Theories, Principles and Models of Teaching, Learning, Assessment and Curriculum Development

This report explores the theories, principles and models of teaching, learning, assessment and curriculum development. It covers various models of learning preferences, communication, assessment and curriculum development. It also discusses how these theories and models can be applied in one's specialism area for better outcomes.

Assessment
TABLE OF CONTENT

INTRODUCTION...........................................................................................................................1
MAIN BODY..................................................................................................................................1
TASK A...........................................................................................................................................1
1.1 Theories, principles and models of learning preferences......................................................1
1.2 Models of learning preferences.............................................................................................1
1.3 Various theories applied to teaching, assessment and learning.............................................2
1.4 Identifying about learners individual preferences enables for inclusive assessment,
teaching and learning...................................................................................................................2
TASK B...........................................................................................................................................2
2.1 Theories, principles and models of communication..............................................................2
2.2 Theories, principle and models of communication that can applied within teaching,
learning and assessment...............................................................................................................3
TASK C...........................................................................................................................................4
3.1 Theories, principles and models of assessment.....................................................................4
3.2 Ways in which theories, models and principles of assessment can be applied in assessing
learning........................................................................................................................................5
TASK D...........................................................................................................................................6
4.1 Theories and models of curriculum development.................................................................6
4.2 Ways in which theories and models of curriculum development can be applied in won
specialism area.............................................................................................................................6
TASK E...........................................................................................................................................7
5.1 Analyse theories and models of the reflection and evaluation..............................................7
5.2 Ways in which theories and models of reflection and evaluation can be applied.................7
CONCLUSION................................................................................................................................8
REFERENCES................................................................................................................................9

INTRODUCTION
Assessment is the process of designing, learning and development which can make the
people and students to adopt the accurate amount of knowledge and skills. The report will
illustrate the concept of teaching and learning which is important in the academic session.
Performing an assessment of learning is quite necessary for meeting the needs and objectives of
the better learning and development (Syomwenei, 2020). The report will brief the importance of
learnings and development with the help of different kinds of theories, principle and models
which will help the individual to understand it in better way.
MAIN BODY
TASK A
1.1 Theories, principles and models of learning preferences
Learning preferences are the ways in which the person learns. Along with this one preference is
not better than another, while knowing about what preferences will help for smarter study and
learn better. Behaviourism learning theory is important for understanding about how to prompt
and assistance educate. While also help for transferring information from teacher to learners with
their better response to the right stimulus (Light and Clarke, 2021). Students are being more
passive in participant about the behavioural learning and teacher given them with information as
elements of stimulus response. Cognitivism learning theory that focus on the process involving
the learner rather than observing on behaviour. It could not require an outward exhibition of
learning, but have their focus on connection and internal process that take place during learning.
1.2 Models of learning preferences
Learning preferences are differed from learning styles, because as they do not hinge on learner
with need all training to be delivered through having one visual, auditory to best learn. Pedagogy
most commonly understand with approaches to teaching. It leads with theory and practices of
learning about how the process influences and influenced by social, psychological, political and
development of learners (McMahon and et.al., 2021). It depends on behavior, perceptive, content
and knowledge and affect some clear intelligent about how long term learning to have effective
outcomes as well as shortened term end. Along with this also involve the range of techqniue3s
and structures group work, guided for learning and individual activities. It keeps focus on
1

underdeveloped their high order intelligent and meta knowledge and make good use of quizzical
in order to do so.
1.3 Various theories applied to teaching, assessment and learning
Concrete experience- I have experience about the learning styles, which make me realize about
the need to systematically in order to learn something new and also help me for improving skills
and have better practices.
Reflective observation- I have learned about many new things and this might be help me for
future. Along with I have also taken the experience about various situation which keep me for
working with some strategies.
Abstract conceptualization- I have also found the various ways for dealing with situation and
think up more about strategies for having better experiences in same situation again (Iqbal,
Siddiqie and Mazid, 2021). At this stage I have also consulted with colleagues and literature in
order for getting better understanding and further ideas.
Active experimentation- I have improved skills such as communication, problem solving,
working with team and this could keep the better practices and try to out with new strategies.
Some of them will work and also become the new concrete experiences.
1.4 Identifying about learners individual preferences enables for inclusive assessment, teaching
and learning.
Inclusive teaching and learning to identify about all students' entitlement for having acquisition
occurrence that respect variety, remove barriers, enables participation, consider for learning
inevitably and orientation. This delivery and design about teaching, assessment and learning
methods which allow students to engage meaningfully with having curriculum and achievement
with their full potential (Cole And et.al., 2021). It seems to be important for social and ethically
responsibility that might be having positive impact on the way and imperial staff and students
community together working for improving development and have the huge support from all
members.
TASK B
2.1 Theories, principles and models of communication.
Transactional analysis is technique which helps for understanding the behaviour of each other
so that communication can become more effective. While understanding the human behaviour
which helps for motivating, direct and guide other person. It can help people to reach their fullest
2

