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This synopsis briefly highlights the six main Pedagogy as Process course components that went into creating this portfolio. This summary's main focus is reflection on how I evolved into an agent of change. This nine-month course has caused changes in my basic teaching philosophy, the instructional techniques I use, and my expectations for future pedagogical development.

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The purpose of this teaching portfolio is to highlight my teaching philosophy, instructional strategies, and evidence of effective teaching practices. The purpose for compiling any portfolio varies however; this portfolio provides a comprehensive overview of my teaching experiences, observations, reflections and professional growth and development throughout this Postgraduate Diploma in Education programme. In addition, this portfolio is the only form of assessment for this course, it is essential that I produce a collection of work that not only documents and displays course assignments, but also meets stipulated evaluation standards.

This portfolio serves as a tool for self-reflection and a means of demonstrating my commitment to excellence in teaching. It was necessary to complete assignments from various modules, plan, engage in and observe teaching practices, and reflect on every aspect of the journey throughout this nine months programme. Creating this portfolio would give me an opportunity to review what I learnt in relation to pedagogical practices and aid in developing and enhancing the attitudes, strategies and skills required in my teaching profession.

Portfolios as a method of assessment are both formative and summative. It can evaluate learning outcomes such as self-assessment and personal growth, which is not easily measured by other assessment methods. Therefore, this portfolio will allow me to identify strengths and weaknesses and provide evidence of my growth as a teacher. Additionally, this portfolio is important for me to self-assess and reflect on how this programme has influenced my current knowledge of teaching and learning, as well as my teaching philosophy. Overall, this portfolio is to demonstrate how well I was able to put theory into practice.

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This course pedagogy as a process is in fact a process, and an ongoing one. I needed a refresher on the majority of the topics covered in class, such as lesson preparation, scaffolding, and learning theories. Others, however, brought to my attention some aspects of my methodology that I may have overlooked, such as item analysis, unit planning, and engaging students' affective domains. On the other hand, being an agent of change and teacher reflections both caught my attention. They are included not just because our instructors insisted on them throughout the course—which they did—but also because I already engage in some of these behaviors without giving them a name.

This portfolio's creation has caused me to think more deeply about my pedagogy and how much I have acted as an agent of change. First, we were to write a letter to ourselves in Section A, comment on our teaching philosophies, and formulate a purpose statement for our portfolio. I'll admit that it took me a few tries to finish the latter before I gave my tutor the information she requested. Even though it was difficult to describe a portfolio's goal before I could even start one, I succeeded in completing that assignment.

Though my statement of teaching philosophy may not have changed as I still stand by the fact that all children are capable of learning. As I think back on the purpose statement now, I would say that it has changed. Even though I still think that the school should be a place where learning is encouraged, I would like to add that everyone who is involved in education has a role to play in creating that environment. It shouldn't just be the responsibility of the teachers. The other sections of this portfolio, particularly portions B, D, and E, reflect this point of view.

Over the course of this semester, my approach to planning and evaluating student progress has changed. Instead of struggling to finish the curriculum, my main goal now is to break it down into smaller portions so that all of my students—regardless of their rate of learning—can succeed. This area of my pedagogy has benefited greatly from unit and lesson planning. Previously to this program, I had no experience creating lesson plans and I had never heard of unit plans, so I had no idea what they were. I am proud that I am now equipped and efficient in lesson planning.

I now understand the value of planning and preparation because it compels me to think critically and make the most of my class time. I have an impact on students achievement through planning. For instance, by creating a rubric for tasks, my students become more aware of the standards needed to succeed, which greatly simplifies my role of evaluating their performance.

The fundamental principles of assessment and curriculum integration were also taught to us. It has strengthened the complementary relationship between teaching and learning that I mentioned in Section A by incorporating several curriculum disciplines into my classes and changing how I approach evaluation. Since learning is fundamentally a change in behavior, teaching guides learning, and student behavior gives information for subsequent education.

At first, I thought this nine-month course's various components were incoherent and confusing. Now that the program is almost through, I can see how they helped me become that agent of change. We were receiving the resources required to make effective pedagogical change. Similar to Technology Integration, we received clear instructions on how to create strategies that would be more effective at accomplishing particular objectives.

