RUNNING HEAD: EDUCATION AND TRAINING 1

Essays on Education and Training

Name of Student

Institutional Affiliation
EDUCATION AND TRAINING 2

GROUP A

A1.1

Teaching plays a great many roles in education and the training of their students. For

instance, teachers are a cardinal resource in any learning institution and the lives of their

students. Students depend on their teachers for information important to their growth, and

that lead to their achievement of goals education. Also, teachers from a strong support system

for their students by giving them instructions and guidance. Teaching also ensures that

students are assessed regularly by their teachers in a bid to evaluate the impact of the

information they gain from their teachers. In helping students achieve learning objectives,

teachers often make adjustments for students’ needs because it helps different students of

various capacities to reach their full potentials (Amstrong, 2017).

Teachers also have responsibilities to their profession. For instance, a teacher is responsible

to ensure that the students, once in school or in the classroom, observe a particular code of

conduct. The teacher manages this through reinforcements. Positive behaviours are reinforced

by rewards, while negative ones are discouraged through punishments or counselling. Other

than the management of behaviours in the school teachers are also responsible for the

upholding of proper health and safety standards. To ensure this the teachers are supposed to

enlighten the students respectively. Finally, teachers owe it to their students to safeguard their

sensitive information from unauthorized people (Amstrong, 2017).

A1.2

In the teaching profession, several government regulations guide the profession in the United

Kingdom. For instance, as a teacher, I have to comply with the Health and Safety Work Act

of 1974. In summary, the Act requires me to ensure the safety of my students whenever they

are within the premises of the school ("Health and Safety at Work etc Act 1974"). In light of
EDUCATION AND TRAINING 3

the regulation, I as a teacher have to liaise with the larger administration body of the school to

ensure that the school is supplied with clean food for students’ consumption; that the school

is constantly supplied with clean water and hygiene is upheld to the highest standards. In so

doing, I practice in my profession concerning the rule of law.

Other than the laws in place to ensure order in the profession, the teachers are guided by

codes of practice that outline the acceptable behaviours and check the character of the

professionals and their attitudes towards particular subjects. Codes of conduct relate to some

variables including ethos and policies. The presence of codes of conduct affect how we as

teachers behave in public, and by extension ensures we show tolerance and regard to the

rights of the students.

A1.3

The teaching profession emphasizes promotion and diversity and equity. There have been, in

the past, widespread cases of discrimination against particular groups of people. There are

very many ways through which to promote equality and embrace diversity (Colvin, 2010).

For instance, as teachers we ensure that students have the same opportunities to participate in

lessons by making sessions interactive, such that everyone feels part of the class. Seeking

students’ opinions during lessons makes them feel more appreciated and by this, I reinforce

the idea that none of the students is lesser compared to the other. Besides, students get to

appreciate their peers’ perspectives and thus fostering diversity.

In promoting equality and embracing differences the teaching profession recognizes the

importance of challenging stereotypes and prejudgments students harbour about their peers or

the society around them. Schools and other learning institutions play a huge role in the

preparation of holistic human beings, thus teaching professionals ought to steer the students

in the right direction with regards to societal values are concerned. This implies that teachers,
EDUCATION AND TRAINING 4

by challenging prejudices, pass the information that the society frowns upon such and that the

students should desist from the propagation of the stereotypes and shun believing them, too

(Colvin, 2010).

A1.4

Every so often, teachers find themselves with students that need special attention. They are

students with individual needs. Individual needs vary from one individual to the next, it may

be a temporary condition like trauma or in some cases relatively permanent conditions like

defects of the eye, mobility, and even Dyslexia. A teacher must identify and meets these

individual needs because primarily, these kinds of students often feel disadvantaged and may

look down upon themselves.

Teaching professionals in the field of management are always encouraged to observe their

students identify these individual needs. The individual needs may be observed during a one-

on-one interview with the student that the teacher may have initially assessed to be having

individual needs. During such sessions, I weigh the best way to handle such a student.

