Integration of Workplace Assessment into Classroom - Essay Example

Integration of Workplace Assessment into room Integration of Workplace Assessment into room Research regarding the incorporation of assessment gathered from firms and the relevance into the educational syllabus has been carried out. The issue is affected by so many so many factors, among which is the graduation of students from learning institutions with little information regarding the concerns of the work environment. But in as much, the concept is not new to the system as attempts to examine communication genres in different fields have been made. A snag counters the embracement of the idea and just a few research materials have pointed out the relevance and necessity of such incorporation. An argument that assessing students based on industry shifts the role of education from molding to training has come up, citing it to be a paradigm shift of vocation. 1. Such are the contrasts that arose in presentations in a seminar on examination of the reaping or repercussions that could result from implementation of the theory. Pointing out the key factors in my presentation during the seminar, my analysis served to show the relevance of the application of such work assessment into the education environment. The presentation had its reliance on the thesis under (Ground-Water & Mockler, 2009). It is from the thesis that I drew viable arguments and conclusions as to why the workplace appraisals should play a factor in the assessing of students in institutions of higher learning. Thesis Professionalism is polished among students who are exposed to workplace appraisal. Antithesis Professionalism is not polished among students who are exposed to workplace appraisal. Conception of knowledge and skills in this regard is guided by the understanding of the subject of study. Guiding students success in the communication of a workplace is factored greatly by assessment of workers in industries (Yu, 2010). Little relevance is derived from the class material that is unproven and cannot be related to actual cases of practicality. Use of the appraisals to test the applicability of the gathered information and knowledge in relevant situations fosters and broadens the understanding of students with regards to the topic. Students learn to analyze and draw up conclusions about the state at workplaces when exposed to the workplace appraisals (Ground-Water & Mockler, 2009). When deciphered in classroom environments, the power that is borne by the workplace appraisals can be of great use to the learners in psychological preparation of the work affairs. The learners are hence not taken by surprise at the turn of events when finally employed as their practicality had been revised earlier and alternate measures explored. Assessing of the students using the appraisals makes their class knowledge dissolve into creativity that can be used to meet every situation halfway. The exposition to appraisals changes the stereotypical perceptions that have developed towards industries among students. The conceptions of negative images about industries are diluted when the students experience the practicality of the situations at the workplaces. Students productivity when engaged with the industries is escalated with all the exposure and know-how gathered from practical situations regarding norms at the work places. They develop the ability to draw a fine line of distinction from facts and theories. Scholars and researchers have gone to miles in proving or disproving the relevance of such an application. However, such an application would improve the level of testing/ student assessment by creating responsibility among educators. Other derivates from the application are the development of research tools for students. My assertions are guided by the following hypotheses. Hypothesis 1 Integration of workplace appraisal into the classroom assessment can help students to prepare for professionalism. Hypothesis 2 Integration of workplace appraisal into the classroom assessment cannot help students to prepare for professionalism. 2. Learners get to understand the environments in industries when assessed/ tested in relation to the appraisals that have been gathered from workplaces. A relation between the class theory and practicality of such information is drawn (Yu, 2010). The testing develops coherence between reality/ practicality and standard assumptions regarding the topic and brings the work environment so much into the class atmosphere. Understanding and ability to decode and solve the problems draws a lot of relevance when applied in solving the problems when later experienced at workplaces (Ground-Water & Mockler, 2009). Driven by the motive to get their students to understand and differentiate the real from the impractical, teachers would also put in more effort and draw clarity. The kinds of motives that are developed when facing the challenge of solving workplace appraisals mold the learners into near capable perfect workers, ready for every situation and challenge. Though inexperienced upon graduation, their understanding and knowledge drawn from the classroom atmospheres make the graduates very handy and well-rounded professionals. The argument is a derivative that has been developed around several facts and demeanor that govern student development, both theoretically and practically. The thesis abstracted for research is expressed under. Thesis; Professionalism is polished among students who are exposed to workplace appraisal Antithesis; Professionalism is not polished among students who are exposed to workplace appraisal. There are more than single ways in which assessment can be applied, two of which are the summative and the formative. The latter is more effective in bringing out relevant feedback that can be applied for student development. On the other hand, there are different kinds of workplace appraisal/ assessment all of which bear relevance in the molding of a learner for professionalism. Collaborative assessment is not reliant on the sole expertise of the supervisor but rather participation of several professional parties. Biases are avoided when such a high number of participants is used in the assessment based on the presentation of ideas influenced by differences (Yu, 2010). Conducted experiments to determine how effective student-groups can be in different circumstances have yielded positive results. Marked classroom learning were not the only outcomes, but the learners were in a sense prepared for collaborative work in the future at their workplaces. Teamwork is the essence of success and has held important roles in the growth and development of various industries. A learners ability to