In keeping with the notion of being an agent of change, I plan to continually changing the way I teach to have better responsibility for student growth and a stronger focus on the needs of the students, particularly through the use of technology. When it comes to integrating technology across the curriculum, I hope to eventually start and oversee efforts for change at the entire school. As was previously mentioned, this would be a continuous educational process.

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As an approach to improving students’ learning experience, curriculum integration has always been a method I utilized in my pedagogy. For this entry, I would be discussing how I collaborated with the Drama department for my Form4 class. The experience was an enjoyable one for both the students and the teachers. So much so that we, the teachers, decided to make it an ongoing approach for future lessons. For the students, they were able to make the connections across the disciplines and enhance their own learning.

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Dearest Farrah,

I hope this letter finds you well and allows you to reminisce about the beautiful childhood dream that once filled your heart with excitement and hope – the dream of becoming a teacher. As you read these words, take a moment to reflect on the reasons that led you to choose this noble profession, for they are the foundation of your purpose and the source of your passion.

Do you remember those early days when you were just a young child, sitting in your small, makeshift classroom at home, playing the role of the teacher? The way you used to set up your stuffed animals or dolls in rows, eagerly waiting to impart your wisdom to them while you wrote on the blackboard with chalk at hand.

Your dream of becoming a teacher was not just about standing in front of a classroom and delivering lessons. It was about the desire and passion of helping others learn, grow, and discover the wonders of the world. You wanted to be the guiding light in a child’s educational journey, just as you admired your own teachers who left an indelible mark on your life.

You were drawn to the idea of making a positive impact on the lives of young minds. You understood that teachers play a vital role in shaping the future of their students, instilling in them not only academic knowledge but also values, character, and a sense of purpose. You aspired to be that guiding figure who would inspire and empower the next generation

I do remember applying to be a teacher; you were twenty-two years old and just graduated from the University of the West Indies with a Bsc. Sociology (major) and double minors in criminology and Gender and Development Studies. I remember collecting my certificate and my father immediately drove us to register for my teachers registration number and then to the Ministry of Education to be registered. My father being an employee of the Ministry of Education back then was the biggest influence and role model in my life.

My father was dedicated, hardworking, strict, but loving and compassionate, I do apply these traits to my teaching philosophy. I pushed myself, as the words of my father would resonate in my head “Education is the key out of poverty”. He taught me that with hard work and sacrifice all is possible.  My father would often remind me that “The heights by great men reached and kept were not attained by sudden flight, but they, while their companions slept, were toiling upward in the night.” My journey to becoming a teacher was a very long and stress road as I waited a total of ten years to join Teaching Service. Five years to be interviewed and five years to be placed at a Secondary school as the area of Sociology / Social Studies is saturated.

I remember the joy and shock I felt upon finding out I was accepted into the Postgraduate Diploma in Education Programme – (Social Studies). I hope to gain pedagogical knowledge and develop effective teaching skills necessary to transform myself into an all rounded teacher, in the best interest of my students. Secondly, gain confidence in classroom management and instructing students. Thirdly, build a strong foundation in educational theory and practice. I want to become empowered enough to engender and maintain constructive change within my school.

Sincerely,
Yourself.

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The pedagogical strategies used were a cooperative learning strategy and technology integration.

I used the jigsaw method, a grouping technique where students are divided into groups and then rearranged into new groups to share what they learned from their original group, in the first lesson. This approach appealed to me because of the small class size, and I used it for this lesson because I wanted to increase student involvement in order to successfully meet learning objectives and improve communication skills. Students used their mobile devices to participate in the second lesson, which focused on modernization and globalization. I also introduced them to the idea of taking an online quiz.

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My teaching philosophy is that I believe all students are capable of learning. I believe that every student, regardless of their background, abilities, or challenges, has the potential to acquire knowledge and develop skills.  Which recognizes that each student is unique, with his or her own learning style, pace, and needs. As an educator, it is important to recognize that not all children learn at the same rate, but with different methods and strategies, it is possible. We have children with multiple intelligences, which is rooted in the belief that every child is unique and possesses a diverse set of abilities, talents, and ways of learning.

