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Assignment 3 Part 1 (Moodle TT)
(EDFA5500 : Educational Foundations and
Issues in Education (Semester II-
2022/2023) (Moodle TT))

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Training (TVET) exams. Most students will attempt up to 6 subjects; there are various technical and
vocational subjects available, with the most recent being Food and Nutrition. Students are generally not
academically inclined but tend to do well in subjects such as Music and Physical Education. There are
several student athletes that also excel at junior national level sport competitions, such as Secondary
Schools Football League, Netball as well as Track and Field. Getting students to stay focused is a challenge
as there are many distractions and negative influences both at and outside of school. While looking on from
outside seems grim, most students are respectful and willing to work but at times will lack motivation. There
are interventions for students that may need remedial assistance, where the student has significant
difficulties with literacy and numeracy. During the COVID-19 pandemic, the school implemented online
classes through the google classroom platform which is still maintained. Few teachers still use the platform
as there were some challenges with students having limited access due to not having internet connectivity or
access to devices. There are 875 students and 53 teachers at the school, which was relatively recently
rebuilt and moved into recently on 5th October, 2015. The physical infrastructure of the school is conducive
to learning and enables students, there are facilities such as a library, air-conditioned classrooms,
specialized rooms such as laboratories, kitchen, hairdressing stations, shops with equipment for wood work
and metal-work, music auditorium and so on. There is also infrastructure for wireless internet access for
students. In the current circumstances (reopening of school for physical classes) almost every student has