After identifying the needs, I have to make adjustments to my teaching techniques to

accommodate such students because the students often need reassurance that they have a

chance to excel in their academics, just as those that do not need special needs. As a

professional teacher, I might consider giving them more time to complete tasks and pair them

with more stable students to assist in monitoring them.

A2.1

Maintaining a safe and supportive environment in the learning institutions requires one to

understand the varying needs of different students. With consideration of Maslow’s

classification of needs using the hierarchy of needs, I am able to understand the different

needs of different students. The base of the hierarchy is occupied by more general needs like
EDUCATION AND TRAINING 5

physical needs which are the immediate environment of the students. The school adheres to

the Health and Safety at Work Act (1974) to see to it that the venues where learning takes

place are kept safe. The rooms are properly ventilated to allow an adequate supply of fresh

air, and the room temperature is always favourable for education to take place (Brown, 2017).

The other set of needs are the social needs of the students. The social circumstances of the

students will ensure support for the students and make learning more favourable. I would

make a seating arrangement that balances the abilities of the students, thus ensuring fruitful

interactions between the students of different capabilities.

The other way I can maintain safety and support in the learning environments is by

understanding the learning needs of the members of their classes. Learning needs include

supporting the students’ progress by constantly encouraging their parents to be part of the

students’ academic journeys (Brown, 2017).

A2.2

As teachers, we must encourage the appropriate behaviour and vouch for respect for others.

The insistence on following the set rules and regulations of the school and upholding respect

for others makes the learning environment to be favourable to everyone involved. It is

important that in the professional tutoring practice teachers allow everyone equal space to

express their thoughts and opinions. The encouragement to self-expression ensures that

students have respect for other people’s perspectives and challenges them to celebrate the

diversities among them.

In a case where teachers do not actively participate in the promotion of self-expression, there

is likely to be a sense of barbarism in the way students handle each other. I have experienced

such during my practice. I was in class one time and asked a question and there was one

student who argued against the correct answer from the one that the rest of the class knew.
EDUCATION AND TRAINING 6

When he gave their answer out loud, the rest of the class laughed at him so that he felt

ashamed of having said the answer. I discouraged the laughing and encouraged the class to

embrace different opinions as that is the best way of learning.

A3.1

The school setting has different professionals other than teachers alone, who do not work in

isolation as they strive to fulfil their roles in the schools. For example, we work hand-in-hand

with the school’s technicians to see to it that learning takes place perfectly. Technicians like

laboratory technicians are present during practical lessons conducted in the laboratories to

assist the teachers in the mixing of reagents of accurate quantity. They also maintain the

equipment of the school labs in good shape to ensure that students use them in the best

conditions possible.

Other than the technicians, we also interact with the auxiliary staff, who comprise of cleaners,

cooks, librarians, among other professionals. The other professionals reduce the hassles that

the teachers would otherwise have to grapple with in their absence. The mutual dependence

between the teachers and other professionals works for the good of the students and is

therefore regarded highly by the teachers. In the absence of these other professionals,

teachers may have to devote a portion of the time that they ought to be with the students to

attend to other duties, thus limiting teacher-student contact which may hinder the

achievement of the goals of education (Amstrong, 2017).

A3.2

Still, on the relationship between teaching roles and other professions, we are always careful

not to overstep their mandate as the support for the students. The boundaries between the

teaching role and other professional roles, albeit clear, may sometimes become blurred by

pressure on the teacher to help the student. For instance, every once in awhile, teachers are
EDUCATION AND TRAINING 7

part of an examination assessment committee or an awarding committee. The moment a

teacher becomes a member of such a body, they are expected to uphold the ethical standards

that come with the job. In the process of assessing an examination, a teacher finds themselves

assessing the work of one of their students. The teacher, despite being the coach and

instructor of the student in question, has to give an honest assessment of the student’s

responses, lest they jeopardize the entire process.