potential area of life. Along with excellent therapy for helping and understanding developing
constructive communication in relationship (Celermajer and et.al.,2021). While this are being for
taking view about all capable for living the life and opposed to some predetermined path. They
also find various ways for potential which is being limited by repetitive patterns or thoughts that
come from past and help in changing the restrictive way of thinking.
Johari's window- It is great tool for improving communication and relationship with team
members. It also helps for understanding what other see in them and insecurities that they can
now address. Basically, this type of therapy can help for resolution variety of trouble and even
about applied outside of content, which help for processing coaching, business, education and so
on. If any site where there is lack of understanding or conflict that can benefits from analysis. It
can be particularly about making useful for solving conflicts between the members.
Effective listening skills- It is ability to inaccurately receive and explicate communicate
listening is key for all effective connexion without having ability to listen efficaciously messages
are being easily for misunderstanding (Buhalis and Volchek, 2021). It makes the effort not for
just hear what people are saying but also for take it in. Moreover, does not only listen enhance
quality to perceptive better and make better person and create the education of speaking at
enjoyable for other people.
2.2 Theories, principle and models of communication that can applied within teaching, learning
and assessment.
Communication cycle- Teaching at core communication, so help for building soft skills to
transfer of knowledge. On other hand, learning involves listening and accepting information as
well. The sender will ask for information sources about the subject and the person sending
messages, are the one sending the messages and having effective learning. The channel is the
physical system that is sending the signal or messages and also make more channels such as
images, videos etc. for passing information. The destination is the receiving messages by
students about the subject topics or assignment. It is also mutual interest of everyone involving in
the process to get the best messages possible. Noise, this interferes with communication activities
and impact over changing or learning the topic or completion of assignment. This may use the
video for teaching, quality should be best and student learning process has been negatively
impacted.
3

Shannon and weaver- It is best-known for ability in explaining about how messages can be
misinterpreted in cognition between receiving and sending the messages. Sender, this keep
instructor for sharing information with using various sources and the information sources that
can started with process by selecting the messages related to subject and make the effective use
of channel through which messages can be sent. Encoder, it might be telephone, which converts
the voice into star and sent down the telephone set lines. As various channels can be used and
convert the voice into waves which sent via phone to learners. Channels, instructor sending e-
mail which make the use for worldwide web as medium. Noise, instructor can make the use of
external and internal process so that can make them for passing or sharing information easily.
This also keep them for working with some estimated terms and ensure them with having
learning some new concepts. Receiver, learners on the other end of telephone or reading e-mail
that have been sent and automated payment method system through using online that can be
received.
TASK C
3.1 Theories, principles and models of assessment.
Competency and non-competency model- competency assessment of someone's capabilities
against the requirement of their teaching sector. This requirement is being defined about
competency model and to be having valuable so that can contain only tasks and skills which are
being crucial to success in role and not every activity as they perform for their job. Along with
this assessment is being performed on those identified tasks and skills through which this can
easily rate and selected upon how they have to do tasks (Borsboom and et.al., 2021). Non-
competency is the approaches for teaching and learning assistance with having effective planning
for their annual assessment. Delivery competency assessment can make the use for creating
culture of learning such as reskilling and ups killing that can happen continuously and might be
having part for their sector.
Linkage between learning theory and assessment- This also lead with teaching and learning
process and also have the aim for analysing and collecting with having effective student
performance. The quality of learning is being highly determined by the quality of assessment
practices at their work. Along with this many purposes of assessment and learning theory have
their focus on different dimension of educational development. Moreover, the assessment theory
have their better practices and suggestion which might be motivating linkages of theories and
4

