Grading and Rubrics: Visioning and Reflecting

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Table of Contents

Introduction
Problem Statements
Closure Reflection
References

Introduction

The act of studying and practicing adequately impacts the perceptions of an individual through developing the ability to accommodate knowledge and master ideas accordingly. In essence, after conducting researches and putting considerable effort to understand various attributes of educators, it has come to my attention that some areas require investigation to seal existing gaps or add more information (Turabian, 2007). In this regard, four topics that could be researched during the doctoral project were identified.

Problem Statements

Problem Statement 1

The performance of learners in assessments helps in determining how well students perceive instructions (Avedon & Stevens, 2008). However, the clarity has not been established to elaborate on the age-related deviation concerning the perceptions and performances. Research could be put into place to review how age is a factor in determining the performance of learners.

Problem Statement 2

The establishment of studies directed by well-understood goals has not been effective because most learners disregard them. Therefore, a question arises to seek an understanding of whether differences are existing between learners who are led by the goals and those who are not. In this regard, a precise answer could be provided through research between goal-led learners and the others.

Problem Statement 3

According to Hager (2012), practice-based learning is effective in improving learners’ understanding. However, this method consumes a lot of time that cannot be accommodated in most learning institutions that operate studies in many subjects. How could educators accommodate practice-based learning without affecting the perceptions of learners and the time of other subjects negatively?

Problem statement 4

In considering learners’ performance when quality teaching has been rendered, Avedon and Stevens (2008) noted that curves of insignificant variations were formed from the data collected. Why were there no significant variations to give a distinction between monitored quality teaching and regular teaching practices? In response to this, research to evaluate the relationship between quality teaching and performance could be conducted.

Closure Reflection

Impacts of My Thinking

Fitzgerald (2012) explains that practice allows a person to think critically and establish new ideas in the area s/he is specializing in. In essence, this course has modified how I study and deliver instructions to learners. It has triggered me to think about how I should deliver information based on best practices that have great effects on students’ performance. For instance, it is clear that working within the learner’s module and avoiding discussing issues that are outside the syllabus is vital in performance. Moreover, I have attained integrated skills that could allow me to create learning opportunities for students. Also, the differences between learners in terms of backgrounds and talents enlightened me on the diversity of learners to prevent discrimination. However, this does not imply that an educator should avoid considering individual opinions and challenging them respectively.

Another instance that has impacted my thinking is on the point of encouraging students to attend tasks often to understand properly. In this response, it is vital to modify the learning strategies to meet the needs of learners. This aspect is attributed to the fact that learning could be effective when students follow the strategies which suit them properly.

Time and Workload

I have identified various ways in which I could monitor, manage, and motivate my action and reactions as an educator. For instance, following a timetable and syllabus guidelines could be effective strategies to manage time and prevent teaching outside the target topic. Moreover, adopting the behavior of checking a watch after a moment will facilitate precise time monitoring during lessons. Finally, motivation will be retrieved from the target to accomplish tasks in each lesson. For instance, I will have tasks to complete after every session which will provide information on whether the workload is reducing.

Skills Expansion

The attained skills during this course were achieved through research studies, discussions, and critical thinking. In this way, it was possible to support allegations and introduce new findings by connecting the isolated ideas of researchers. Reviewing the documented researches was the main factor of the research in which a great deal of information was gained. Moreover, the teaching experiences from colleagues have facilitated my understanding of this course. Essentially, the skills gained have paved the way for the identification of new findings especially on the topic of performance. I have managed to evaluate the performance based on best teaching practices.

References

Avedon, R., & Stevens, N. (2008). Performance. New York: Abrams.

Fitzgerald, A. (2012). Science in primary schools examining the practices of effective teachers. Rotterdam: Sense Publishers.

Hager, P. (2012). Practice, learning and change practice-theory perspectives on professional learning. Dordrecht: Springer.

Turabian, K. (2007). A manual for writers of research papers, theses, and dissertations: Chicago style for students and researchers (7th ed.). Chicago: University of Chicago Press.

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