Summative Assessment: Core Educational Theories, Lesson Plan, and Reflective Cycle in Dentistry

This document discusses the concept of summative assessment and its importance in measuring student learning. It explores two core educational theories - constructivism and behaviourism - and their benefits and drawbacks for teachers and learners. Additionally, it delves into the development of a lesson plan using Gagne's events of teaching and the application of the Gibbs Reflective Cycle in dentistry. The document does not mention a specific course code, name, or college/university.

Summative assessment

Contents
INTRODUCTION...........................................................................................................................1
PART A...........................................................................................................................................1
Description of two core educational theories..............................................................................1
PART B...........................................................................................................................................5
Development of a lesson plan......................................................................................................5
PART C...........................................................................................................................................8
The Gibbs Reflective cycle in dentistry.......................................................................................8
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................10

INTRODUCTION
Summative assessment is an estimation administrated at the end of an instructional unit in a
course. These assessments are proposed to assess scholar learning by making comparison among
the execution to a standard or benchmark. They are often high stakes, meaning they have a high
point value. The aim and purpose of summative assessment is to measure student learning at the
end of an instructional unit through contrasting regarding some paradigm (Dolin & et. al., 2018).
Also, collective evaluation can be any method of evaluation performed at the end of a unit which
permits a teacher to assess a scholar’s understanding, typically against standardised criteria. The
objective of summative assessment is to gauge scholars’ comprehension of the material
demonstrated at the end of a specific unit of work and is often assessed with grade or percentage,
based on the subject. This written assessment will discuss about two educational conceptions
with their principle and their benefits and drawbacks to teacher and learner.
PART A
Description of two core educational theories
Education and learning is described as a process that brings together personal and
ecological experiences, knowledge and influences for obtaining, enhancing and modifying
scholar’s knowledge, abilities, values, attitudes behaviour and world views. Educational
conceptions hypotheses that define how this process takes place. The main and core concepts and
theories of education and learning consider cognitive learning theory, behaviourism learning
theory, and constructivism learning theory, humanism learning and connectivism learning
theory. In current era, aspiring educators require to have teaching to be ready for education
medical scholars (dentist) every day. A significance part of education understands several ways
of knowledge. These coagulate education concepts can be considered by teacher that can study
from as they organize to assist scholars in the classroom. Educators who acknowledge learning
hypothesis can use diverse tools in their classroom to provide to diverse sorts of education
(Broadbent, Panadero & Boud, D. 2018). This can assist and support all kinds of scholars in
learning. The explanation of key or core concept of education is as below:
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Constructivism (Cognitive) theory- It indicates to the human procedure of considerate. It
is stranded in the work of Jean Piaget who urbanized theory of cognitive development all over
the lifespan. The cognitive learning theory appears at the manner individual think. Mental
procedures are an essential segment in accepting how the individual learn. The cognitive concept
appreciates that students can be impacted by both external and internal aspects. Plato and
Descartes are two of the first philosophers that centred on cognition and how they as human
being reflect. Many other associates seem deeper into the thought of how they believe,
encouraging more study. Jean Piaget is a greatly significant figure in the field of cognitive
psychology and his work centres on surroundings and interior frameworks and how they
influence education (Buchholtz & et. al., (2018). The cognitive concept has developed over time,
segregating in to sub conceptions which concentrate in exclusive aspects of knowledge and
sympathetic. At the most basic stage, the cognitive theory proposes that interior ideas and outside
forces are both a crucial fraction of the cognitive procedure. And as scholars acknowledge how
their thoughts influence their knowledge and behaviour, they are capable to have more
management over it.
This concept of cognitive education influences students as their understandings of their idea
and thought procedure can enable them learn. Educator can provide scholars development and
growth options to enquire questions, to be unsuccessful and consider out loud. These plans and
plans can support scholars appreciate that how their idea and thought activity works and use this
information to build better knowledge options. Within cognitive learning the view of motivation
is intrinsic as scholars and learners set their own aims and encourage themselves to learn. Also,
the teacher facilitates learning through offering an atmosphere which promotes searchers,
discovery and assimilation.
