Educational Settings in the Workplace - Research Paper Example

A critical analysis of Assessment and Evaluation in the work place Introduction The workplace and educational settings is becoming more diverse (Cox, 1993) thus, there is a need to understand the fact that a diversity of skills and abilities within and among the workforce are required in this dynamic, diverse and ever changing organizational environment, especially in the area of goal formulation and task implementation within most organizational settings (Green, 2003; Alper, 2000; Ezzanel & Willmott, 1998). In today’s educational institutional systems especially in open and distance learning institutions it is a necessity to have in place an agglomeration of skills and competencies in order to assail the competitive milieu which the twenty-first century higher education has inextricably entered. It is in the light of this that recruiters in such organizations must be conscious of the need for these diversity of skills and abilities and the most effective means of developing and utilizing them in the achievement of the aims and objectives of institutions such as the open and distance learning system (David). The present object of the study is to critically analyse and reflect upon your learning styles, skills, strengths & weaknesses, plan how you can develop them and learn from the experience. The study aims is to enable learning from the whole experience of work including a focus on learning generic skills and knowledge from the workplace. These include: understanding organisational structures, induction programmes, personal development and lifelong learning through reflection and critical analysis. 2. Workplace in Various dimensions The stakeholders of workplace include consumers, workers, managers, supervisors, and union officials, etc. who each bring their own perspectives and expectations. There are different types of workplace regarding various corners of life and various corners of working. The Coordinator position must be supported by the grant and/or match funds from the business and/or labor union. There are work places where students work for their academicals, workplace for workers who work for their profession. Our present concern is the workplace regarding students. 3. Difference of Assessment philosophy in the World Assessment methodology is differed in various regions in various respects in the world. Teachers often differ in the way they like to collect data. Some prefer to have a single checklist, naming all the students in the class (or in one work group) across the top and listing the criteria to be assessed down the side. The students' columns are then marked if a criterion is met. In this case some information would have to be transferred later to a student's individual record. Other teachers prefer to have one assessment sheet per student, which is forms part of the student's record. That sheet would list the factors for assessment down the side, but along the top might be a series of dates indicating when assessment took place. Such an individual file would illustrate development over the year. In this case, information might have to be transferred from the record to the official class mark book, as required. 4. Assessment in the Work Place Much research in education around the world is currently focusing on assessment and evaluation. It has become clear, as more and more research findings accumulate, that a broader range of attributes need to be assessed and evaluated than has been considered in the past. A wide variety of ways of doing this are suggested. Assessment and evaluation are best addressed from the viewpoint of selecting what appears most valid in allowing students to illustrate what they have learned. Time management in the workplace is great resource for employees to help manage their daily activities. This article suggests that the "systemization" of simple daily activities within the office helps create routines which reduce conflict. For example just a few of the benefits of routines contain, increased focus and comfort on individual employees tasks, the reduction in reliance on managerial decision making, and the establishment of an integrated office system all of which create a system within the office which reduces conflict and increases work efficiency. 5. Evaluating the student Progress 5.1. Students learning style A number of studies (Kolb, 1984; Santally, 2003; McLoughlin, 1999) have shown that students have different styles of learning. Individuals have different learning styles, which indicate preferences for particular learning experiences. There are different instruments to determine students’ learning styles. Two well-known learning style instruments are the Kolb (1984) Learning Style Inventory and the Honey and Mumford (1986) Learning Style Questionnaire. Kolb classifies students as assimilators, divergers, convergers and accommodators while Honey and Mumford classify students as reflectors, activists, pragmatists and theorists. Researchers have emphasized on the importance of taking into consideration the various learning styles while scheming educational materials. Teaching average students through their learning styles help them in achieving better results in the exams (Dunn et al., 1995).As there are different learning styles of the students there are several processes of evaluating the students’ progress. 