It is important to note that my teaching philosophy is that all children can learn, stemming from my personal experience as a child. Being an average student, I always had to work very hard. Upon writing SEA examinations at the primary level I didn’t pass for my first choice; I was placed at a Junior Secondary School. It was always very taboo to attend a Junior Secondary School, as such, these students were considered “rejects” , “dunce” or “failures” in the educational system. I was determined not to accept this fate, and in so doing I was urged to challenge myself academically and to broaden my horizons. It was always my childhood dream to become a teacher, but when I was 11 years old, I developed my teaching philosophy: all children can learn; it may not be at the same pace as others, but all children are capable of being successful. As a child, I was determined to prove society wrong and that I could be successful. I am proud to say I am a child from the Junior Secondary School system who made it to University level, graduated with a Bachelor’s degree, and is currently perusing my Postgraduate Diploma in Education. I wanted to be the teacher who gave hope to students, especially the weaker ones. If I can do it, so can you. With God, hard work, and dedication, you are destined for success and greatness. As a result, I feel it is my responsibility to provide the motivation that many youngsters lack in order to help them reach their full potential.

Education is more than just academics; teachers must also help their pupils develop their mental and social faculties by giving them the skills necessary to solve problems and interact effectively with others. In order for students to be successful in the real world, they must possess both academic knowledge and social skills. I think parents, families, and communities should collaborate to support and enrich the lives of their children, who are the future, rather than relying solely on instructors to educate students.
To reach every child, educators must employ a variety of techniques. Teachers need to connect with students who learn visually, aurally, and kinesthetically. Diverse teaching strategies will produce an engaging and enjoyable learning environment and aid in the success of all students. I intend to teach in a variety of ways, including cooperative learning groups, hands-on activities, technology, and group discussions.

Therefore, I think it's crucial that the learning environment at school be one that supports and encourages it, that classrooms are welcoming and secure, and that instructors are prepared and considerate of their kids' needs. The best educators, in my opinion, are those who are constantly learning and working to advance their pedagogical knowledge. I intend to keep learning and developing professionally since doing so will undoubtedly be advantageous to my school, my pupils, and myself.

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For students enrolled in CAPE Sociology Form 6, Population and Development is a required topic. It is mandatory for students to establish links between changes in the population, society, and economy. Students should be able to draw these connections between the Caribbean area and the coursework. The social and economic aspects of development in our own nation, much less in the surrounding region, are frequently lost on students.My goal in creating this unit was to help students relate to these challenges better. But I came to the realization that I should cover this subject in smaller chunks than I did in the past.

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Curriculum integration is one of the best ways to promote problem solving and can be done through an enriched environment that makes connections among several disciplines (Wolf & Brandt, 1998). Essentially, curriculum integration is the process of developing a new curriculum that includes a wide variety of subject areas and disciplines. This enables students and learners to make connections between multiple subjects, paving the way for the development of a comprehensive and all-encompassing worldview. As students and learners are challenged to investigate and draw connections between various ideas and concepts, curriculum integration also promotes critical thinking abilities and creativity.

An integrated curriculum can result in greater intellectual curiosity, an improved attitude towards schooling, enhanced problem-solving skills, and higher achievement in college (Austin, Hirstein, & Walen, 1997; Kain, 1993).

The methods used by teachers to convey the curriculum are vital, especially for those hoping to raise student achievement. Learners must be involved in the process, gain from instruction, and meet learning objectives for curriculum delivery to be effective. According to a constructivist perspective, teaching should include methods for simulating and enlarging students' minds outside the textbook, the whiteboard, and the classroom setting. Curriculum integration “engages students as active learners who make the most of the decisions about what they study” (Brown, 2016, p. 123).

For this report on curriculum integration I focused on the Interdisciplinary model as I collaborated with the drama teacher Ms. Jayde Barton for my Form 4 Social Studies class. Interdisciplinary Integration In this approach to integration, teachers organize the curriculum around common learnings across disciplines. They chunk together the common learnings embedded in the disciplines to emphasize interdisciplinary skills and concepts.

