Theories, Concepts, and Frameworks in Education and Training

Systematic learning is the process of learning how to perform a task or procedure, while demonstrative learning involves learning facts and information to clarify ideas. Vygotsky's Social Development Theory posits that learning occurs in groups, and cognitive development is structured by instruction and new experiences. Inductive learning involves studying exemplary cases and discovering regulations and policies, while deductive learning involves learning necessary information and then figuring out specific examples. The Gagne Framework is a knowledge acquisition style developed to ensure effective learning for each student. Other theories and frameworks discussed in the article include behaviorism, constructivism, social construction theory, the SMART method, and various learning preference frameworks.

Theories, Concepts, and Frameworks
in Education and Training
1

Task A
Table of Contents
Task A........................................................................................................................................................2
Introduction..............................................................................................................................................3
Hypotheses, concepts, and frameworks in instructing and education.....................................3
Systematic learning...........................................................................................................................3
Demonstrative learning.....................................................................................................................4
Dissimilarities between Systematic and Demonstrative learning..........................................4
Growing skills......................................................................................................................................4
Vygotsky's Social Advancement Hypothesis..............................................................................4
Distinguishing between Inducing and Deducing learning........................................................5
Framework of Gagne.........................................................................................................................5
Scaffolding mastering framework..................................................................................................6
Implementation of hypotheses, principles, and frameworks in training...................................6
Behaviourism.......................................................................................................................................7
Constructivist theory of cognitive development.........................................................................7
Social construction theory...............................................................................................................7
SMART method...................................................................................................................................8
Study the learning preference frameworks......................................................................................8
Honey and Mumford's learning method........................................................................................9
Gardner's numerous intellect..........................................................................................................9
Searching students' discrete learning preferences.................................................................10
Conclusion.............................................................................................................................................10
References.............................................................................................................................................11
2

Introduction
The process of transferring wisdom from one individual to another is known as teaching.
Learners can be made aware of their particular areas of study and many different areas
of learning. Hence, instructors utilise various techniques, rules, and theories to obtain a
favourable results. By using these methods, educators can establish a connection with
the students to ease the process of knowledge gathering, and the apprentices may turn
into more sincere about learning (Bourner, 2011). The hypotheses, frameworks, and
concepts that are analysed in this report have a favourable impact on each section of
the field of delivering and receiving education. These frameworks assist an instructor to
find out the most productive manner to carry on a knowledge-gathering program. There
are numerous prominent instructors and theoreticians who put in a lot of effort and
discover such theories, concepts, and visions. The teaching and learning system gets
real benefits from their work.
Hypotheses, concepts, and frameworks in instructing and
education
It is not new to utilise concepts and frameworks to enlighten people. Many analysts
have conducted research on those concepts and have figured out that there is no such
theory that does not face condemnation. Instructing a person about something new is a
difficult job to do. Acquiring knowledge is always a complex procedure.
Systematic learning
It is defined as the process that guarantees an individual realises how to perform
something. There are various types of jobs, and retaining a procedure or approach is
necessary. Learning how a system is utilised will help you know about that system or
process. Systematic learning assists an individual in learning about a system or
procedure so that he/she can perform a task properly (Byrnes, 2010). For instance, if a
person wants to learn how to drive, he/she must follow a procedure.
3

Demonstrative learning
Individuals learn various facts and information to clarify their ideas with the help of
demonstrative learning. Additionally, if an individual possesses demonstrative
knowledge, he/she will be capable of discovering more information about different
things (Nissen, 2012). Demonstrative knowledge will permit the individual to recollect
various details and information.
Dissimilarities between Systematic and Demonstrative learning
Through the transpacific advancement system, a person will know how to execute a
certain task or carry out a job. On the contrary, demonstrative knowledge notifies a
person about the replies to WH questions which were prepared on the basis of the
realisation that can be expressed (Nissen, 2012). Systematic knowledge's job is to
make the individual aware of the procedure. And demonstrative knowledge delivers the
necessary information about different matters. Demonstrative knowledge will provide
you with the essential information to realise various questions.
Growing skills
An individual can only fill up the voids in his education by growing skills. This is a
systematic process for figuring out the lacking within a person. It is very important to fill
up those voids for the learner's upcoming prosperity (Murray et al., 2012). Advancement
of expertise will provide training to amplify the learner's existing wisdom, and the
present information will make the learner capable of enhancing his/her attributes in the
procedure of growing expertise.
Vygotsky's Social Advancement Hypothesis
According to Vygotsky's theory, individuals learn in teams, and the origin of wisdom is
the culture or community. This conceptual model is concerned with the vision that social
interchange is the main portion of how individuals acquire knowledge and become
better (Shabani, 2016). Moreover, our cognitive advancement is structured by
instruction, new encounters, and other crucial facts. With age, attributes, and the
encounters that enable people to grow human brain gets developed. Developing one's
intelligence requires coordination.
4

