Learning, for me, is a lifelong process and we are lifelong learners. I believe learning is not a product, it is a change. We need to accept and adapt to the newer skills so that learning happens more effectively. Before doing the CICTL, I use to think that one grows professionally when a person practices a skill. The more practice and experienced you are, the best you can give. But after the training I look at the PDQ my whole prospectus regarding learning has completely changed. There is so much more to learn and know and the process doesn’t end .My present understanding has helped me realize that learning is based on the theory called constructivism, which emphasises the fact that learners construct or build their own deeper understanding.
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With reference to the Resource of Cambridge International Certificate in Teaching and Learning, Module 1: Assessment I believe that the primary purpose for assessment is to improve students learning and teachers teaching as both respond to the information it provides. It helps in the process of making learning visible. We use assessments to identify the strength , weakness, skills and knowledge that a learner has prior to the start of a course(Diagnostic assessment); as a tool to provide feedback to the students about their learning (Formative assessment) ;as well as certifying their levels of achievements(Summative Assessment). Assessment can do more than simply diagnose and identify students’ learning needs. Students and teachers can use the information gained from the assessment to determine their next teaching and learning steps. With reference to Paul Black’s and Dylan Williams work (Inside the Black Box1998), they suggested that assessments should make clear what learners have to do in order to succeed. Encourage productive classroom discussions. Involve teacher feedback to help learners to move on in their learning and provide learning opportunities for learners be learning resource for each other and enable strategies which encourage learners to take ownership of their own learning. I believe assessments especially formative helps in sharing clear objectives for lessons with learners. It helped me encourage learners to express their ideas about what they are learning and what helped them to learn and also encouraged learner’s responses to feedback and included individual target
With reference to the Resource of Cambridge International Certificate in Teaching and Learning, Module 1: Assessment I believe that the primary purpose for assessment is to improve students learning and teachers teaching as both respond to the information it provides. It helps in the process of making learning visible. We use assessments to identify the strength , weakness, skills and knowledge that a learner has prior to the start of a course(Diagnostic assessment); as a tool to provide feedback to the students about their learning (Formative assessment) ;as well as certifying their levels of achievements(Summative Assessment). Assessment can do more than simply diagnose and identify students’ learning needs. Students and teachers can use the information gained from the assessment to determine their next teaching and learning steps. With reference to Paul Black’s and Dylan Williams work (Inside the Black Box1998), they suggested that assessments should make clear what learners have to do in order to succeed. Encourage productive classroom discussions. Involve teacher feedback to help learners to move on in their learning and provide learning opportunities for learners be learning resource for each other and enable strategies which encourage learners to take ownership of their own learning. I believe assessments especially formative helps in sharing clear objectives for lessons with learners. It helped me encourage learners to express their ideas about what they are learning and what helped them to learn and also encouraged learner’s responses to feedback and included individual target