Interdisciplinary education is the idea of studying a particular subject from a variety of perspectives.

Interdisciplinary learning, which has been shown to improve learning results and learning excitement, enables students to exercise critical thought, recognize their own prejudices, embrace the unknowable, and respect ethical quandaries. Additionally, it helps students comprehend ideas from other fields, synthesizes data related to a subject, and, in the end, provides a fuller knowledge of a problem.

Interdisciplinary instruction goes beyond multi-disciplinary or cross-disciplinary instruction, which just calls for the examination of several points of view, and frequently necessitates cooperation between multiple educators in order to be adequately executed. Curriculum integration, combining social studies and drama through role play, is an effective way to engage students in meaningful learning experiences. This approach encourages students to actively participate in their education, fostering a deeper understanding of social studies concepts and enhancing their communication and critical thinking skills.

Integrating social studies and drama in the curriculum can be a powerful way to engage students and promote a deeper understanding of historical events, cultures, and social issues. Collaborating with the drama teacher is definitely new for me. Prior to the Dip Ed programme I was never exposed to collaborative teaching. While doing curriculum integration during the programme it peaked my interest. I was eager to learn how this experience can enhance learning for students and myself.

Under the unit plan: The Individual and Society the lesson entitled Types of leader, focused on the three different types of leaders such as authoritarian, democratic and laisse-faire. I had a discussion with the drama teacher to assist me and the students to portray an role play depicting the various types of leaders. Ms. Barton came up with the idea that the students can play the teacher in the classroom representing the different leadership types. The children was fascinated with the idea to portray the teacher role. With the assistance of Ms. Barton she advise the students and guided the students on the various aspects on role play.

The Objective of the lesson students will be able to identify and describe different types of leaders, including authoritarian, democratic, and laissez-faire leaders.
I Begin the lesson by asking students to think about a leader they admire and to share their reasons for admiring that person. This discussion engage students and set the stage for discussing different types of leaders. Then Ms.Barton and I executed the role play with students.The role play combines social studies and drama to explore different types of leaders. In this scenario, three students are portraying different types of leaders (teachers) in a classroom setting for an educational presentation. The dramas teacher and I arranged the desks and chairs to suit the presentation. The three leaders then acted their respective roles.

Characters:

Student A - Representing an Authoritarian Leader

Student B - Representing a Democratic Leader

Student C - Representing the laisse-faire leader.

By integrating social studies and drama through role play, you can create a dynamic and immersive learning experience that helps students connect with historical events and social issues on a deeper level. This approach fosters critical thinking, empathy, and a greater understanding of the complexities of history and society.

Through this collaborative effort, I have gained further insight into different approaches to my pedagogy, as well as extend knowledge and information to my colleagues. This approach has also allowed students to make connections across the curriculum, and create better opportunities for more meaningful learning in and out of the classroom.

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Instructional scaffolding is the process of providing temporary support to students in order to facilitate learning, and guide them towards mastering the desired skill.Teachers modify instruction based on students' prior knowledge in order to help them learn new material. The teacher gradually releases that support as the students become more independent in their learning. Modeling and practice, two crucial components of instructional scaffolding, are crucial to the success of the majority of my students. This entry in the portfolio is significant because it serves as a reminder of the different levels of ability among my students and the fact that, despite these differences, all students need some form of scaffolded instruction.

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 (a) Sample of Instructional Objectives for a Lesson

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 (a) Sample of Instructional Objectives for a Lesson

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Learning objectives are concise but precise statements that outline the knowledge and skills that students should gain from a lesson. The literature suggests that learning objectives should be based on the needs of the student and should be broken down into manageable tasks. This can facilitate students' cognitive processing more effectively and simplify the process of measuring their learning. Since they aid in the organization and flow of a lesson, I believe that learning objectives are crucial to achieving a variety of learning goals. Instructors always know what they want their students to learn, but unclear learning objectives make it harder for students to learn and perform assessments.

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Behind the scene of Social Studies / Drama collaboration

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As an agent of change, in my view as an educator, refers to both successfully transforming education and preparing students for the workforce. Many of the students I teach are affected by their socioeconomic situation to the point where they lose motivation, and many have dropped out. This was yet another motivating aspect for me to ask for assistance in changing my pedagogy. It is hoped that the Postgraduate Diploma in Education program would help me make the required adjustments so that I can reach my students more effectively and empower them to become change agents.