We might find ourselves in a difficult situation where they have to validate that the

assessment they have given is accurate and that there was no halo effect involved in their

assessment. Such scenarios call for the teacher to understand the boundary between her role

as a coach and mentor of the student and her professional role of giving accurate feedback

about the student’s progress.

A3.3

At some point in the professional practice of teaching, we may have to refer their students to

other professionals to meet the needs of the students. The students may sometimes have

needs that the teacher might not fulfil and thus seek the intervention of another professional.

Such cases as immigration difficulties, childcare issues, financial problems, advice on career

choices, among other needs.

A child who may require advice on the career they would like to pursue may be better served

by a professional career advisor. There exist such departments in several schools and

institutions, where students get help with the career options available to them based on their

strengths. These professionals also recommend the institutions where the interests of such

students will be served best; the combination of subjects that will land the students to their

desired career paths are also discussed in such sessions.

EDUCATION AND TRAINING 8

In the same way, students that may be experiencing mental stress would first approach their

teachers for support. If the teacher is out of their depth with the student’s case, they may refer

them to the school-appointed counsellor for further assistance. In so doing, the teacher meets

the needs of the learner adequately.

EDUCATION AND TRAINING 9

References

Amstrong, S. (2017). School Counselors and Principals: Different Perceptions of

Relationship, Leadership, and Training. Retrieved from

https://files.eric.ed.gov/fulltext/EJ885153.pdf

Brown, T. (2017). Composite Analysis of Means: Inquiry of CFO Roles, Responsibilities and

Relationships in SDA North American Division Conferences. Archives Of Business

Research, 5(3). doi: 10.14738/abr.53.2952

Colvin, J. (2010). Roles, risks, and benefits of peer mentoring relationships in higher

education. Retrieved from https://wsac.wa.gov/sites/default/files/2014.ptw.(37).pdf

Health and Safety at Work etc Act 1974. Retrieved 17 January 2020, from

https://www.hse.gov.uk/legislation/hswa.htm
EDUCATION AND TRAINING 10

GROUP B

Inclusive teaching is a movement that ensures that all students regardless of their conditions,

physical or mental, are treated equally in their pursuit of knowledge. Students are placed in

general classrooms concerning their ages, and within their neighborhood to receive learning

instructions of the highest quality. Inclusive teaching and learning aim to eliminate the

feeling of detachment from the larger group of students (Savolainen, Engelbrecht, Nel &

Malinen, 2011).

In pursuit of an inclusive environment, we as teachers employ several strategies to ensure the

best results for the students with and without special needs. Primarily, professional tutors use

a variety of formats for instructions, normally beginning with general methods of instructions

then gradually switching to more individual-focused instruction techniques, like pairing and

peer-supported learning. Also, we make sure that all students, including those with

disabilities, have access to the same academic curricular composition, to afford them equal

learning experiences which are aligned to the same goals of learning to those of non-

disability students. In so doing, teachers see to it that the learning activities do not highlight

the disabilities of the students with special needs (Savolainen, Engelbrecht, Nel & Malinen,

2011).

In the process of promoting equality in the education sector, teachers may often encounter

students that may feel as though they do not belong with the larger group. This is often

evident from their body language. The feeling of isolation can often be handled in diverse

ways. Among the most effective ways is to assign such students responsibilities that highlight

their strengths (Savolainen, Engelbrecht, Nel & Malinen, 2011).

B1.2
EDUCATION AND TRAINING 11

In the teaching profession, several approaches might be used in a bid to meet the individual

needs of learners. Below is a table that evaluates the suitability of four different learning

approaches by considering the strengths and limitations of each learning approach.