There is several key principle of cognitive learning theory such as knowledge should be
more determined and focused, learning should be self directed and learning should be come from
discovery and analysis (Cabral & Baldino, (2019). In any type of knowledge atmosphere, the
needs of the students require to be engaged in to deliberation so that best amalgamation and
understandings of new information can be assured. The key principle of this theory is that
active participation built on previous knowledge can enhance learning. This principle of
cognitive theory is effective as with the assistance of that scholars are capable to believe,
appreciate, procedure and incorporate new information. Learning should be more determined and
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decisive is one of the main principle s students study more efficiently when they know why they
are learn something in the first place. They require acknowledging that how the thoughts and
ideas that they are going to study can be functional to their own lives. Thus, clear and specific
motive of learning and educational material has to be fixed at the opening. Moreover, the
recognized object should related to the circumstances and confront that the contributors are
facing. Along with this, conceptions presented in any class and lecture should consider practical
examples to demonstrate their reliability (Sridharan, Tai & Boud, 2019). For example, other
principle like learning should be self directed and knowledge should come from detection and
investigation can be considered in teaching practice when the scholars have clear goal hen self
concentrating knowledge can be accomplished by asking students that what they want to study
and what prospect they have for the course. Another principle of learning can be applied in
teaching practice as the design of the eLearning modules should endorse the finding of new
information by investigation. The correct questions should be created to excite critical thinking
and force the demand of discovers new awareness. Scholars are basically more amenable
regarding difficulty focused knowledge that offers them a thought of how to defeat issue
appropriately.
Cognitive learning theory is crucial for learners and scholars because it enhance learning,
boost confidence, develop comprehension, develops problem solving skills, assist in learning
new things faster and teaches to form concept formation. It is beneficial for teacher as they
encourage active participation of scholars and discussion about what is being taught, Enabling
scholars explore and understand how thoughts are connected and asking students to explain their
thinking. The drawback of this concept is that it is extremely time intensive on the part of the
teacher. Since the majority of the practices are stated by each scholar’s individual level of
progress, the educator is investing more tome and efforts on a per student base.
Behaviourism theory- The behaviourist perspectives of learning and education created in the
early 1900s and became dominant in early 20th century. The general idea of behaviourism is that
learning includes of a modification in behaviour cause of the acquisition, reinforcement and
application of associations among stimuli from the environment and recognizable responses of
the individual. Behaviours are interest in measurable changes in performance. The behaviourism
concept is the thought that how a scholar performs is supported to their communication with
their surroundings. It recommends that behaviours are impacted and educated from exterior
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forces rather than interior forces (The five educational learning theories. 2020). Psychologists
have been functioning on the ides of behaviourism since the 19th century. Behavioural learning
theory is the basis for psychology that can be scrutinized and enumerated.. Optimistic
strengthening is a famous aspect of behaviourism traditional training which directly encouraged
by the recompense and remuneration that can be acquired. Educator in a classroom can use
constructive support to assist scholars’ better study a conception (Severengiz & et. al., 2018).
Scholars who receive optimistic support are more likely to keep data and information moving
presumptuous, a straight outcome of the behaviour theory. Within this concept, the view of
motivation is extrinsic which consider and involve positive and negative reinforcement. Also,
correct behavioural responses are transmitted by the teacher and engrossed by the scholars.
The principles of behaviourism learning is that the educator and scholar can promote less
desired activities by connecting them to more desired activities. Principles of behaviour learning
consider the function of penalty, reinforces, punishers, immediacy of consequences, determining,
extermination, schedules of support and others. For example, a teacher might say that as soon as
students finish their work, they may go outside. Consequences that weaken behaviour are called
punishers. If an apparently unpleasant consequence does not reduce the frequency of the
behaviour it considers, it is not necessarily a punisher.
The behavioural theory of leaning is crucial for students as with the assist of positive
behaviour support they can make development in their knowledge as well as their learning.
Scholars with autism have atypical social language development and involve in stereotypical
behaviours. Also, with the help of it teacher can provide positive reinforcement or rewards
whenever scholars execute an expected behaviour, they will learn to execute the behaviour on
their own. The main demerit of this concept for teacher is that this concept arise issues as due
several kinds of behaviour of students, interaction among learners and teacher is hard cause of
diverse behaviour. Along with this, students face issues due to particular mainstream teaching
strategies.