Distinguishing between Inducing and Deducing learning
Inducing learning refers to the practice by which a person can be revealed to different
exemplary cases and then discover the regulations and policies by studying them. An
individual can obtain certain and well-elucidated categories in this kind of education
and, by thinking them through, by discovering the usual policies (Shaffer, 2019).
In terms of deducing learning, a learner will acquire knowledge on what is necessary for
them to learn about a particular course. With this information, one can get a transparent
idea about the matter. In this type of learning, an individual can learn the normal
regulations, and then he/she must figure out certain samples by thinking about the
rules.
Framework of Gagne
The framework developed by Gagne is one kind of knowledge-gathering style. He
develops the framework to ensure that each pupil would be capable of learning
appropriately. Acquiring knowledge is the manner in which individuals enhance their
capabilities and obtain wisdom about particular entities to amplify their self-assurance,
therefore, it is often a very important thing to know (llie, 2014). The framework of Gagne
consists of nine stages to make sure that the individual will be capable of learning in a
systematic manner and become skilful at it. An individual can be an expert at something
by learning.
Seek attention: It is the initial step of this framework, where the trainer will obtain the
trainee's attention so that the trainee can be prepared and completely realise the facts.
Notify trainees about the goals: The instructor will make the trainees aware of the
goals in this step. He or She will also guarantee that the trainees realise the things they
will come to know during the procedure.
Encouraging trainees to recollect previous lessons: The trainees will recall what
they learned previously in this step. This will help them not to forget the previous
lessons.
Inaugurating the stimulus: The trainee can obtain new wisdom throughout the
process of acquiring knowledge. He or She can also spread the wisdom among other
5

individuals by transferring it to them. The trainee needs to ensure his capability of
completing the task successfully.
Assisting the pupil: The trainee should be able to get some assistance during the
step. He or She will utilise that guideline to make other people understand the new
knowledge thoroughly.
Evoking performance: It will be made sure the trainee that individuals can effectively
share their knowledge.
Responding: Response will be gathered throughout this stage. The response will
visualise the competency and the areas that should be improved by the trainee.
Performance assessment: It is very important to discover the efficiency of the
education being provided.
Enhancing retention and shifting: The facts will be utilised to aid the individual to
develop his/her attributes.
Scaffolding mastering framework
Individuals can know about new things through this framework. This technique is
specifically developed for youngsters. The learning style was developed by Mr Burner
and then after some time, Vygotsky assisted in modifying it. According to this
framework, kids rely on their parents, family members, and instructors. Due to this
reason, they are the ones who can teach kids in a proper manner that assists them to
know about new things (van Geert et al., 2015). This model consists of three different
stages in which the mastering style gets developed. They are as follows, cognitive,
motoric, and socio-cultural.
Implementation of hypotheses, principles, and frameworks in
training
The development of this area has been facilitated by numerous evaluation models.
Instructors need to employ different training arrangements on the basis of the trainees'
abilities. There are various methods such as constructive approaches, located learning,
6