5.2. Several processes Evaluation of students in the work place is very much important and it is a integrated process. There are several steps regarding the evaluation. a. To identify and document aspects of the process that worked well. It is very important to identify aspects that were less successful or unsuccessful and identify why they were not effective. b. To identify the most useful data collected for the purpose of laying the groundwork for a Workplace Education program. It is significant to identify if gaps in information were apparent, and if barriers were identified, and to state how these might be overcome in the long term. 6. Assessment Criteria Informing the Workforce about the Potential for a Workplace Education Program is very important and different criteria are considered here. a. The best way to introduce the Workplace Needs Analysis to the entire organization is to consider. Successful WNA Teams identify key work site leaders to assist in this process; these employees may introduce the WNA and the WNA Team to the workforce. b. It is very effective to employ translators, if needed to ensure that all are informed. Because the overall knowledge of the project is very much necessary for performing the job. c. To assure confidentiality for conducting interviews and report is also an essential to develop the workplace performance. The best way to assess whether students can perform an activity is to observe them while they are actually performing the activity. Asking them probing questions is necessary. The use of anecdotal records, observation checklists, and rating scales can assist in data collection as these observations are taking place. The types of tasks and questions which students are expected to address influence their responses. When the tasks and questions are limited, so are the responses. Tasks and questions which elicit only one word or simple sentence answers generally test basic recall of factual knowledge. It is very important to consider that once students have, for example, formulated a model in a particular context during a science activity, if that exact same context is given in the assessment; the response is recall, and not a test of any conceptual or process ability. Valid assessment of the ability requires slightly different conditions so the ability is tested through a new set of events. Good questioning is extremely important for effective teaching and testing. Avoid using only questions that have a single acceptable response. Structuring questions is a prerequisite because some type of reasoning is required. How..., why..., and explain... are stems can be used to create divergent questions. Present problem solving activities… Develop critical and creative thinking. These ways promote and challenge higher level thinking. It is important to think whether questions to the students, and the student’s questions to each other and to you, require reporting knowledge, using knowledge, or creating knowledge. Try to ensure a good mix of question types. Asking a student to interpret a graph or photograph, or to answer a question orally. Assessment does not have to consist totally of written work. Varied formats adapt to students' differing learning styles and allow students to show what they have learned. Summative assessment items following the completion of a unit can cover more scope and depth than formative assessment items. Apart from the scope and depth of the activities selected, the format of summative assignments can be just as varied, including practical tasks (to reflect practical knowledge and abilities), interpretation of graphs and photographs, and investigative problems and assignments. Multiple choice, true or false, or fill-in-the-blank tests usually assess only basic factual recall. Such tests are used as little as possible and fewer "marks" should be awarded them in comparison with those items that require more complex abilities. Multiple choice questions which test higher levels abilities than recall can be constructed, but the process of construction is long and difficult. Essay questions are useful tests of understanding and ability to synthesize and evaluate. They can indicate an understanding of all Dimensions of Scientific Literacy, and can be used in both formative and summative assessment. Students who have difficulty writing sometimes are given the option of alternative forms of communication to express their understanding of the concepts. Illustrations or art projects, an oral report, a concept map, a project, journal writing, or some other challenging activity may serve as innovative alternatives to the written essay. Care is taken to provide writing opportunities and guidance to improve their writing to students having difficulty with writing. The importance of assessing understanding of the objectives, whichever format is used. Projects are useful items for summative assessment. Students can explore a topic in depth, and use of a range of process abilities. If the project is a group effort, difficulties might arise in assessing the individual participation of each student if the project is a group effort. The contributions and participation of individuals within a group can often be determined by structuring the tasks, assigning roles, and observing the ways in which the group members interact with one another. Using student self-assessment is another avenue to determining individual contributions and participation. The number and type of assignments completed in a learning centre are recorded as a summative assessment. Assessment stations are particularly useful for allowing students to demonstrate competence. Assessing values is an emerging area of assessment and evaluation. At one time, values were not considered a part of the school's written curriculum. Parents and society certainly required that students develop acceptable behaviors and attitudes, but these were promoted through the "hidden curriculum" - the teachers' and school's influences. Now, specific attitudes and values are openly promoted in students, so the teacher's influence must be directed to these objectives. Accordingly, they must be assessed. Both in questioning and in the matter of values, there is a need for knowledge about the influence of culture on communications. Teachers must recognize, be sensitive to, and respect cultural differences. Values are a direct result of culture and as such, the connection between the two may need to be made explicit. There are valid reasons to assess students' value and attitude outcomes at school and to attempt to promote these with effective teaching methods and individual student reflection. . This cumulative development helps to take students to a point where the level achieved may become a feature of their characters, and may continue to develop further in adult life. 7. Students learning (Schon philosophy) There is a substantial body of literature on the role of reflection in learning, much of which is grounded in Schon’s (1983) seminal work. Schon anticipated Dearing in identifying a dichotomy of learning in which technical rationality would be accompanied by a form of learning which transcended its boundaries, noting that in new or changed situations the practitioner would allow himself or herself: .. to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation (Schon 1983, p.68). Schon’s ideas of reflective practice are substantially in evidence in two authoritative interpretations of reflection in the context of higher education. The Higher Education Academy (2005) defines reflection as: ...a form of mental processing that we use to fulfil a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding and possibly emotions that we already possess. This theory of reflection is very much considered while assessment and evaluation. 