Exploring Educational Research and Assessment Methods

This compilation brings together a diverse range of articles, book chapters, and conference proceedings that showcase various educational research and assessment methods. From theoretical frameworks to practical applications, these resources provide insights into enhancing learning through self-assessment, incorporating educational theory into teaching practices, and implementing formative assessment in Confucian-heritage settings. The collection also explores biographical learning in elite soccer coaching, local assessment using genre analysis, and video-based feedback on student assessment. With a focus on student involvement, practical solutions for aiding learning are presented in higher and further education contexts.

Student Negotiated Assessment

Table of Contents
INTRODUCTION...........................................................................................................................1
Personal Philosophy of Teaching, Learning and Supervision.........................................................1
Description of the colleague(s) you are working with as supervisor/mentor..................................3
Description of the program; how you worked as supervisor/mentor...............................................5
Evidence of effective communication and active listening.............................................................5
Evidence of collaboration and sharing knowledge..........................................................................6
Evidence of modelling of relevant practices....................................................................................6
Evidence of observation, data collection and feedback...................................................................7
Evidence of coaching.......................................................................................................................7
Evidence of own professional growth..............................................................................................8
Reporting professional development...............................................................................................9
CONCLUSION................................................................................................................................9
REFERENCES..............................................................................................................................10

INTRODUCTION
A professional portfolio can be defined as a tool that cautiously develops and shows the
work while delivering an evidence of career growth in front of others (Berland and McNeill,
2012). Most of people in all over the world thinks that a professional portfolio consist of a
number of important document along with assignments of study which has been done. But, it is
wrong and as defined by a number of authors that a portfolio contains organized goal-driven
exhibit providing evidence of understanding and performance as well. Present report will
develop a evidence of acquisition, development, skills, knowledge and attitude so that to promote
professional growth among colleagues.
Personal Philosophy of Teaching, Learning and Supervision
Philosophy of Teaching : My own (personal) goal for my average and weak colleagues
(Students) is to deliver a challenging environment while they are performing tasks so that they
may grow up to their full potential. I have assumed that, delivering a much more challenging
environment can help students in performing well so that they can grow on professional basis.
My idea is to take colleagues to an innovative level where they can better understand the tasks
and perform well so that they survive, learn and gain knowledge as per the requirements (Al-
Kadri and et. al., 2012). Apart from this, I value some of the things like effective skills, positive
working and learning attitude. From my viewpoint, these values, every single person should have
so that I can learn from the students as they learn from me. I want to educate my students in a
way that their graph of progress always move upwards and they do not face any decline phase as
I try to explain the pitfalls which I have discovered in my experience. Being an an educator, it is
necessary for me not just to teach well in a subject but I should also explain them lessons of life
so that they may learn about collaborative working as well. I believe in taking suggestions and
feedbacks from my colleagues (students) so that I can improve myself and get to know the way
in which they as individuals and as a group, want to study. On the other hand, I have also
analysed that perception of every single colleague does not stay same which can create issues
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while teaching (Allin, 2014). But, I also know that every issue has a resolution, so I aim at
reducing the problems to zero.
Philosophy of Learning : With the help of taking classes in the college, I have assumed a
number of situations and formulated my learning philosophy which can aid me in using right
learning tools and moreover effective ways can also be developed in near future as well. My
prime focus is to find out the areas in which my students are lacking and developing ways by
which they can improve. Another objective which is being developed by me is to take in use of
both preventive along with supportive behavioural (attitudinal) strategies rather than using
corrective one. With the help of this, I have found a number of benefits and these are: it can help
in building up positive attitude among colleagues while taking a lesson. Away with this, using
right strategy at correct time may aid me in improving number of chances form them in learning
with ease.