Learning Strength Weakness Suitability

Approach

Group Work Ensures peer- Intrinsic Peer learning

led learning conflicts over presents

Increases distribution of students to

interaction and responsibilities exchange ideas.

communication Often results in

Helps exploit loss of time if

fully the inappropriately

strengths of handled

students

Role-plays Increases Requires a lot Role-plays

interaction and of prior accelerate the

communication planning, possibilities of

Teachers can briefing, and students

assess a number supervision meeting

of variables Stage fright learning needs

simultaneously often hinders since they

in different students’ practice

scenarios participation in valuable skills

role plays in a simulated

EDUCATION AND TRAINING 12

and safe

environment

Discussions An effective Only applicable Provides an

way of peer where students environment for

knowledge have a fair students to get

exchange amount of basic to understand

Students get to knowledge of the different

express their the topic perspectives of

opinions on Personality other students.

particular variations may

matters lead to some

An enabling students

environment for dominating over

knowledge others

demonstration

PowerPoint An effective May be a The slides come

presentations teaching aid convenient way in handy for

Are universal for lazy teachers as they

designs for instructors to may need to

learning avoid proper practically

planning and demonstrate

preparation. some concepts.

B1.3

Learners generally need to acquire specific skills to see to it that they succeed in their chosen

fields. Mathematical skills, English language and literacy skills, ICT, and other wide skills.
EDUCATION AND TRAINING 13

For instance, in management, we encourage students to develop their numeracy skills as such

skills are indispensable in their fields of practice. Calculations are a staple component of the

courses in management therefore, students of management are presented with mathematical

problems and asked to solve them to develop their competency on that front. Similar

techniques are used to develop the students’ language and literacy skills, providing them with

essay writing assignments to help them develop the ability to express themselves in the

English language.

ICT skills are developed for several reasons, primarily because the world today has become

more advanced and technology is being used in the transmission of information in all the

sectors, including the world of management. The students are, therefore, encouraged to

familiarise themselves with computerization through the computerized presentation of class

assignments like Word processed documents, PowerPoint presentations, and Excel, among

others. Besides, students are challenged to develop wider skills like Social Responsibility by

setting behavioural standards in school and professional settings.

B2.1

An inclusive environment is an indispensable tool in meeting the needs of students.

Inclusivity as explained earlier ensures that students feel part of the school community.

Inclusive teaching approaches help the teachers to maximise their delivery to the needs of the

students irrespective of the environments in which they teach. Teachers looking to enable an

inclusive environment often look to create structured and purposeful lessons using available

school facilities, reasoned seating arrangements and other resources to help make students

comfortable and meet their academic needs.

Creating an inclusive teaching and learning environment involves the tutors’ awareness of

how to use suitable energisers to gain maximum student engagement during lessons. These
EDUCATION AND TRAINING 14

energisers can be used during very hot or cold weather to make the students more active and

engaged, rather than letting them hibernate and not get the most out of the instructions from

the teachers. Such energisers also help make students relaxed in case of tension that would

hinder their full participation during lessons. Teaching professionals understand these

dynamics and thus they use the energisers to create a favourable teaching and learning

environment where the students feel part of the larger group (Sharma & George, 2020).

B2.2

Teachers must select teaching and learning approaches, resources and assessment techniques

to meet individual learners’ needs because the students in the class have varying needs that

are unique to each one. The student needs may depend on among other things the styles the

students find most effective in helping them express their grasping of the taught content.

Other instances where the teachers might have Dyslexic students may require the teacher to

give more time to the students to complete assignments that would otherwise take a shorter

period to complete. Also, the teacher might resort to techniques that help the students

remember curricular content better.

In some cases, students might lose interest in what the teachers are trying to pass across at

particular times of the day. Here, too, the teachers are required to select learning approaches

that would best regain the interest of the students and recapture their attention. In such

scenarios, it would be advisable that the tutors use energisers to help activate the students.

Direct questions are also advisable in such situations, thus making the learning session

engaging and interactive for the students to gain the most from the teachers. In so doing,

professionals get to meet the needs of the students.

B2.3
EDUCATION AND TRAINING 15

Engagement of learners is the way a teaching professional gets the attention of their students

and maintain the concentration of the learners through well thought out activities. The

motivation of learners refers to the encouragement of students in the classroom through

incentives or positive reinforcement for being part of the lesson and learning information.