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A sociocultural approach to cognitive development was developed by psychologist Lev Vygotsky, who believed that social contact served as the foundation for more advanced brain functioning. He underlined that students are better equipped to advance from a level of inability to acquire new abilities through cooperative learning practices. Instruction is needed at the zone of proximal development (ZPD), which is the region where students can complete a task with assistance but not yet independently. At this point, instructional scaffolding is required.

When a student is in the ZPD for a specific activity, according to Vygotsky, giving them the right help will give them a boost that will enable them to complete the work. In order for students to successfully finish a task, the teacher or another person with greater knowledge (MKO) offers them temporary support. This method is known as instructional scaffolding or educational scaffolding. The MKO eventually relinquishes control and transforms into a facilitator or observer as the student's level of control over their learning increases. This method's ultimate objective is for student to eventually become proficient in their own learning through independent practice.

Instructional scaffolding should be implemented when it is realized that the student, or class, is n Scaffolds should be utilized in combination with the lesson's instructional goals, especially the more challenging goals. Therefore, the duties should be divided into more manageable components. To do this effectively, the teacher must be informed about the material being taught in order to recognize when and where instructional scaffolding is required. ot progressing in some aspect of a task or is unable to understand a particular concept.

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In this lesson, students are required to be knowledgeable of four main terms as pertains to sustainable development, which are development, underdevelopment, modernization and industrialization. Rather than lumping all the terms together and assuming students have an understanding of them, each key term would be studied in isolation, then finally analyzed together.

The flow chart above, will work as follows:

1.In order to explore the idea of development in respect to the nation, the region, and the world, the teacher will first demonstrate how to use a graphic organizer, or concept map. While the students watch, a thorough explanation of what to do will be provided.

2.The idea of underdevelopment will then be broken down using a different graphic organizer in a manner akin to the first. On this occasion, the pupils will aid the instructor in finishing this concept map.

3.Since the class is small, the weaker students will work in pairs with the stronger students to complete the third modernization concept map. This time, the instructor will monitor the development of the students and offer assistance and encouragement as required.

4.Finally, each student can finish a fourth industrialization graphic organizer on their own as the class becomes less reliant on teacher assistance. They will work on this on their own while the teacher watches.

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As a teacher, I've always felt the obligation to get students ready for life outside of the classroom and textbooks, or the "real world." Additionally, I hope to encourage my students individuality, self-learning, and creativity. However, achieving these goals would be challenging given the various obstacles that children encounter practically every day. Therefore, I would need to set an example for what I want my students to be in order to accomplish what I have set out to do. The trick would therefore be to successfully alter my pedagogy; this is what drives me to be an agent of change.

The challenges I've had with my students have varied from social to developmental to academic. Sometimes it became too much. I therefore sought assistance by going back to school in order to meet my students where they are and guide them toward the destination I had in mind for them. What I thought I knew about teaching and implementing change in the classroom had to be relearned.

Being in the Secondary school system I applied to this Postgraduate Diploma in Education program, which was incredibly useful, but I still needed more aid. Secondary school students have various demands in terms of social, emotional, and academic development. To be an effective agent of change, I think it's important to realize when you need support and to be open to learn. We must stay up to date on best practices if our job as educators is to execute the curriculum in a way that promotes lifelong learning and change. I have gained knowledge about the value of reflection and teamwork for change agents through this program.

I attempt to use cutting-edge teaching strategies that will help students draw links between different academic fields in the spirit of meeting students where they are. This can aid in lowering students' nervousness and any unfavorable attitudes they may have about certain subjects or simply going to class. Integration of the curriculum, as was previously discussed, has benefited my students and myself. The benefits of teacher reflection are comparable.

In addition, this Postgraduate Diploma in Education program has inspired me to reflect more, particularly on pedagogy.

I've grown personally and professionally through this process, becoming more approachable to students and their parents and keeping better track of my instruction in the classroom. As a result of my efforts to become a better facilitator, my students are now able to learn and develop at their own speed and take charge of their own knowledge.