frameworks based on learners, knowledge-acquiring preferences, and different learning
techniques to satisfy various trainees' attributes or necessities. To accommodate
learning adversities, assets are helped to be adapted by different techniques like the
theory of communication, written and oral communication, formal and informal
knowledge gathering, classroom maintenance, etc. Every theory or framework has its
imperfections and these various assessment techniques and frameworks guarantee that
learners realise the subject.
Behaviourism
This theory was developed by Mr BF Skinner. It is a theory of obtaining knowledge
whose base is the idea of stimulus feedback. The idea behind stimulus-feedback is that
each type of attitude an individual has is generated by something exterior to them
(Nagowah & Nagowah, 2010). Things that are behind the students' activities exterior of
them. The students' action doesn't visualise any straight feedback, but it does represent
their indirect responses to circumstantial signs. When they initiated their learning
process, the trainees used to possess opaque minds. After the trainee initiates, their
attitude goes in both positive and negative directions. Positive actions, as well as
negative actions, can have activities that arrived prior to them. In addition, penalising
guarantees that negative behaviour will not recur. The trainee utilised the incentives to
perform something right, and if the students retain it, that will be the stimulant behind
something awful done by them.
Constructivist theory of cognitive development
This approach helps the student combine the new knowledge they have acquired by
using their past knowledge. Hence, the student will be capable of altering their past
knowledge more effectively. The theory was developed by both William Perry and Jean
Piaget. Furthermore, this concept helps the student to be included in constructing the
information. As the student constructs the information, they will concentrate on reality
(Hein, 2011). The trainees will develop intellect, which then will transform according to
their past knowledge.
7

Social construction theory
The fundamental concept behind the theory is that as sophistication advances,
individuals can know more. People from various ethnicity used to reside there. The
language they speak and their culture used to be very dissimilar among various
communities. The students will be capable of obtaining more knowledge when they
communicate with each other as they have knowledge of various people and languages
(Allen, 2015). This technique will assist the trainees to enhance their capability of
interacting and coping with others. To confirm and discover more about society with the
help of this type of capability. The students' attributes will become more effective and
their flaws will get tinier.
SMART method
The SMART method is an approach for both establishing and acquiring goals. This
procedural method will permit the individual to establish a goal. The technique will also
assist the individual in efficiently attaining the objective by providing proper guidelines
(Day et al., 2021). This method consists of five steps that assist an individual in building
and acquiring their goal. The steps are pertinent, time-controlled, transferable,
straightforward, and determinable. In this case, the word "SMART" is used as an
acronym, which represents five different terms.
According to the given situation, a lecturer who is appointed to a UK-based college will
utilise this model in instructing students. The SMART aims for that job are,
 Specific: To be more effective as an instructor
 Measurable: with the help of the reaction
 Accurate: it helps to become more precise
 Reliable: By determining the performance
 Timespan: 2 years
Study the learning preference frameworks
Learning preferences visualise the singularity of the individual. The main part is played
by their enthusiasm. People with various characteristics are expected to consider
various frameworks. An individual's resilience, weak points, and intentions when it is
8

time to merge information and search for proof of why this framework doesn't apply to
that person (Murphy et al., 2014). Numerous frameworks are utilised to discover the
preferences of a student. There is another variable that works in this case, which is
identifying the regulations and processes that make teaching more dynamic and more
effective. There are some other frameworks that are applicable in this field, such as
Honey and Mumford's learning methods, Gardner's numerous bits of intelligence,
Metacognition, Kolb, and VARK, etc.
Honey and Mumford's learning method
The learning method was constructed by Peter Honey and Alan Mumford in 1986. With
the assistance of Kolb's learning model, they were able to develop the method. The
model utilised four knowledge-gathering methods that acted together to make sure of
the efficiency of the learner’s education and their flexibility during the process (Swailes
& Senior, 2019). The four distinct ways in which, a person attains knowledge are
discussed below.
Activists: People who obtain wisdom by literally performing the job are known as
activists. They are the individuals who perform all the hard work. They normally possess
a candid mind and are interested in knowing about uncovered things.
Theorists: People who find it amusing when they can discover the reason behind their
actions. They require various concepts, hypotheses, frameworks, and facts that guide
them to the particular goal to take part in the knowledge-acquiring procedure.
Realists: People who are able to figure out how to make the best use of the information
that they have obtained in their daily lives. Without implication, theoretical thoughts and
interests aren't advantageous at all. This type of person carries out their jobs by testing
novice ideas, hypotheses, and different manners of doing things to check if they work
out.
Reflectors: People who acquire knowledge by noticing the occurrences and thinking
about them. Instead of joining in they might choose to remain on the sidelines.
9