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or can access a device to enable them to participate in activities that may require the use of technology. The
school can promote positive value- added action in education by using formative assessments meaningfully.
Formative assessments are relevant as they provide students with short-term attainable goals and give both
teacher and student an indication of how well prepared the student and what they have learnt or retained
from attending classes. Formative assessments can be effective in this school environment if they are
changed or varied, not all formative assessments should be in the form of quizzes, assessments that allow
students to be creative such as creating skits (drama), posters (art and craft) or tactile (or kinesthetic) such
as interacting with equipment, objects and the environment (collecting samples such as leaves and insects,
measuring using a tape measure, puzzles, and so on) will easier peak their interest and have them
engaged. Students also recognize value if assignment marks are to be reflected in their end-of-term report
(as coursework marks). Having continuous formative assignments during the term keeps students engaged
and focused on the work to be covered and prepare them in stages to eventually perform a summative
assessment such as end-of-term exams whether it is in academic or technical/vocational areas.
Assessments that involve group work will also allow students to foster comradery amongst their peers which
also makes the school social environment easier to traverse for students. Teachers can also use group
assessments to their advantage by incorporating weaker students with stronger ones so that the group can
benefit and also allow for an emergence of leaders. Teachers can add value to students and staff through
both facilitating technology use in schools and by establishing positive leadership practices. The afore
mentioned can be done in three ways: using WhatsApp to communicate effectively, working smarter, not
harder through technology and by creating group leaders. WhatsApp is a very flexible platform that can be
used effectively by teachers. In Kolkata, India; during the COVID-19 pandemic a group of 199 Phase 1
MBBS Anatomy students were given asynchronous, self-directed learning through a WhatsApp group. Over
the duration of 12 weeks, a single module was sent each week in the form of a case study where the student
would do their own research using books and the internet to search for medical articles. What the students
found was then discussed in the group during the week. In addition to the discussion, other formative
assignments were sent where the students had to write over and submit by upload of a JPG file and a
research article. At the end of the semester, students had to do a summative exam. The frequency of
participation in group discussions on WhatsApp as well as assignments were used to determine if the use of
WhatsApp was effective in students overall performance and to identify both slow and fast learners. The
research ultimately showed that students who used WhatsApp more often performed better (Ray, 2021). A
similar study found that; “WhatsApp based learning is more favoured by female participants, as an easy way
to interact with teacher, peers in compared to the face-to-face classroom teaching. Students also replied that
learning at any time, at any place in relaxed time” (Zakaryia Almahasees, 2021). Teachers can utilize
WhatsApp in many ways from sending text and audio messages, images, videos, polls, groups, voice and
video calls. Communication through WhatsApp must be clear and rules established if it is being used for
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group discussions to let students know what is expected of them. It also allows teachers to communicate by
disseminating information quickly to students both during and after the school day, if needed; such as,
sending a reminder for when an assignment is due. The two-way communication allows for students to also
reach out to the teacher and vice versa, for feedback. The relevancy and use of WhatsApp will be different
for varying subject areas, for example in food and nutrition a recipe can be sent as a text message whereas
in physical education, a video of someone demonstrating and activity may be used. For communication to
be effective, the language used must be carefully selected to avoid any confusion. Even beyond this, in
certain rural communities in countries such as India and Africa, WhatsApp is the preferred mode of
communication for distance education due to its availability and flexibility. In some cases, teachers may not
be keen on using WhatsApp as it may affect their work-life balance. The saying of “work smarter, not harder”
came from Allen F. Morgenstern in the 1930s. It revolves around getting the same or better results with less
effort. In science, a machine provides a mechanical advantage whereby it multiplies the effort in order to lift
a load. Similarly, through the use of technology this can be achieved by teachers. One example of utilizing
technology to work smarter can be seen in the creation of online quizzes using resources such as Google
Forms and Kahoot. The online quiz is then shared with students who upon completion receive instantaneous
results and feedback on where they may have answered wrongly. This same quiz if administered in a
classroom as a paper-based assessment will take the teacher at least 1 hour to correct for all students and
also provide feedback. A study done at Utrecht University in the Netherlands where 147 undergraduate
students of a biomedical programme were assigned to do a physiology course showed that students who
performed better on a summative multiple-choice exam at the end of the semester had often utilized online
formative assessments (OFAs) to prepare. The students cited that the OFAs gave them timely feedback and
helped for them to identify gaps in their knowledge and skills (Renske De Kleijn, 2013). Well structured
asynchronous learning resources can ease the burden of teachers in providing classroom assessments,
better engage students and reduce the effort and time it takes to provide results and feedback. For a
laboratory-based course on Quantitative Reasoning - Measurement and Skills at the University of Baltimore,
students were assigned to groups with each student having a specific role as either a team leader, protocol
manager, data recorder or researcher. The ability for each student to work amongst their peers and fill the
roles they were assigned were evaluated as well as overall performance of the groups. It was found that
where students were mismatched and did not fully understand or were not able to carry out their role, the
group suffered in performance, while where there were good enough leaders, the groups were more
successful in completing their assignments (Laura Ott, 2018). According to Maslow’s Hierarchy of Needs,
individuals pursue self-actualization or to become the best version of themselves. Through formative
assessment group assignments, it will allow for stronger students who have leadership qualities to emerge.
Additionally, group work will foster comradery amongst peers and thus help to reduce any social division.
Students at the Secondary School level are very impressionable and thus teachers can take effort a step
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further by being good role models and channeling student behaviour towards good morals and values so
that students can look intrinsically to see how they can better themselves and also extrinsically on how their
actions affect others. Students can apply the lessons learnt at school to real life scenarios for example to
explain everyday occurrences, to help others in the society such as the elderly and their parents. This in turn
will enhance the value of the student as they will be on the path to become a contributing member of society
rather than a miscreant. The use of formative assessments meaningfully by teachers through facilitating
technology use in schools and establishing positive leadership practices adds significant value to students,
staff and by extension; the school environment and culture. As outlined in this essay, there are three ways
which involve formative assessments and activities that can be done by the teacher to add value: using
WhatsApp to communicate effectively, working smarter, not harder through technology and by creating
group leaders. Both WhatsApp and working smarter, not harder are facilitated by the use of technology while
creating group leaders is an example of establishing positive leadership practices. References Hollingworth,
L. (2012). Why leadership matters: empowering teachers to implement formative assessment. Journal of
educational administration, 50(3), 365-379. Laura Ott, K. K.-M. (2018). Students' Understanding and
Perceptions of Assigned Team Roles in a Classroom Laboratory Environment. Journal of College Science
Teaching, 47(4), 83-91. Paul, A.-L. (2015, September 29). After visit by new Education Minister Five Rivers
school to open on Oct 5. Retrieved from Trinidad and Tobago Guardian: https://www.guardian.co.tt/article-
6.2.369833.e1e7768d4f Ray, H. R. (2021). Effectiveness of module- based WhatsApp group discussion in
Anatomy supplemental to traditional classroom teaching. Al Ameen Journal of Medical Sciences, 14(1) 32–
38. Renske De Kleijn, R. B. (2013). Students’ motives for using online formative assessments when
preparing for summative assessments. Medical Teacher, 35(12), 1664-1650. Selwyn Ryan, I. R. (2014, April
7). No Time to Quit: Engaging Youth At Risk: Executive Report of the Committee on Young Males and Crime
in Trinidad and Tobago. Retrieved from United Nations Development Programme:
https://www.undp.org/trinidad-and- tobago/publications/no-time-quit-engaging-youth-risk-executive-report-
committee- young-males William, P. B. (1998). Assessment and Classroom Learning. Assessment in
Education: Principles, Policy and Practice, 5(1), 7-74 Zakaryia Almahasees, K. M. (2021). Faculty’s and
Students’ Perceptions of Online Learning During COVID-19. Frontiers in Education, 6. 1 2 3 4 5 6 7 8

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