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​In this task students are required to examine different types of population pyramids and discuss its implications for population growth.Students would be given a variety of population pyramids to study in order to analyze the form, distribution of sex and age, talk about potential explanations for the shape, and consider implications for the overall growth of that nation. This assignment supports the lesson's main goals, which are to clarify how population growth patterns affect a nation's ability to prosper. This assignment is important for CAPE students because it enables them to make suggestions for potential population policies and forecast future developments that could effect population growth rates.

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Simply put, a task analysis refers to a set of steps that are required to complete a specific goal. In education, a task analysis can be used to break down a skill into smaller, more manageable parts, or steps, in order to teach the skill. The intention is that as students master the smaller steps, they become increasingly independent in their ability to perform the larger skill.

For this lesson, the skill that I require my Form 6 Sociology students be able to do is analyze different population pyramids to ascertain that country’s level of development.

They should be able to use the pyramids, like demographers do, to predict what the demands of that nation will be. They will start by reading fundamental data that can be found on any demographic pyramid, such as gender and age group. They will then examine the pyramid's dimensions and shape and talk about the possible implications for that nation's future development.

I believe that students were better able to understand the concept of population pyramid analysis because they worked on one task at a time rather than finishing the entire task at once. Students were able to assess the future needs of the selected countries by looking beyond the observable data that a population pyramid offers, such as the age and gender distribution of a nation. I can therefore see the advantages of incorporating task analysis into every lesson I teach.

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In discussing the principles of quality assessment, one can find an abundance of information on validity and reliability; not so much on transparency and timely feedback. I will discuss these two principles, along with reliability and validity; I regularly endeavour to integrate into my pedagogy. Assessment is a central part of the teaching and learning process, therefore as educators we need to ensure that our objectives and instructions are explicit, and that students receive appropriate feedback so they can succeed and improve.

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Assessment refers to the systematic process of gathering and documenting data on students’ learning. This data not only indicates the level of success, or failure, but also informs future instructional decisions. Additionally, as educators, we spend a great deal of our time on assessment related activities, such as designing, administering and scoring tests, and reporting results. Therefore, if we are to promote student success, it is incumbent upon us to do classroom assessment well.There are many important principles for successful classroom assessment, such as validity and reliability. These two standards of assessment are well covered within a wealth of literature, as they should be. As previously mentioned, assessment results are indicators of students’ learning, thus that assessment tool needs to be sound and dependable. Other principles that are not so readily found in the literature, and will be discussed, include the importance of (i) transparency and (ii) timely feedback.

Ideally, teachers should work together with students to establish learning outcomes. However, as this is not always possible, students should have a clear understanding of their task. Regardless of the type of classroom assessment used, the instructions must be explicit and the information clear. The literature refers to the language used for assessment tasks as needing to be as clear and unambiguous, so instructions are not open to different interpretations. When this is evident, students are better able to identify the criteria for success in any assessment, thereby increasing their achievement. Furthermore, these criteria, coupled with the delivery of timely feedback, students can also improve their performance, as well as their enthusiasm for learning.

Students are indeed entitled to explicit and timely feedback on assessment tasks. According to Hattie (1999), feedback is the most powerful single moderator that enhances achievement. It provides learners with the opportunity to both revise and improve their work. Feedback also allows the teachers and students to deepen their understanding of learning outcomes and task performance.

When assessment tasks are unclear, or of inferior quality, it adds to the frustration on both sides. In addition to teachers and students becoming demoralized, data would be invalid. In order to effectively analyze the progress of students, they must have a clear idea of they are required to learn, and an understanding of what is considered successful learning outcomes. Therefore, transparency and quality feedback are an integral part of the assessment process.

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For this section, I would be reviewing an end of term test for Form 2 (see document below).  Based on the principles discussed above, that is transparency, timely feedback and to a lesser extent, validity and reliability, this assessment has some strengths and some weaknesses.