Adult learning theory- This concept was developed by Malcolm Shepherd Knowles an
American educator well known for the utilisation of the term Andragogy, states to adult
education (Ahmed, Ali & Shah, (2019). Adult learning is basically a situation where adults are
pursuing teaching. It can be completed in a official setting in superior instruction, trade school
and apprenticeship. It can also be done or adults who merely want to study a skills and purse
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teaching on order to study that ability. IN current assessment, this concept can be considered in
context of medical students (dentist) and with the assistance of this theory, they can learn
effectively and their specific area of education. The key principle of this learning theory is that
adults have a superior intelligence of self trend and inspiration, their life experience to make easy
learning, they are centred on accomplishing aims and adults are open for modern ways of
learning. Adults tend to learn as they want to or they see to lead advantage of knowledge rather
than as they are informed to or are accepted to (6 Adult Learning Theories and How to Put Them
into Practice. 2020). For example, if the teacher consider new ways like specific examples,
practical and others form of learning then adults are ready to adopt them because the main
motive them is learning so they are open to accept new styles of learning. With the assistance of
this, the educator can create and establish an effective learning climate, where students feel safe
and comfortable expressing themselves, consider learners in mutual planning of relevant
methods and curricular content and engage scholars in diagnosing their own needs as it will
assist to trigger internal motivation. Along with this, it encourages learners to frame their own
learning objectives and students to identify resources and devise plans for utilising the assets to
accomplish their objectives. Also, it supports learners in carrying out their leaning plan and
engage learners in assessing their own learning as it can develop their abilities of critical
reflection.
PART B
Development of a lesson plan
A lesson plan basically demonstrates to a document which outlines the content of the lesson
step by step. It is a list of task that the students will undertakes with the help of their teacher. A
lesson plan is generally prepared in advance and can either cover a one of topic an entire lesson.
A lesson plan considers such stages like objective of the plan, subject matter or topic of the plan,
procedure or activity and evaluation. In this present lesson plan, the aim of it to provide
information to scholars and enhance their learning as well as knowledge. The topic of this plan is
Gagne’s event of teaching. Robert Gagne was an instructive psychologist who designed a nine
step procedure of learning which acknowledged the Events of Instruction. This model assists,
teachers, educator and instructional designers’ organization their training session. The model is a
systematic procedure which assists them expand plan of actions and make actions of
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instructional classes. In current document, this model can be considered by the teacher to
offering training and information to its medical and dentist students. These nine events can offer
structure from an appropriate learning process (Mohamadi, 2018). Each phase of this model
addresses a form of announcement which supports the knowledge procedure of the teacher.
Gaining attention, it is the foremost step of this model. Within this, the teacher makes sure
those learners scholars are encouraged to study and contribute in actions by presenting a
incentive to increase their notice. It can be completed by presenting the learners with an
introductory action that connects the learners. For example, the teacher can consider different
activities like present meaningful and reliable challenge, pose thought-provoking questions,
stimulate learners with originality or surprise and demonstrate an intriguing problem, in order to
engage dentistry students in learning process. Informing learners of the objective, after getting
notice of scholars, notify the beginners of the learning objectives to enable or support them as
well as appreciate what they will be knowledge at the time of assembly. State what the scholars
will be capable to attain during the meeting and how they will be capable to utilise the
information in the upcoming time (Guo & Yan, 2019). This permits the students to conduct their
ideas of what they will study and assist place them in the effective mind set. In order to stating
and demonstrating the objective, the teacher consider techniques like define needed execution,
define criteria for standard performance, describe what they will be capable to do at the end of
the sessions and define them that how their learning will be significant to them etc.
