powell and Tummons (2011), curriculum may refer to a textbook, syllabus, degree programme, or learning package. A curriculum can only be designed by specialised education professionals. It is a written plan that presents the objectives of the curriculum, the opportunities available after completing it, the sequence of activities, and the roles of the teacher and learner.
Assessment and Curriculum Design as Foundations of Learner Development
Assessment and evaluation are important in teaching and learning because they provide value, technical guidance, and an appropriate pathway for learning while motivating learners. Proper curriculum design is also necessary so that learners can acquire useful knowledge and develop successful and prosperous careers.
Reflective Practice and Evaluation in Professional Teaching Development
Reflective Practice as a Process of Professional Learning
Reflective practice is the process of examining and studying one’s own experiences to develop a new and clearer understanding (Geng, Smith & Black, 2016). It helps professionals improve their work. It consists of activities that are performed on a daily or regular basis.
Another important term in learning is evaluation, which helps measure the level of knowledge achieved. According to Geng, Smith & Black (2016), evaluation or assessment is essential in an education system because it helps assess learners’ capability to learn.
Theoretical Models of Reflection and Evaluation
Gibbs’ Reflective Cycle, Honey and Mumford’s Learning Cycle, Murphy’s Theory, and many other models provide guidelines for improving reflection and evaluation processes.
Gibbs’ Reflective Cycle and Structured Experience Analysis
As opined by Gaynor (2013), Gibbs’ Cycle explores the details of experiences, personal feelings about the experience, the strengths and weaknesses of the experience, the meaning developed from the situation, possible alternatives, and the appropriate action if the situation occurs again. These stages are Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan, respectively.
Application of Gibbs’ Reflective Cycle to Teaching Improvement
The six phases of this cycle can help teachers improve their performance in several ways. Discussing experiences among colleagues helps explore details regarding learners’ responses and levels of attention. Teachers can evaluate their performance by obtaining feedback from students and developing alternatives, such as drawing pictures on the board rather than only explaining theories verbally.
Kolb’s Reflective Cycle and Experiential Learning Development
Kolb’s Reflective Cycle consists of four stages: Concrete Experience, Reflective Observation, Abstract Conceptualisation, and Active Experimentation. The first phase focuses on encountering a new experience or reinterpreting an existing experience. The second phase emphasises the connection between experience and understanding. In the third phase, reflection generates a new idea or modifies an existing concept. The final phase encourages learners to apply their experiences in the real world (Mann, 2017).
The cycle shows that an individual’s understanding is modified through reflection on personal experience.
Application of Kolb’s Theory to Classroom Communication
I found that many students received low marks in my subject. Through reflective observation, I realised that I spoke too quickly. I received advice from my colleagues to speak more slowly in future, and I practised delivering presentations at a slower pace in front of a mirror.
Schön’s Reflection-in-Action and Reflection-on-Action Model
This model focuses on two aspects known as reflection-in-action and reflection-on-action. Reflection-in-action occurs while an event is taking place and involves thinking about the situation at that moment and responding immediately. Reflection-on-action involves thinking about the event after it has occurred. This form of reflection can help an individual decide what could be done differently if the same event occurs again.
I must implement the above-mentioned models and theories of reflective practice so that I can improve myself and become more effective in teaching.