Philosophy of Supervision : Supervising different people with distinctive perceptions can
be considered as a complex situation. Here, my goal is to create a supportive environment where
supervisee can build his/her own interest towards the curiosity that he/she is having (Burwell,
2013). Through this, both skills along with insights can be easily developed being as a
practitioner. I believe that today's environment is filled with ample number of challenges,
frustrations, and responsibilities that may lead students to feel pressure while concentrating on a
particular area. Here, majorly my focus will be on weak students that feels isolated in a class
room while sitting in front of average and intelligent students (Boud, 2013). This will help me
out in meeting my own values related to supervising the supervisees like promoting right
education to students so that they can grow or improve knowledge throughout the semester. This
seems to me like a legitimate component of supervision, and I have no objection to sharing my
experience in front of colleagues (students). However, for practitioners primarily interested in
mentoring to help develop a particular area of practice. With the help of this, I can assist my
colleagues with effective supervision which will help them in gaining right knowledge.
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Description of the colleague(s) you are working with as supervisor/mentor
Student A :
Student A is a good and versatile candidate with dynamic personality and kind behaviour.
he is a student of graduation course from ABC university (Elliott, 2013). He belongs to
Edinburgh, United Kingdom. He is 15 years of age. His attitude is charming, mischievous,
confident and cheerful.
Knowledge - If there is discussion about knowledge of Student A, he is pursuing under-
graduation in a particular stream from ABC university and a brilliant student. Well talking about
his level of knowledge, he is very accurate on discussion about particular topic and his thought
are more grateful for someone (Ametrano, 2014).
Traits - His personality traits are appropriate to justify his adaptability to new
environment. He is opportunistic as to communicating with new individuals. He is open-minded,
creative, introversion, cheerful and ambitious kind of person. he is little shy, as it can also be a
weakness, but generally it tells about his confidence and personality (Carey, 2013).
Skills - He is enriched with different skills such as communication, innovation, teaching,
interaction, curious about things, suggestive etc. He easily become extrovert with other one's and
share his feeling/emotion (Marland, 2012). Laziness is most drawback of his overall outcomes
from skills, but he do his task with time management and dedication.
Behaviour - His behaviour is overall charming, attractive, measurable, dynamic etc, but
he is little bit arrogant by his behaviour. Arrogance is also advantageous because it protect
person from being cheated, fraudulent and misuse from others.
Student B :
Student B is a decent candidate with lack of appropriate skills which a particular student
require during her tenure of education for success. She has good personality, but the way she
interact and communicate in not proper. She is doing graduation in particular stream from XYZ
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university. She belongs to Glasgow, Scotland. Her attitude is filled with charm, interaction with
other's is not good (Carless, 2012).
Knowledge - If discussed about her knowledge, she is an average and decent student.
Well talking about her knowledge, she is good with technical knowledge and dedicated towards
what she likes to do. Student B needs to work on her academic to achieve to grades in her
examination.
Traits - Her personality traits have a scope of improvement. Apart from improvement,
she is very much extraversion and cheerful person with good thoughts and ideas. Her positive is
kindness, open-minded and organized abilities. Her personality is also very informative and
sweet in nature (Anderson, 2012).
Skills - She is enriched with some skills such as negotiation, convincing and empowering
skills. Student B is little bit introvert which is somehow a negative point. She has ability to
interact with others, but with limited people (Ibrahim, 2013).
Behaviour - Her behaviour is cheering, interactive, poetic etc. but she needs
improvement by mentoring her as a good teacher, friend and even as her listener. She has an
ability to convince anyone with her ideas, thoughts and knowledge.
Description of the program; how you worked as supervisor/mentor
Being a mentor, I have always believed in taking ideas from everyone individually and
then developing a program that is acceptable as a way of learning by my colleagues. I believe
this gives my colleagues (students) a sense of satisfaction and helps me in getting the desired
results in terms of their improvement (Mahmood, 2013). As they started understanding the
concepts related to specific topics and this helped them in improving their knowledge level. On
the other hand, with the help of overall programme, practical knowledge was raised of students
which will aid them in enhancing skills, improve knowledge and aid them in finishing there
goals and objectives as well at the same time in much effective and efficient ways (Falchikov,
2013).
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Evidence of effective communication and active listening
Transcript of supervision :-
Mentor (Michael) : Hello, Good Morning, my fellow colleagues !
Mentor : I have been working on a task of college, and found few topics on which you guys will
be giving speech in near future. Problem is that you have to give speech for around 10 minutes
but the content that I have got is not enough to complete the time frame. So, how you guys will
be covering the whole time?