understand the relevance of teamwork/ collaboration with other staff, they get ready to conceive and develop using better ideas from other members of the staff (Ground-Water & Mockler 2009). Putting students in review groups can aid in the creation and practice of peer assessment. It could be challenging to reach out to all stakeholders involved in a collaborative assessment, but the juice is worth the squeeze. Contextualized assessment is not based on universal standards but rather created support systems and limitations of the context. In industries, employees employ the use of informal supervisor-peers interactions to establish criteria that beat time. Reviews in this case are based on personal goals, not external limitations (Yu, 2010). Situations in which students work is connected to a special audience, criterions that have been developed by the educators cannot contextualize all their projects. Moreover, given the freedom to act and develop the projects based on their interests, students connect with their audience of the purpose. They get prepared for the future in which they will be more involvement assessment criteria development. Longitudinal assessment broadens to the quality of work that should generally be achieved. It is not limited to the quality of service that a worker produces for a specified task. A worker is then accorded the room to improve on all aspects of the longitudinal dimensions, a factor that will relieve him or her of pressure and improve productivity (Yu, 2010). Multiple drafts completed by the learner are expressed through portfolio assessment that replicable to the longitudinal assessment in classroom environs. The kind of assessment examines high-stake exam papers that have been taken through scrutiny and review by the educators and learners as well. However, exclusion of routine tasks from the portfolio assessment gives it a shortfall against the longitudinal assessment. Inclusion of such is can lead to generalized student improvement in academic engagements. Frequent feedbacks that are a characteristic of the longitudinal assessment can help the learners point out their weaknesses and plan an improvement scheme when applied in the portfolio assessment (Ground-Water & Mockler, 2009). Casual review that was previously not considered as an assessment form is the peer-supervisor oral feedback or feedback that is conveyed through very fast means like the email. Such feedback does not follow established processes as the in the other forms of assessment, but they are rampant and comes as part of daily customs. Team members can be verbally confronted in cases of underperformance to create a focused motion that takes the whole team forward. Most of the time, casual reviews do not develop before but rather cook during the process of solving the task. When employed in a classroom environment, teachers can seek answers from learners in cases of dropped academic performance and in turn create pressure on them to want to improve and not disappoint. Members of created learners-groups can also inquire from a member the reason for the specified drop in performance, a factor that could be dropping their high-stake mean score. Pressure is not the only resultant of casual reviews. Other factors like arising from concern from the participating parties and the challenge to want to d better can also play roles in pushing a leaner to bring out their very best (Yu, 2010). Critical Incident reviews are responses to critical/ urgent circumstances. Inappropriate/ insufficient handling of such reviews can create jeopardy in an industry and limit success. The staff conducts an autopsy on the urgent matter, making analysis as to the possible causes of the problem and remedies, both for the urgency of the moment and the future. The reviews are not meant for accusations and finger-pointing but for the creation of solutions based on intellect and facts. Chances of reoccurrence of such mistakes or accidents become negligible as man is prone to permanent learning if it was so conducted to correct them. Application of critical incident reviews in learning environments would be when a student/ students are called to address matters that affect their performances, both in class and out of the class. Continued poor performance can lead to negative performance review, in which the general performances are analyzed and reason as to why there is no improvement despite all the taken measure are considered (Yu, 2010). When students are helped to identify their weaknesses and how to go about them, their improvement becomes drastic hence the need to employ the critical review in the classroom (Ground-Water & Mockler, 2009). Performance reviews in industries are used to present workers with feedback for validation of their presentations. They are also used by administrations to make decisions regarding pay rise and promotions that should be made within the industry. Such reviews are conducted either annually or semi-annually and also serve as management and communication tools. Team members provide feedback and managers rely on their individual assessment to draw up conclusions. When students are encouraged to give a performance appraisal about fellow students, a lot of true and untrue information can be gathered. Such are the information that can be used to mold on the weaknesses of the student and make attempts to improve. They get ready for a work environment in which people can say all the good things and the bad things about them, and how they can use the information for growth and development (Yu, 2010). Conclusion The practicality of the industry assessment reviews in the classroom environment serves to develop students in ways that not only improve their immediate academic performance, but to meet other aspects of life. Students become well rounded and capable of meeting even daily challenges far from class or even work. The environments created are so similar to the work environments, bearing with them all the challenges, detriments and positivity. The reviews in serving to heighten the system of education to greater realms prepare the students for professionalism and make them very capable of meeting and solving every situation. Students are not new to any system by the time they are getting employed and can fit the reviews to improve productivity, both for the industry and themselves. References Groundwater-Smith, S., & Mockler, N. (2009). Teacher professional learning in an age of compliance: Mind the gap. Dordrecht: Springer. Yu, H. (2010) . Bring Workplace Assessment Into Business Communication Classrooms: A Proposal To Better Students For Professional Workplace. The Association for Business Communication [Accessed: 7th November] Read More