Instructions were clear, but not all were in bold, as in the case of question 7. Placing all the instructions in bold type, and underlined, might have increased student performance on this assessment, particularly in question seven. I think the writing space was sufficient. However, I could have added lines in the spaces provided for question 1. For the choice of workers in question 1, I could have avoided compound words, as jewelry maker and gold miner appeared to have confused some students. For additional clarity, a specific time limit for the exam should have been written on the test.

Compared to previous end of term tests that I have designed for this level, this written assessment was shorter. The reason for this is two-fold; firstly, for lower school, administration typically timetables Social Studies for ninety minutes, or less. Secondly, with this abridged format it makes scoring the test much faster.

Though most of the required content was covered in this shortened exam, I was better able to provide timely feedback. Typically, in the first term students’ end of term test papers are returned to them at the beginning of the second term. With this format, students received their results before the close of the Christmas term, are able to complete corrections during the vacation, and parents are required to sign their child’s test paper. This practice also gives students a head start for term two, as most come to class prepared to work.

With respect to the principles of reliability and validity, there is also room for improvement in this end of term test. In considering an assessment as reliable, it must be able to consistently reflect a certain level of achievement, regardless of the number of times it is administered. To assist with internal consistency, each item has a clear mark to be attained and the total score for the test is written at the end. While this is useful to the teacher, administration, and other members of staff, it serves very little purpose to students at this level, and it may be distracting for some; a good practice nonetheless.

​As previously mentioned, quality and reliable assessment delivers dependable information about students’ proficiency; however, the validity of this test can be questioned. Indeed a range of Social Studies topics were assessed in different formats, but there appears to be a strong tendency towards knowledge and open ended questions. Consequently, it is possible that with choosing to shorten the end of term test, certain key learning criteria maybe unwittingly omitted.

This would in fact, affect the reliability and validity of this assessment. To counter these issues, I can suggest creating a bank of questions on the content students would need to master, with corresponding mark schemes. This would assist in ensuring that student have accurately attained required learning outcomes for that specific level, and test scores would be a reasonable reflection of this.

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In this section, I explain the interrelatedness of poverty, health and environment to my Form 6 Sociology students. The concept is integral to the discipline and is applicable to real-life social issues faced in the Caribbean. To assess their knowledge of this concept, I used an essay because it allows students to express their knowledge of the topic and gives me an idea of what areas I need to review. To assist in quality assessment of this task, I designed a rubric. As assessment tools, rubrics also ensure consistency in grading students’ work.

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In Form 6, Caribbean Advanced Proficiency Examination (CAPE) Sociology students, under Unit 2: Module 3, are required to know of Caribbean social issues as it relates to Poverty, Health and Environment. As these headings are key issues within our region that affects the overarching concept of sustainable development, it was felt that a content-based unit plan would be the best instructional approach.

Over time, I have observed that students are often unable to make the links between different concepts in a chapter, or module, in order to write an adequate sociological essay. For this module, some students do not easily make the connections between poverty, health and environment, unless explicitly taught. Additionally, in each of the very limited approved reading sources, the main headings contain information in isolation; therefore, a tangible relationship between all three concepts is not immediate.

It is necessary for students to understand that one major goal of sustainable development is the elimination of poverty in all aspects of society. Globally, nations are working towards this objective, as it would mean that everyone, including the poor and vulnerable in society, could benefit from equal rights to economic resources, better living conditions, and most importantly, reduce environmental damage.

Everyone, regardless of socioeconomic background, consume natural resources for survival. However, pressure on natural resources can cause environmental stress. A distressed environment can cause severe harm to people, particularly those without the means to improve their situation. According to the research, poverty can contribute to the destruction of the environment through the overuse of the natural resources available to them. For instance, in developing countries, the poor face inadequate housing, poor sanitation (squatting/shanty towns), and polluted water, as the available water source maybe used for all their needs. This type of environment can cause many health issues. Similarly, with the abuse of forestry (deforestation), it can bring about climate change that leads to flooding and this too can bring about health concerns. Environmental damage will eventually lead to pitiable hygienic living standards, especially for the poor, which in turn affects health.