Gaining the full concentration of the learners requires the teacher to use a learning approach

that well caters to the preferred style of learning of the students. To fully engage read and

write kind of learner, the teacher may need to constantly supply them with essays so that the

students express their ideas properly.

Some students often want to see how planed the teacher is before they decide to pay attention

to what is being taught. Should the teacher compromise on preparation and appear in class

without a logical lesson structure, they run the risk of losing the concentration of the students

easily. Therefore, teaching professionals need to always prep for lessons in advance.

Finally, as a teacher I use constructive feedback whenever communicating with the students.

The use of constructive feedback is very useful in motivating the students as they get

reassured that there is someone that cares about what they think, and they care to give

feedback that would help them grow.

B2.4

As a means of improving the engagement of learners, we teachers often make ground rules in

collaboration with the students. This practice has a lot of benefits as learners get to have a

sense of ownership of the ground rules and they feel part of the school community. The

practice always improves on the students’ responsiveness to the set rules and regulations

because they know that they were ‘made for them, by them’.

The establishment of class ground rules with the learners may be done through group

discussion, where the teacher may cluster the class into small groups with a leader then the
EDUCATION AND TRAINING 16

groups come up with what they may like to be included in the class rules. Also, negotiation is

another way of coming up with the class ground rules. In negotiation, the class might send

representatives to discuss with the teachers and come up with the most appropriate set of

guidelines for the class to live by (Wright, 2016).

When coming up with the class rules, it should always be the goal to pin them on the class’

notice board where everyone sees them, thus making them easily accessible to the entire class

for reference. The terminology used in writing the class rules should also be in a positive

sense rather than the negative sense. Negatives like “do not” always feel antagonistic and

prohibitive, yet in the end, the rules might still be broken. The title of the rules also matters;

settling for softer terms like ‘class guidelines’ or ‘group contract’ may work to the class’

benefit as they ease the tension brought about by the term ‘rules.’
EDUCATION AND TRAINING 17

References

Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O. (2011). Understanding teachers’

attitudes and self-efficacy in inclusive education: implications for pre-service and in-service

teacher education. European Journal Of Special Needs Education, 27(1), 51-68. doi:

10.1080/08856257.2011.613603

Sharma, U., & George, S. (2020). Understanding Teacher Self-Efficacy to Teach in Inclusive

Classrooms. Retrieved 17 January 2020, from

https://brill.com/view/book/edcoll/9789463005210/BP000004.xml?language=en

Wright, H. (2016). Group B Understanding and Using Inclusive Learning and Teaching

Approaches in Education and Training. Retrieved 17 January 2020, from

https://www.globaledulink.co.uk/wp-content/uploads/2015/09/Group-B-Model-

Assignment.pdf
EDUCATION AND TRAINING 18

GROUP C

C1.1

There exist five types of assessment in education and training. They include initial

assessment, formative assessment, summative assessment, diagnostic assessment, and holistic

assessment (Torrance, 2007).

The initial assessment is done at the beginning of the course. It helps determine the learner’s

starting point in the course. In so doing, the tutor may easily determine the learner’s preferred

style of learning and their motivations as well (Torrance, 2007).

Formative assessment is done during the student’s course. The goal of formative assessment

is to keenly follow a student’s learning, providing the tutor with the feedback necessary for

improving the methods of teaching. Also, students need this sort of assessment so that they

can spot their strengths and weaknesses and the areas that they need to work on to improve

their learning (Torrance, 2007).

A summative assessment is done at the end of a unit of instruction. It is done by comparing

the progress of the student against some set standards. Normally such assessments have high

stakes (Torrance, 2007).

Diagnostic assessment, like initial assessment, is done before the commencement of the

instructional period. The assessment provides the teacher with vital information on the

individual’s skills, knowledge, weaknesses, and strengths before the beginning of the learning

period (Torrance, 2007).