Mentor : Student A, You tell me first.
Student A : A very good morning Michael, the first thing that I'll be doing is that my rate of
speech will be low. Second thing that I can do is, I can search for the topic on google and
collect information as much as I can. With the help of this, I might become able to talk for
around 10 minutes.
Mentor : Okay, Great ! This may help you out but, make sure on the research that you will be
doing and collected data should be relevant as per the requirements of the topic.
Mentor : Your turn Student B, Tell me what you will do?
Student B : Hello, Good Morning everyone, first step which I will take is that, I will give
example related to the topic. Secondly, I will try to interrelate the topic with life experiences as
well. I will also try my level best of showing relevant knowledge that I am already having
related to topic.
Evidence of collaboration and sharing knowledge
Transcripts of conversation :-
Mentor (Michael) : Hello guys, as practicals are on our head, it will be important for us to start
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making teams with each other so that our group task can be completed real soon.
Student A : Excuse me Michael, educator have already given me and Student B a task on which
we have started working from last Sunday.
Mentor: Yes, Student A, I am already aware about it, educator have given me the list of
students he have already assigned task and a list of team allotments (Gere and et. al., 2013).
Student B : Michael, I am having issues in some of topics and areas so can you please give time
for them.
Mentor : Sure why not Student B, Please meet me after your philosophy class and Student A,
you can also come by if you have any queries.
Student A, B : Thank You, Michael.
Evidence of modelling of relevant practices
Bottom up approach of planning: This is being considered as one of the essential
approach of planning that may aid mentor in collecting giving appropriate knowledge to
colleagues (students). Keeping or considering weak individuals might aid in developing their
knowledge, increasing their skills and improving behaviour and attitude as well.
Evidence of observation, data collection and feedback
As a mentor, I looked towards behaviour, attitude, knowledge and skills of Student A and
Student B for giving feedbacks.
Feedback for Student A :
In previous months, I noticed that Student A has good knowledge about his area but he
does not involve in some other activities (Corbin, Strauss and Strauss, 2014). The behaviour of
Student A is good and he helped the other students in their studies so that they can perform in
better way (Henderson and Phillips, 2015). He is a motivated person with good attitude. On the
other hand, he has good listening, communication, learning skills. He is always eager to learn
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something new to enhance his knowledge. He has a scope of improvement in technical
knowledge.
Feedback for Student B :
On the basis of last few months performance, Student B is lacking in the interest related
to studies. She did not take more interest in her studies and she was average in it as well. Her
behaviour was good but she showed less involvement with the other students. I guided her on
continuous basis and worked on making improvement in her skills. She hesitate in speaking in
front of other students and she did not showed any concerns for learning the new things.
Evidence of coaching
Transcripts of coaching conferences :
Mentor (Michael) : Hello good morning everyone,
Mentor : After evaluating your work in depth, I have identified some errors which needs to be
addressed so that they can be improved.
Mentor : Student A, you have to work upon your carefree attitude, you can not take education
so lightly.
Student A : Sorry for my behaviour Michael, I will definitely make a away of removing this
from me (Lai and Hwang, 2015).
Mentor: Student B, See you really need to work hard on some specific points like knowledge.
In order to improve , you can read newspapers, books and can gather information from other
sources as well.
Student B : Definitely Michael, I have found the same and will work on it.
Mentor : Rest of the part was just fine, You guys are doing well, keep it up.
Student A, B : Thank You.
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Evidence of own professional growth
Feedback given by Student A:
My mentor is carrying vast knowledge of most of the subjects that we are studying in the
college. He have showed a positive attitude whenever any student reach to him and makes
him/her understand at full extent till the person is fully satisfied with the answer. Knowledge
level of my mentor is as good as teachers are having in the college which helps us in learning,
improving skills and enhanced intellectual capabilities as well. From my side, I will give 9 out
of 10 points to mentor on his hard work that he have done on us and on the basis of knowledge
as well (Leach, 2012).