assessment. While assessment is meant for contributing in students for learning and need to be
integrated in daily teaching and learning process at their classroom (Sok and et.al., 2021). For
having effective assessment, using some appropriate assessment strategies is most important and
that can be employed to enhance students learning outcomes but teacher rely on only few
strategies which does not provide sometime meaningful learning.
3.2 Ways in which theories, models and principles of assessment in assessing learning.
Black and william- This restores balance which advocated the formative assessment for
learning. This keep information from marking and many other means of assessment which is
used for feedback to change the learning activities. While having such things teachers will give
feedback comment on how the students can modify their work alternatively of somebody
awarding grades or students that can assessing where they are weak.
Reliability- Generally, this extent to which an assessment method can be easily measure for
having effective performance for student (Westermayr and et.al., 2021). This might be also
played the important role for assessment which is usually being expected for having comparable
outcomes with some standards and also over time between examiners and learners. Assessing
test-retest reliability which required for using measure on group at one time and ensure them for
having correlation between the two sets of scores.
Transparency- The process of clearly working with goals and what to consider with having
good evidence of transparent assessment. This seems to be important for goals with all
transparent assessment to ensure students in understanding what they are trying to learn or
achieve, so they can be more effective partners in that learning activities. This keeps the teaching
and assessment for working with planning and management circumstances and uses the
references the elements of planning problem.
Development feedback- This seems to be important for having effective response regarding
students performance or behaviour. It might be verbal or written and purpose of activity in
appraisal and learning cognition is to improve educate execution and ensure them for working
with better or effective concepts (Curum and Khedo, 2021). Negative feedback can discourage
student effort and achievement.
5

TASK D
4.1 Theories and models of curriculum development
Linear and thematic- This model assisted a distinctive individual with planning and measure
the pre-characterizes targets and objectives. This model has been perceives as the best
educational program advancement model and known for holding the unique consideration
regarding the arranging regions. This model has distinguished the overall target to gather the
precise measure of information from significant threes sources which are students, contemporary
life outside the school and emotional matter. Indeed, it is gainful as utilizing this model assist the
student with including in the member and can have the option to move toward the conduct
targets.
Dewey- This model is a sort of showing approach where mentors know about the understudies or
students needs and necessity. Utilizing this model urges to foster the higher request of reasoning
and mental expertise which permits and empower the understudy to et the course top to bottom.
The whole spotlight in on open-finished of the inquiry and requires additional theoretical from
the understudies.
4.2 Ways in which theories and models of curriculum development can be applied in won
specialism area
Tyler model: This model helped an individual person to design and measure the pre-defines
objectives and goals. This model has been recognizes as the best curriculum development model
and known for keeping the special attention to the planning areas. This model has identified the
general objective to collect the accurate amount of data from major threes sources which are
learners, contemporary life outside the school and subjective matter (O'Riordan, 2018). Even, it
is beneficial as using this model help the learner to involve in the participant and can be able to
approach the behaviour objectives.
Taba model: This model is a kind of teaching approach where tutors are aware of the students or
learners needs and requirement. Using this model encourages to develop the higher order of
thinking and cognitive skill which allows and enable the student to et the course in depth. The
entire focus in on open-ended of the question and requires more abstract from the students.
6

TASK E
5.1 Analyse theories and models of the reflection and evaluation
Reflection is the process and ideology where an individual express its own experience to
other which makes a valid and accurate information. This reflection piece has been written to
develop the self-awareness and can perform better in future life. There are various kinds of
reflection model and theories has been adopted by individuals. Here, performing one of them
which named as Gibbs reflective model (Reljić, Pajnkihar and et.al., 2019). This model of
reflection has been consisted into six components which makes easier to express and
demonstrate the experience of a person. Its elements are description, feelings, evaluation,
analysis, conclusion and action plan. These all factors and elements supports an individual to
express their moment according to this segmentation.
Evaluation is the process in where an individual is able to make the judgements about the
valid topic and ideology. This evaluation process help the individual person to demonstrate the
learning structure accurately so that learner can be able to grow themselves accordingly.
Evaluation has supported and helps the teacher and learner both as well in accurate manner
which helps them to achieve their individual goals and objectives. One of the model of
evaluation is Kirkpatrick evaluation model which is the method of evaluating the results of
training and learning sessions (Sweet, Bass and Graham, 2019). This model has been categorized
by four sections named as reaction, learning, behaviour and result. Performing this an individual
person can be able to get evaluate the proper learning and development programs and its result
which can help them to understand their strengths and weak points respectively. In research, it
has analysed that this model is very time-consuming and not necessary to be applied in every
situation and circumstances.
5.2 Ways in which theories and models of reflection and evaluation can be applied
Gibbs reflective cycle
Description: The first factor of the reflective model has to describe and brief about the situation
of the experience an individual has faced accordingly. It will make the reflective writing to create
a better understanding to the learners.
Feeling: The second factor will demonstrate the emotions and feeling a writer has felt during the
situation. It is the general process where the person has to tell and share about the feeling of their
own so that it will make a perfect and accurate reflective piece including the emotions.
7