Finally, holistic assessment refers to the use of more than a single variable to gather

information about the progress of a student’s growth. Such an assessment is important

EDUCATION AND TRAINING 19

because the students get to set the goals for their improvement and track as well as report

their progress (Torrance, 2007).

C1.2

Education and training have several methods of assessment, which vary in characteristics and

the implementation, depending on the desired outcomes. Examples include group

discussions, essays, case studies, and multiple-choice tests.

Group discussions are structured discussions where individuals are sorted into small-sized

clusters and handed a particular topic to reflect upon as a group. The group discussions are

held face to face so that the members can exchange ideas and try deciding on the subject

matter. In practice, I would use group discussions to develop important communication and

leadership skills as well as nurturing respect for one another in the classroom.

Another method of assessment is the use of essays. Essays are a good way for students to

demonstrate their capacity to grasp concepts and express their ideas on a particular subject

matter. Essays have an introduction to the topic of discussion, a thesis statement, the main

body, and the conclusion. The assessment through essays is important as it not only improves

the confidence of the student in their expression of thought but also goes a long way to

develop the students’ research and literacy skills necessary for excellence (Torrance, 2007).

C1.3

Learning assessment techniques have their limitations and strengths as far as meeting

individual needs is concerned. Going with the examples given in C1.2 above group

discussions are favored by many teachers and are more universally applicable in any learning

set up. Group discussion is good in that they allow the students to demonstrate their grasp of

the concept while also helping others understand the same concepts in a more relatable

language. The groups also help the students to relax and share their ideas on the subject
EDUCATION AND TRAINING 20

freely. However, group discussions are only applicable when the students have some

background knowledge of the topic, otherwise, the groups might not yield much. It is also

possible that the members of the group might stray from the topic and start doing irrelevant

things (Brown & Bylund, 2008).

The other method of assessment, essays, is a good way of developing several skills in the

students. The improve the research skills as well as the communication skills of the student.

The essays are a good way of giving students a chance at self-expression and also develop the

confidence of the students in their knowledge. However, essays are limiting in terms of the

scope of assessment that it may cover at a go. It takes multiple essays on one course to assess

whether the student has grasped the gist of the course. Essays meet the individual needs of

students who learn better through reading and writing.

C1.4

Assessment methods are never fully universal in their application since the students vary in

their individual needs and learning styles. Therefore, making reasonable adjustments to the

techniques of assessment would better help me in my professional practice to meet individual

learning needs (Lytle, Lavay & Rizzo, 2010). For instance, if I happen to have a student who

is not a native English speaker, I would make room for them to use translation tools to

translate words and colloquial expressions so that they give accurate responses according to

their intentions. Better yet, I may make special sessions (outside of the normal school routine)

for a student of such quality to gain more proficiency in the English language.

Another individual need that may require adaptability is the diversity in the learning styles

that the students find suitable for them (Kurilovas, Kubilinskiene & Dagiene, 2014). In

instances where the assessment board has spelt out role play as the appropriate means of

assessing the students, some students might feel uncomfortable and rather be assessed
EDUCATION AND TRAINING 21

through group discussions. In such a scenario, create room for the alternative assessment

method to cater to the needs of the students who feel they can better express their learning

through small groupings where they share ideas on a particular subject matter (Torrance,

2007).

C2.1

It is important to involve learners in the assessment process because the learners are allowed

to give relevant and honest feedback to their teachers concerning the course requirements.

The students have an opportunity to share with their tutors how they feel they are progressing

on a particular course by discussing what they have learnt in the time they took the course.

Such feedback in return is vital to the teacher as they reveal areas of revision in the Individual

Learning Plans that the teachers may have drafted out (Torrance, 2007).