8. Student Assessment of philosophy Specific assessment techniques are selected in order to collect information about how well students are achieving objectives. Which assessment techniques are chosen depends on what the teacher wants the students to demonstrate, the capabilities of the students, and on what the students have been doing in class. The environment and culture of the students is also an important consideration. Various assessment techniques are listed here for reference. Each teacher must exercise professional judgment in determining which techniques suit the particular purposes of the assessment. No two situations are identical so no two evaluation strategies should be identical (Saskatchewan, 1991). Following is a list of specific student assessment techniques. The following Figures, specifically, proves the Assessment and Evaluation in the work place through the methods of organization, data recording, continuing student behavior, and quizzes and tests. Figure 1 Methods of organization Figure 2 Methods of data recording Figure 3 Ongoing student activities Figure 4 Quizzes and tests 9. Student Assessment process There are several process of evaluating the students and their assessment. These processes are described here. 9.1. Record-Keeping To aid data collection so that the factors of scientific literacy are addressed in student assessment, checklists have been included in the Science Program Overview and Connections K-12 and in this guide. Teachers adapt these to suit their needs. Teachers often differ in the way they like to collect data. Some prefer to have a single checklist, naming all the students in the class (or in one work group) across the top and listing the criteria to be assessed down the side. The students' columns are then marked if a criterion is met. In this case some information would have to be transferred later to a student's individual record. Other teachers prefer to have one assessment sheet per student, which is forms part of the student's record. That sheet would list the factors for assessment down the side, but along the top might be a series of dates indicating when assessment took place. Such an individual file would illustrate development over the year. In this case, information might have to be transferred from the record to the official class mark book, as required. Examples of these types of assessment sheets are also given in Science Program Overview. 9.2. Program Evaluation Program evaluation is a methodical process of gathering and analyzing information about some aspect of a school program in order to make a decision, or to communicate to others involved in the decision-making process. Program evaluation can be conducted at two levels: relatively informally at the classroom level, or more formally at the classroom, school, or school division levels. At the classroom level, program evaluation is used to determine whether the program being presented to the students is meeting both their needs and the objectives prescribed by the province. Program evaluation is not necessarily conducted at the end of the program, but is an ongoing process. For example, if particular lessons appear to be poorly received by students, or if they do not seem to demonstrate the intended learning from a unit of study, the problem should be investigated and changes made. By evaluating their programs at the classroom level, teachers become reflective practitioners. The information gathered through program evaluation assist teachers in program planning and in making decisions for improvement. Most program evaluations at the classroom level are relatively informal, but they should be done systematically. Such evaluations should include identification of the areas of concern, collection and analysis of information, and judgment or decision making. Formal program evaluation projects use a step-by-step problem-solving approach to identify the purpose of the evaluation, draft a proposal, collect and analyze information, and report the evaluation results. Evaluations are usually done by a team, so that a variety of background knowledge, experience, and skills are available and the work can be shared. Formal program evaluations should be undertaken regularly to ensure programs are current. 9.3. Curriculum Evaluation It is needed to know whether curricula are being effectively implemented and whether they are meeting the needs of students. Curriculum evaluation, involves making judgments about the effectiveness authorized curricula. Curriculum evaluation involves the gathering of information (the assessment phase) and the making of judgments or decisions based on the information collected (the assessment phase), to determine how well the curriculum is performing. The principal reason for curriculum evaluation is to plan improvements to the curriculum. Such improvements might involve changes to the curriculum document and/or the provision of resources. It is intended that curriculum evaluation be a shared, collaborative effort involving all of the major education partners in the province. Although Saskatchewan Education, Training, and Employment is responsible for conducting curriculum evaluations, various agencies and educational groups will be involved. For instance, contractors may be hired to design assessment instruments; teachers will be involved in instrument development, validation, field testing, scoring, and data interpretation; and the cooperation of school divisions and school boards will be necessary for the successful operation of the program. In the assessment phase, information will be gathered from students, teachers, and