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Reporting professional development
I started my higher education from XYZ College in Psychology field in October, 2018. There, I
worked under the guidance of Mr. ABC who was my supervisor for 3 years. My basic working
was to assist Mr. ABC in making assignments on different theories of Psychology and assessing
the work done by my classmates. I used to review the submissions of my fellow classmates by
carefully examining all the presentations made by them, checking the authenticity of the case
studies mentioned therein and providing recommendations as to how they can improve the
same, if required. I often accompanied him during his official tours to different cities and in his
meetings and seminars. Working under his guidance has benefited me in the long term by
paving a way for me to see Psychology as a career. I will always look back to the management
of the college and him with glee.
CONCLUSION
From above mentioned report, it has been concluded that developing professional
portfolio is not an easy task. Keeping every detail related to knowledge, skills and attitude in a
portfolio can help a person in understanding the person effectively. Apart from this, self
developed philosophy can help an individual in performing jobs, tasks in his/her own way. This
can lead to meet specific goals in required time frame.
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REFERENCES
Books and Journals
Al-Kadri, H. M. and et. al., 2012. Exploring assessment factors contributing to students' study
strategies: literature review. Medical teacher. 34(sup1). pp.S42-S50.
Allin, L., 2014. Collaboration between staff and students in the scholarship of teaching and
learning: The potential and the problems. Teaching and Learning Inquiry. 2(1). pp.95-
102.
Ametrano, I. M., 2014. Teaching ethical decision making: Helping students reconcile personal
and professional values. Journal of Counseling & Development. 92(2). pp.154-161.
Anderson, H., 2012. e Heart and Spirit of Collaborative erapy: e Philosophical Stance—“A Way
of Being” in Relationship and Conversation. In Collaborative therapy (pp. 67-84).
Routledge.
Berland, L. K. and McNeill, K. L., 2012. For whom is argument and explanation a necessary
distinction? A response to Osborne and Patterson. Science Education. 96(5). pp.808-
813.
Boud, D., 2013. Enhancing learning through self-assessment. Routledge.
Burwell, K., 2013. Apprenticeship in music: A contextual study for instrumental teaching and
learning. International Journal of Music Education. 31(3). pp.276-291.
Carey, P., 2013. Student as co-producer in a marketised higher education system: a case study of
students’ experience of participation in curriculum design. Innovations in Education
and Teaching International. 50(3). pp.250-260.
Carless, D., 2012. From testing to productive student learning: Implementing formative
assessment in Confucian-heritage settings. Routledge.
Christensen, M.K., 2014. Exploring biographical learning in elite soccer coaching. Sport,
Education and Society .19(2). pp.204-222.
Corbin, J., Strauss, A. and Strauss, A.L., 2014. Basics of qualitative research. sage.
Dennick, R., 2012. Twelve tips for incorporating educational theory into teaching
practices. Medical teachers. 34(8). pp.618-624.
Falchikov, N., 2013. Improving assessment through student involvement: Practical solutions for
aiding learning in higher and further education. Routledge.
Gere, A. R. and et. al., 2013. Local assessment: Using genre analysis to validate directed self-
placement. College Composition and Communication. pp.605-633
Henderson, M. and Phillips, M., 2015. Video-based feedback on student assessment: scarily
personal. Australasian Journal of Educational Technology. 31(1).
Ibrahim, A.S., 2013. Approaches to supervision of student teachers in one UAE teacher
education program. Teaching and Teacher Education. 34.s pp.38-45.
Kamens, M. W., Susko, J. P. and Elliott, J. S., 2013. Evaluation and supervision of co-teaching:
A study of administrator practices in New Jersey. NASSP Bulletin. 97(2). pp.166-190.
Lai, C. L. and Hwang, G. J., 2015. An interactive peer-assessment criteria development approach
to improving students' art design performance using handheld devices. Computers &
Education. 85. pp.149-159.
Mahmood, S., 2013. “Reality shock”: New early childhood education teachers. Journal of Early
Childhood Teacher Education.s 34(2). s pp.154-170.
Marland, P., 2012. Towards more effective open and distance learning teaching. Routledge.
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Trahar, S., 2013. Autoethnographic journeys in learning and teaching in higher
education. European educational research journal. 12(3). pp.367-375.
Evaluation in Higher Education. 37(2). pp.137-147.
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