To achieve learner involvement in the assessment process, tutors familiarize the learners with

the expected learning outcomes early, preferably at the beginning of the course. The practice

of familiarization makes it possible for the learner to know what is expected of them and

gives the learner a point of reference when self-evaluating their progress. The self-evaluation

is important as the student can reflect on aspects like their interests, aspirations, needs,

strengths, and weaknesses, which are important as they measure their growth and

achievement with regards to the assessment criteria shared by the instructors. When the

assessment is done every stakeholder involved, the achievement of the set goals is pursued

jointly

C2.2

Peer and self-evaluation are methods that teachers employ in a bid to involve the students in

the process of assessment of students’ performance in the learning setting. They might fancy

the opportunity to give feedback to one another, thus honestly evaluating their academic
EDUCATION AND TRAINING 22

growth (Cassidy, 2013). These are sensitive exercises that require close management by the

teachers and insistence on the need for teamwork for the success of such exercises.

In my professional practice, I would peer assessments sessions where the students give verbal

feedback on the work of their fellow students during the lessons. The giving of verbal

feedback during lessons are important as they allow the students to understand the

perspectives of the other and also give the person receiving feedback a chance to explain their

point of view in a better way that they may not get outside the class setting. Other peer

assessment methods include group discussions and anonymous written responses.

I would also encourage learners to practice self-assessment methods so that they be part of

the assessment of their progress. A good way of self-assessment is asking students leading

questions that help them identify the areas that they may need to improve on. The advantage

of this method is that the answers gained through this method are almost very accurate

feedback which may be meaningful in the assessment of the learner’s progress (Cassidy,

2013).

C2.3

It is relevant to the students’ progress that they are informed of how they are progressing in

their respective courses and what they are required to do for them to meet the requirements of

the course. Students ought to be informed of the required standards for the assessment, how

they can prepare for the assessment adequately, and how much time they have for the

assessment. In addition to such information, the students may need some records or resources

like action plans, textbooks, test results, and progress reports so that they prep adequately for

the coming assessment or strategize to improve in the next assessment.

On the same front, I would share progress reports with the students’ employers, or parents so

that they may help in strategizing the best way possible for the student to maintain or improve
EDUCATION AND TRAINING 23

in their school performance. This would be done confidentially and with the utmost respect to

data sharing regulations to avoid violation of the learner’s rights. Such information is

important for disclosure to the relevant people so that they may feel part of the student’s

academic life.

C3.1

When giving feedback to the progress of the student, the teacher must ensure they give

constructive feedback. Constructive feedbacks inform the students of their performance in a

way that leaves them motivated and encouraged to achieve greater heights. Features of

constructive feedback include facts, recipient, statement of accomplishment, goal setting, and

room for recipient’s comments.

Constructive feedbacks are factual. They point out what is real and not hypothetical. The

feedbacks with factual basis are good because they are objective and not based on emotional

baggage. Keeping feedbacks factual is necessary since the learner has a real chance at growth

when the assessment is accurate. Secondly, constructive feedback ought to have a recipient.

Teachers can use the student’s name or any other identity tag like an admission number to

address the student when giving their feedback. Third, constructive feedback specifically

with regards to what the student has accomplished and what the student can still achieve

should they administer more effort. Forth, the feedback should welcome the student’s

feedback on the teacher’s assessment. And finally, the feedback should challenge the student

to set goals for future improvement or revision of present goals to ensure suitability with the

academic goals of the school.

C3.2

Constructive feedback has a massive impact on the assessment process of the students. As a

professional in the Further Education sector, constructive feedbacks are important in

EDUCATION AND TRAINING 24

preparing students to advance towards the achievement of their academic success. When the

feedback the tutor gives is constructive, the student can prepare well for their tests. This is

because constructive feedbacks give the actual progress of the student and allows them to set

goals for future assessments. Also, constructive feedbacks help the students assess their

progress as the feedbacks given is factual with regards to the expected impacts that the course

should make in the lives of the students.

Constructive feedbacks contribute to the assessment process of the student because they

identify areas in need of improvement if the long-term goals of the learning activities are to

be achieved. The giving of accurate constructive feedback allows the learners to put more

emphasis on the outcomes and objectives of the learning activities within the course. This is

particularly possible because the feedbacks set goals for the learner and identify the areas of

improvement that the students can work on to reach their full potential.