Gardner's numerous intellect
The focus of the model is on human intellect analysis in cognitive and progressive
mentality. The hypothesis is developed on the basis of brain analysis and question-
answer sessions that Gardner carried out and then placed into eight categories for nine
aptitudes audio-visual, rational, bodily-kinesthetic, and melodic, etc. Interpersonal,
intrapersonal, realistic, and ontological, are the four kinds of psychology that are utilised
in this model (Morgan, 2016). Gardner figured out this idea of how the human brain acts
in 1985. Furthermore, it explains how people create things and delivers services to
other individuals.
Searching students' discrete learning preferences
A consequence of categorising instructors' teaching methods and bearing in mind is that
training, knowledge acquiring, and evaluation can be carried out in a more specific way,
which is fine for enhancing training and learning abilities. Gardner's hypothesis of
numerous intellects describes the utilisation of multisensor-based methods, such as
audio-visual, rational-mathematical, bodily-kinesthetic, etc., which build assets that are
handy for instructors and assist to sort out the most effective manner for an individual to
attain knowledge. Their education systems change as a consequence of these various
methods (Murphy et al., 2014). The summary of a substitute manner to know will
restructure their general ways of obtaining knowledge and enable them to select the
most efficient way to learn on the basis of what they must learn about their strong points
and weak points in specific learning models.
Conclusion
This report discusses different kinds of theories, principles, and models in learning and
teaching. It briefly describes systematic learning and demonstrative learning. It also
points out the differences between systematic and demonstrative learning. Furthermore,
it demonstrates Vygotsky's theory of social advancement, Gagne's model, Scaffolding
model, and theories like behaviourism, constructivist theory, social construction theory
as well as the learning preferences of students. Some other methods such as Honey
and Mumford's learning method and Gardner's multiple intelligence are also discussed
in the report. Theories and models that are mentioned here will provide a better
10

understanding of both learning and teaching to the students and their teachers (Wood,
2018).
References
Allen, B.J., 2015. Social constructionism. Engaging organizational communication
theory and research: Multiple perspectives, pp.35-53.
Bourner, T. and Flowers, S., 2011. Teaching and learning methods in higher education:
A glimpse of the future. Reflections on Higher Education, 9(1), pp.77-102.
Buscombe, C., 2013. Using Gagne’s theory to teach procedural skills. The clinical
teacher, 10(5), pp.302-307.
Byrnes, J.P., 2010. The conceptual basis of procedural learning. Cognitive
Development, 7(2), pp.235-257.
Day, T. and Tosey, P., 2011. Beyond SMART? A new framework for goal
setting. Curriculum Journal, 22(4), pp.515-534.
Hein, G.E., 2011. Constructivist learning theory. Institute for Inquiry. Available
at:/http://www. exploratorium. edu/ifi/resources/constructivistlearning. htmlS.
Ilie, M.D., 2014. An adaption of Gagne’s instructional model to increase the teaching
effectiveness in the classroom: the impact in Romanian Universities. Educational
Technology Research and Development, 62(6), pp.767-794.
Morgan, H., 2016. An analysis of Gardner's theory of multiple intelligence. Roeper
Review, 18(4), pp.263-269.
Murray, A. and Steedman, H., 2012. Growing skills in Europe: the changing skill profiles
of France, Germany, Netherlands, Portugal, Sweden and the UK (No. 399). Centre for
Economic Performance, London School of Economics and Political Science.
11