administrators. The information obtained from educators will indicate the degree to which the curriculum is being implemented, the strengths and weaknesses of the curriculum, and the problems encountered in teaching it. The information from students indicates how well they are achieving the intended objectives and will provide indications about their attitudes toward the curriculum. Student information will be gathered through the use of a variety of strategies including paper-and-pencil tests (objective and open-response), performance (hands- on) tests, interviews, surveys, and observation. As part of the evaluation phase, assessment information will be interpreted by representatives of all major education partners including the Curriculum and Evaluation Division. The information collected during the assessment phase will be examined, and recommendations, generated by an interpretation panel, will address areas in which improvements can be made. Evaluations will be conducted during the implementation phase for new curricula, and regularly on a rotating basis. 10. Evaluation in the Work Place Evaluation can be viewed as a cyclical process including four phases: preparation, assessment, evaluation, and reflection. The evaluation process involves the teacher as a decision maker throughout all four phases. In the preparation phase, decisions are made which identify what is to be evaluated, the type of evaluation (formative, summative, or diagnostic) to be used, the criteria against which student learning outcomes will be judged, and the most appropriate assessment strategies with which to gather information on student progress. Decisions made during this phase form the basis for planning during the remaining phases. During the assessment phase, identify information-gathering strategies, construct or select instruments, administer them to the student, and collect the information on student learning progress. The identification and elimination of bias (such as gender and culture bias) from the assessment strategies and instruments, and the determination of where, when, and how assessments will be conducted are important considerations. During the evaluation phase, the information gathered during the assessment phase is used to make judgments about student progress. Based on the judgments (evaluations), decisions about student learning programs are made and reported to students, parents, and appropriate school personnel. The reflection phase allows you to ponder the successes and shortfalls of the previous phases. Specifically, evaluate the utility and appropriateness of the assessment strategies used, and make decisions concerning improvements or modifications to subsequent teaching and assessment. 11. Influences on Evaluation A strategic approach to curriculum design as described in this paper is one that is based upon a series of sound decisions which take into account all the relevant factors at the broadest, generic level. These factors will be considered within the categories of Pedagogy, Technology and Pragmatics. Once each of the relevant factors is identified, a series of deductions will be drawn to develop a generic model of curriculum design. Some examples of factors to be considered under the appropriate headings will be, learning theories; access to, and literacy levels in the use of, the Internet; and policies contained in documents such as the Strategic Plan and the Teaching and Learning Enhancement Plan. The outcomes of this process will be a generic model which addresses such issues as: application of appropriate learning theory; appropriate use of the new information and communications technologies; and the resolution of conflicts between different, competing factors. 12. Conclusion The impact of technology on curriculum design needs to be considered in terms of how it can support the pedagogical approach rather than vice versa. The most important guidelines on the role of technology are contained in statements such as, "apply systematically the most effective and appropriate teaching and learning technologies" and, "relevant and appropriate use of information and information technology". The temptation to use technology merely because it is there must be resisted. At last it can be said that analysis of Assessment and Evaluation in the work place is a subject to evaluation itself and it may help in developing the education system. Bibliography Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit, UK Kolb, D. (1984). ‘Experiential Learning: Experience as a source of Learning and Development.’ PHI, New Jersey. Longson, S. (1999). Making Work Experience Count. How to Books. Moon, J. (1999). Learning Journals: A handbook for academics, students and professional development. Kogan Page. London. Schon, D. (1991). Educating the Reflective Practitioner: Towards a new design for teaching and learning. Jossey-Bass. San Francisco. Useful materials on many aspects of learning from experience is available online at www.ex.ac.uk/employability Green, A.L;Friday, E; Friday, S.S (2003). The Use of Multiple Intelligence in Team Formation. Proceedings of Annual Conference of Association of Social, Business & Behavioural Sciences. Cox, T.H. (1993). Cultural diversity in organizations: Theory, research and practice. San Francisco: Berrett-Koehler Publishers, Inc.  David, Ojo Olugbenga. “The Place of Multiple Intelligence in Achieving the Objectives and Goals of Open and Distance Learning Institutions: a critical analysis” McLoughlin, C. (1999). The implications of research literature on learning styles for the design of instructional material. Australian Journal of Educational Technology, 15(3), p 222-241. [online]. available at http://www.ascilite.org.au/ajet/ajet15/mcloughlin.htm Santally, M. (2003). Students Learning Styles & Computer Conferencing as a pedagogical tool to enhance and support the teaching and learning process. World Conference on E-Learning in Corp., Govt., Health., & Higher Ed. 2003(1), 1165-1168. [Online]. Available: http://dl.aace.org/13880 Santally, M. (2004). Students Perceptions of Web-Based Learning. (in press) Academic Exchange Quarterly, Vol 8(1). Schon, Donald,”LEARNING AND REFLECTION” ,The Encyclopedia of Informal Education. http://www.infed.org/thinkers/et-schon.htm Read More