C3.3

There are different ways of giving constructive feedback to learners. Feedbacks can be given

indirectly to the entire group or individuals directly. Either way, the feedback elicited ought

to be constructive and helpful to the individual. The main goal of giving feedbacks, whether

direct or indirect, is to inform the learners of the targets they have achieved and those they are

yet to achieve.

Another variation in the ways of giving feedbacks involves the evaluative feedbacks and

descriptive feedback. Descriptive feedbacks are specific information regarding the

achievement of set goals in written or spoken form. Descriptive feedback aids the learner to

understand what they need to do to improve or maintain achieved standards. Evaluative

feedback, on the other hand, is a summarization for the learner of how well they have
EDUCATION AND TRAINING 25

performed on a certain task. Evaluative feedback uses letters, grades, or general comments

like “needs help.”

Lastly, there is the ‘praise sandwich’ type of feedback. Here the teacher starts by praising the

individual, criticizing them, and then ending the feedback with a compliment. Praise

sandwich is generally used to reduce the unpleasantness when someone is criticizing the

other constructively (Cassidy, 2013).

C4.1

The assessment in education and learning requires adept record keeping for various reasons.

The school keeps a record of several assessment materials for their students. Examples of

assessment records kept by the school include diagnostic assessments, initial assessments,

copies of certificates, observation reports, and progress analysis reports.

Keeping assessment records proves critical especially when a student loses his or her

certificate. Such scenarios are common and the copies kept with the school are important

because it makes the retrieval of the documents easy. The school accesses the place that the

documents are stored, preferably a safe or vault and gets the certificate for the student.

In other cases, a student might want to appeal an assessment decision. Such a scenario would

require the tutors to refer back to the assessment documents that they have preserved in their

records. This could help in either corroborating or disputing the claims made by the student,

should there be a need to dispute the made claims. Documents like initial assessment and

observation reports might be useful in situations such as this, or even when the teacher is

trying to monitor the student’s progress throughout a course.

C4.2
EDUCATION AND TRAINING 26

Keeping assessment records is protected by several laws. There exist several legislative

regulations that govern the record-keeping of assessment documents. The legislative

requirements for keeping such records can be inspected for compliance concerning the 1998

Data Protection Act, to ensure that the information obtained from the students is of the

allowed type and how to store the information in the manner that best protects the rights of

the students. The Equality Act of 2010 would be interested in finding out whether the types

of documents required by the school are providing equal opportunities to students with

different learning needs.

Besides, the Freedom of Information Act of 2000 FOIA and the Freedom of Information

(Scotland) Act also outline that the student has the right to see recorded information about an

individual that is held by institutions such as schools, colleges, and universities. The

stipulation gives the students a right to request information from the school or the respective

institution.
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References

Brown, R., & Bylund, C. (2008). Communication Skills Training: Describing a New

Conceptual Model. Academic Medicine, 83(1), 37-44. doi:

10.1097/acm.0b013e31815c631e

Cassidy, S. (2013). Developing employability skills: peer assessment in higher education |

Emerald Insight. Retrieved 17 January 2020, from

https://www.emerald.com/insight/content/doi/10.1108/00400910610705890/full/html

Kurilovas, E., Kubilinskiene, S., & Dagiene, V. (2014). Web 3.0 – Based personalisation of

learning objects in virtual learning environments. Computers In Human Behavior, 30,

654-662. doi: 10.1016/j.chb.2013.07.039

Lytle, R., Lavay, B., & Rizzo, T. (2010). What Is a Highly Qualified Adapted Physical

Education Teacher?. Journal Of Physical Education, Recreation & Dance, 81(2), 40-

50. doi: 10.1080/07303084.2010.10598433

Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives,

assessment criteria and feedback in post‐secondary education and training can come

to dominate learning. Retrieved from

https://uncw.edu/cas/assessment/docs/resources/torrance2007.pdf