Stimulating recall of prior learning, this step assist the scholars in making intelligence of
new information through telling is to something they previously recognize or something they
have already practised. To meet this current the beginner or dentistry scholar with knowledge
that inspires their previous information. Make relations among what they are knowledge, and
their prior education. When students get information about something new, it is great to associate
the new learning with linked information or topics they have educated previously. For example,
in order to stimulating recall, the educator can consider different methods such as asking if they
have any prior experiences with the theme, by asking questions regarding their past experience,
asking about their understanding of prior conceptions and providing them an example of an
practice similar to what they are education. Presenting the stimulus, under this phase, the
educator or teacher can present the learner with new knowledge and experience of utilising
learning strategies to offer adequate and appropriate instruction. The teacher can organise session
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and more information in a meaning manner as well as provide descriptions after analysis. There
are several ways to present session information and they consider different aspects like
organisation of information in a rational and simple to appreciate form, more information, offer
examples, use several delivery tools like videos, demonstration, group work etc., utilise a range
of test such as graphics, figures, resonance etc, to motivate the senses as well as use a diversity
of advance to suit individual with diverse styles of learning (Alt, (2018). Providing learning
guidance, under this step of events of instruction, the educator can provide the guidance and
direction to learners or dentistry scholars through offering coaching on how to learn the skill. In
context of it, they can provide examples and suggest schemes to aid them in the education
substance as well as sources which are accessible to them. Additionally, Teacher can provide
guidance through utilising cues, hints and prompts to assist them in understanding and
remembering that what they are education about their area of specialisation. For example, in
order to provide learning directions and guidance, the teacher can consider different ways such
as notion mapping for associations, mnemonics to cue and punctual education, function playing
for visualisation of request, case studies for authentic world submission, similarities to assist
information building and graphics to make ocular associations.
Eliciting performance, it is another phase of Gagne’s Events of instructions. In it, the
learner can do something with the recently obtained behaviour, skills or information. Also, the
educator can give them with exercise actions to activate the learning process (Gagné's Nine
Events of Instruction. 2020). This process permits the learner to internalise the new skills and
knowledge as well as to make sure right sympathetic and submission of the information or
conceptions. There are several ways though which the educator can activate leaner processing
such as asking questions so that they can show their information, asking the beginner to show
how to utilise it and absolute a function playing exercise. Providing feedback, after the
students’ attempts to show their knowledge, teachers and educator provide immediate feedback
of scholar’s execution to measure and make easy education. This is also a great time to support
any essential points. This phase enables strengthening of a right answer; provide direction as to
the level of rightness of the assignment and gives effective reaction if the reply or behaviour is
incorrect. Regarding dentistry students’ activities and learning, the educator can consider several
aspects in their responses like to be positive, be objective, utilise first hand observation, deliver
centred and concise response as well as concentrate on area on which scholars need to control.
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Assessing performance, this phase can be consider in order to assess the efficiency of the
instructional events, manage a test the scholar to analyse if the desired learning results have been
accomplished. Execution should be supported to prior stated aims and objectives (Dolin & et. al.,
2018). In order to evaluate the performance of the scholars and dentistry students, the teacher can
consider different methods like written test, questionnaires, essays, oral questioning as well as
other assessment tool to demonstrate that they have educated the stuff or abilities efficiently.
Enhancing retention and transfer, in this step, the educator provides the learner resources
which develop maintenance and transport of information so that they are capable to internalise
the new awareness and improve their proficiency. Repeated exercise with efficient comment is
the great form to make sure that students keep information and exploit if appropriately. There are
several methods which assist learners internalise new information such as summarisation of
content, create examples, generate mind maps, outline sand job aids etc.
Gagne’s events of instructions model offer a best deal of valuable information to educators.
Implementing Gagne’s nine phases model is an excellent way to make sure an effective and
systematic learning program because it offer structure to the lesson plan and a holistic view to
the teaching.