Evaluation: The evaluation factor will describe and evaluate the entire situation and experience
the writer or an individual has been expressing from which the learner will be able to get
understood about the entire experience. It will also include what goes right and what went wrong
(Lamers and Admiraal, 2018).
Analysis: In this factor, the entire situation has been analysed which will make the learner to
make an appropriate decision.
Conclusion: This section will elaborate the area where all the learning and education from the
experience has been concluded which will make a good sense of learning and growing
individually.
Action plan: The last factor of reflective model will describe the are where an individual person
has to perform an action plan for the improvement of the areas where the person has get lack in
their experience.
Rolfe model
What: This reflective piece will include the particular situation, focuses on goals, consequences,
feelings and any obstacles.
So what: This section will analyse the situation where the circumstances have been expressed
accurately.
Now what: This will refers the situation where an individual has to improve and what action
they can take for betterment.
Seeking feedback from various sources
Taking the reviews and feedbacks from the students and learner can be able to get the better
respond from which an educator can be able to improvise their teaching and educating manner.
With the help of different kinds of sources to take a feedback will make the better range to
reduce the drawbacks. Thus, an honest feedback will make the tutor to get improve their teaching
abilities and skills and can provide the effectiveness.
CONCLUSION
The report has concluded the various kinds of teaching and learning model and principles which
will help and individual to learn and understand in better manner. The report has ensuring that
students and learner can be able to get the brief knowledge about the academics learning and
teaching assessment areas in better and appropriate manner.
8

REFERENCES
Books and journals
Borsboom, D. and et.al., 2021. Theory construction methodology: A practical framework for
building theories in psychology. Perspectives on Psychological Science. 16(4). pp.756-
766.
Buhalis, D. and Volchek, K., 2021. Bridging marketing theory and big data analytics: The
taxonomy of marketing attribution. International Journal of Information
Management. 56. p.102253.
Celermajer, D. and et.al.,2021. Multispecies justice: theories, challenges, and a research agenda
for environmental politics. Environmental Politics. 30(1-2). pp.119-140.
Cole, S.M. And et.al., 2021. The Relationship of Special Education Placement and Student
Academic Outcomes. The Journal of Special Education. 54(4). pp.217-227.
Curum, B. and Khedo, K.K., 2021. Cognitive load management in mobile learning systems:
principles and theories. Journal of Computers in Education. 8(1). pp.109-136.
Iqbal, M.H., Siddiqie, S.A. and Mazid, M.A., 2021. Rethinking theories of lesson plan for
effective teaching and learning. Social Sciences & Humanities Open. 4(1). p.100172.
Lamers, A.M. and Admiraal, W.F., 2018. Moving out of their comfort zones: Enhancing
teaching practice in transnational education. International Journal for Academic
Development. 23(2), pp.110-122.
Light, R.L. and Clarke, J., 2021. Understanding the complexity of learning through
movement. Physical Education and Sport Pedagogy. 26(3). pp.268-278.
Lorenz, J., Neumann, M. and Schröder, T., 2021. Individual attitude change and societal
dynamics: Computational experiments with psychological theories. Psychological
review.
9

McMahon, S. and et.al., 2021. Exploring students’ metaphors for learning in Western Sydney
schools. Critical Studies in Education. pp.1-18.
O'Riordan, F., 2018. Curriculum Development Discourse and Practice. In Transforming our
World Through Design, Diversity and Education. (pp. 561-571). IOS Press.
Reljić, N.M., Pajnkihar, M. and et.al., 2019. Self-reflection during first clinical practice: The
experiences of nursing students. Nurse education today. 72, pp.61-66.
Sok, J. and et.al., 2021. Farmer behaviour as reasoned action: a critical review of research with
the theory of planned behaviour. Journal of Agricultural Economics. 72(2). pp.388-412.
Sweet, L., Bass, J. and Graham, K., 2019. The continuity of care experience and reflective
writing: Enhancing post-practicum learning for midwifery students. In Augmenting
health and social care students’ clinical learning experiences. (pp. 141-162). Springer,
Cham.
Syomwenei, A., 2020. Curriculum theory: characteristics and functions. (Doctoral dissertation,
Moi University).
Westermayr, J. and et.al., 2021. Perspective on integrating machine learning into computational
chemistry and materials science. The Journal of Chemical Physics. 154(23). p.230903.
Zadobrischi, E. and Dimian, M., 2021. Vehicular communications utility in road safety
applications: a step toward self-aware intelligent traffic systems. Symmetry. 13(3).
p.438.
10

Appendix
11

12

13

14