Students also have difficulty writing a sociological essay. They have grasped the basic notion of the elements of an essay, however applying and analyzing the information still is problematic for some. Therefore, for this instructional unit the aim would be two-fold, first explaining the inter-relatedness of poverty, health and environment, as it pertains to sustainable development in the Caribbean; each concept taught with a link to the other, then finally a summative lesson uniting the three concepts. Secondly, integrated into each lesson would be strategies on how to evaluate essay questions in order to write a successful sociological essay.

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A performance assessment is a type of evaluation that aims to measure a person's ability to apply their knowledge, skills, and abilities in a real-world or simulated context. Performance assessments are designed to evaluate how well individuals can put their knowledge and skills into practice in a specific, authentic situation. This can provide insights into their readiness for real-world tasks.They focus on higher-order cognitive skills such as critical thinking, problem-solving, analysis, and synthesis.

A rubric is a structured scoring tool used in performance assessments to evaluate and communicate the criteria and expectations for a particular task or project. It outlines the specific qualities or attributes that are being assessed and provides a clear and consistent way to assign scores or grades.

A rubric defines the specific criteria, performance indicators, and expectations for the task or project, making it clear to the person being assessed what is required for success.

Rubrics help ensure consistent and fair evaluation by providing a standardized framework for scoring.

Rubrics are a useful tool for giving the evaluated person focused, helpful feedback that identifies their areas of strength and areas for development.

To assess this concept of a relationship between poverty, health and environment, I think it fitting to use a take-home essay question. Written assessments allow students to demonstrate the extent of their knowledge on a given topic, permits easier expression of their thought and ideas, as well as provide me the opportunity to give quality feedback. Though my students tend to score better on structured questions than essay type questions, they must become more acquainted with the format set by CAPE.

At the advanced level, it is the expectation that students b

e able to attain higher level learning objectives and develop critical thinking skills. An essay question will make allowances for can do just that. Though essays, as a form of assessment, may not be able to cover as wide a range of topic as objective forms of assessment, it would be suitable for measuring students’ knowledge of this one concept.

This task seeks to measure students’ grasp of a number of learning outcomes, first being the issues of poverty, health and environment in the Caribbean. Secondly, how these issues are interrelated, as well as their impact on development in the region. Additionally, I would be looking at how students were able to dissect and interpret key parts of the question. In the quotation below, there are key terms highlighted because these are the key points I will be on the lookout for within their essays.
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From the assignment, I expect students to engage in additional reading and research on the topic. Students would further learn how to compartmentalize and analyze the information they have collected as being important to the taught concept. This task also helps students to focus on their writing style and improve their technique of conveying their thoughts critically and objectively. Finally, to assist with the consistency of grading this written assessment, I created an analytic rubric.

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Subjectivity in Grading

One of the primary challenges is the inherent subjectivity in grading a performance assessment with a rubric. Instructors may interpret students' responses differently, leading to variations in grading. Personal prejudices, varying viewpoints about what qualifies as "excellent" or "proficient," and disparities in the caliber of writing and communication abilities can all have an impact on this subjectivity. In order to address this issue, educators should create precise grading standards and offer grading consistency training. Giving students thorough comments can also assist them in understanding how their work fits within the expectations of the rubric.

Time-Consuming Nature: Performance assessments and rubric-based grading can be time-consuming. Instructors may find it challenging to evaluate lengthy essays thoroughly, especially when teaching large classes. The detailed feedback required for a performance assessment can be particularly time-intensive. This can lead to delays in providing students with their grades and feedback, which may hinder their ability to learn from the assessment. To address this challenge, instructors can consider peer grading or utilizing technology for grading assistance, such as plagiarism and grammar checkers, to streamline the process while maintaining accuracy.

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At times coordinating a class field-trip may not be feasible, so a virtual tour may be fitting. In this entry, I discuss how I used a picture tour, using PowerPoint, showing some popular places of worship in Trinidad, in lieu of an actual field-trip. Using audio-visual technology helps to make a lesson more effective and impactful for students. I used crossword puzzles to effectively reiterate main terms and concepts of a lesson. It can also challenge students, and can be used as a form of assessment.

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Click the above link

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PowerPoint Presentation: Places of Worship

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PowerPoint Presentation: Places of Worship

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Form 1 Religious Education

Topic: Places of Worship