PART C
The Gibbs Reflective cycle in dentistry
The Gibbs reflective cycle was developed in 1988 by Graham Gibbs to structure the learning
of the people in the organisation (Blatz and Conejo, 2019). It is the method of analysing the
experience and it is cyclic in nature which gives it a repeated and continuous flow in the
organisation. The things that are good and bad can be improved in the cycle. It as 6 factors that
will have the impact on the learning of the organisation. The first factors that I will have is the
description of the experience, then the second factors in the cycle is feeling ad thought about the
experience, then I will evaluate the experience which is good and bad, then it will help me in the
analysis of the factors, conclusion about the methods to do the work and it will help me to do
differently and an action plan that will help me in increasing the performance. The Gibbs
reflective model is used as a stand alone experience or situation that will help in working
collaboratively with others. The first factor is the description where I have divided the people
who have different skills to do the research about the factors that are important in dentistry. The
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teaching is not easy and dentistry have different topics that require the methods to learn new
things and I will divide the topics on the basis of the factors that will help me in improving the
performance. There are different topics that are in my strength in dentistry and the will require
less focus which is making it easy for increasing the knowledge and the work which requires
research should be focused because they will help me in improving the performance (Chuykin
and et.al., 2017). I will have the description about the patients main complaints, illness and the
dental care. The teachers should focus on the dentistry and the patients complaints and make the
course of the expected and needs of the courses, the facts of the illness is defines in the
description and the patients request has to be met to improve the performance. The description
will help me in analysing the factors that are important and there should not be any failure in the
expectation and measures of find the illness.
The factor that is important in teaching dentistry is feelings and they are making me happy
because I will get to learn and it will help me in improving the performance. I am feeling that the
work is divided from easy to difficult which will help me in increasing the knowledge. The
dentistry is not the easy thing to learn and it will help me to analyse my performance. The feeling
I am having is that I will get to learn about the complaints of the patients and the process to
improve the performance. I get frustrated when I am not getting the topic which I have to teach
to the students and it is making me feel bad in the class. The topics should be simple so that the
examples can be given and they will help in increasing the knowledge. The students and teachers
communication helps me in increasing the quality of the work. The evaluation of the work is
done when the students are performing and it will help in my analysis because the teachers
performance is affected when the students are not improving the performance (Bapat and et.al.,
2019). The work will be evaluated when I am increasing the quality and the honesty is the most
important factors because they are helping me in analysing the methods that are important for
increasing the knowledge. There are different methods of evaluation the performance of the
teachers and students will be impacted by the topics they are teaching. The dentistry will have
the factors that will help the teachers in giving the topics that are helping the students. The work
is divided in the teams and the skills of the teachers will be required when they are giving
different topics to teach in the class. The analysis of the teachers are important because they will
help in increasing the factors that are impacting the performance. I am working according to my
strengths and it is helping me in giving good quality of the studies to the students. The model
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used by the teachers in improving the performance is the Belbins team roles which is defining
that every people have strengths and weakness and it is important to analyse the performance of
the teachers and divide the work according to the skills. The teachers can raise the complains
when they have with the students and it will help in improving the methods they are using to
teach (Buser, Sennerby and De Bruyn, 2017).
The Gibbs reflective model will recommend that they will have to give the conclusion of the
parts that are important for improving the knowledge of the students and they will helps in
working according to the skills of the teachers. It will help in concluding the factors that the
model is recommending and they will help in analysing the performance. The conclusion will
help to me in analysing the methods that can be used to give good studies and it will help the in
communicating the students. The action plan will help the teachers in differently working from
others and I will find the methods that will help me in increasing the knowledge. The teachers
are important for the studies of the students and I will be analysing the methods that will help me
in giving good studies.
CONCLUSION
From the above define information, it has been summarised that education theory play an
effective role in the development of knowledge of scholars. With the assistance of them people
can make improvement in knowledge and way of learning. Gagne’s events of instruction a great
model which assist in dealing of valuable knowledge and information to teachers.
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REFERENCES
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formative flavour: a case study in a large class. Assessment & Evaluation in Higher
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assessment in mathematics teacher education. ZDM, 50(4), 715-728.
Cabral, T. C., & Baldino, R. R. (2019). The credit system and the summative assessment
splitting moment. Educational Studies in Mathematics, 102(2), 275-288.
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Sridharan, B., Tai, J., & Boud, D. (2019). Does the use of summative peer assessment in
collaborative group work inhibit good judgement?. Higher Education, 77(5), 853-870.
Severengiz, M. & et. al., (2018). Influence of Gaming Elements on Summative Assessment in
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