Murphy, R.J., Gray, S.A., Straja, S.R. and Bogert, M.C., 2014. Student learning
preferences and teaching implications. Journal of dental education, 68(8), pp.859-866.
Nagowah, L. and Nagowah, S., 2010. A Reflection on the Dominant Learning Theories:
Behaviourism, Cognitivism and Constructivism. International Journal of Learning, 16(2).
Nissen, M.J., 2012. Procedural and declarative learning: Distinctions and interactions.
Shabani, K., 2016. Applications of Vygotsky’s sociocultural approach for teachers’
professional development. Cogent education, 3(1), p.1252177.
Shaffer, C., 2019. A comparison of inductive and deductive approaches to teaching
foreign languages. The Modern Language Journal, 73(4), pp.395-403.
Swailes, S. and Senior, B., 2019. The dimensionality of Honey and Mumford’s learning
styles questionnaire. International Journal of Selection and Assessment, 7(1), pp.1-11.
van Geert, P. and Steenbeek, H., 2015. The dynamics of scaffolding. New ideas in
Psychology, 23(3), pp.115-128.
Wood, D., 2018. Aspects of teaching and learning. Cultural worlds of early childhood.
M. Woodhead, D. Faulkner, and K. Littleton, eds, pp.157-177.
12

Task B
Table of Contents
Task B......................................................................................................................................................13
Introduction............................................................................................................................................14
Hypotheses, concepts, and frameworks of Communication.....................................................15
Behaviourism hypothesis...............................................................................................................16
Theory of information......................................................................................................................17
Implementation of hypotheses, concepts, and frameworks in communication...................17
Oral communication.........................................................................................................................18
Written and other non-verbal communication...........................................................................19
13

Conclusion.............................................................................................................................................20
References.............................................................................................................................................21
14

Introduction
This report demonstrates different communication theories and models that will facilitate
the learners to learn how to communicate effectively and also the teachers to establish
an efficient communication with the students. It discusses behaviourism theory and the
theory of information. It also provides a demonstration of different communication types
such as oral or verbal communication and non-verbal communication.
15

Hypotheses, concepts, and frameworks of Communication
When an individual expresses his/her feelings, thoughts, or knowledge to another it is
called communication. It can occur between two or more persons, or it can take place in
a team. There are many concepts, research, and frameworks that are utilised in
providing and receiving education to enhance communication and utilise it in a proper
manner (Pourfarhad et al., 2018). Constructing a secure and efficient knowledge-
acquiring environment between trainees and trainers, connection, group effort, listening
attentively, efficient body language, maintaining eye contact, influence, realising
technological attributes, and reaction are all important manners of communicating with
each other. The concepts, theses, and frameworks that are discussed below are utilised
on the basis of the above attributes.
Behaviourism hypothesis
This learning concept was developed on the basis of stimulus and feedback. The
concept behind this stimulus feedback is that every deportment is generated by some
16

exterior entity of the individual (Boghossian, 2016). These exterior entities manipulate
them to carry out what they actually do.
Theory of information
Communication is viewed as a mechanical, mathematical, and informational incident by
this kind of communication concept (Ash, 2012). It demonstrates the way of the
movement of data and the manner of utilising transmitter passages and other
communication systems.
Implementation of hypotheses, concepts, and frameworks in
communication
Theses, rules, and communication frameworks can be useful in training, knowledge
attaining and evaluating in various manners. These involve
17

Oral communication
The most effective and expressive manners for trainers and trainees to speak to each
other are through oral communication.
 The most efficient way for pupils to assess in the classroom is to utilise
visualisations instead of written notes, which are not very helpful.
 Exercising verbal communication aids students to contain the instruction or
provides them with necessary facts about a course (Jakobson, 2010).
 Verses with influential words motivate the individual who studies them.
 Receiving a reaction on advancement aids the pupil to become more skilled at
interacting.
18

Written and other non-verbal communication
In this kind of communication, a person can manifest his/her ideas without using saying
them verbally. It is a communication style that does not include words. It involves,
 The utilisation of body language is very significant to establish this type of
communication (Phutela, 2015).
 To convey one's point of view to others, it is essential to use emotions like rage,
happiness laughs, etc.
 Pamphlets and modern data are also efficient manners to carry out things.
 Noting transcribed queries to examine individuals suffering from dyslexia.
19

Conclusion
Communication is one of the most important elements that are essential for both
learning and teaching. Both the teachers and students need to be competent in
maintaining effective communication. In this report, the theories that provide a better
understanding of different manners of developing effective communication are
discussed briefly.
20

References
Ash, R.B., 2012. Information theory. Courier Corporation
Boghossian, P., 2016. Behaviorism, constructivism, and Socratic
pedagogy. Educational Philosophy and Theory, 38(6), pp.713-722.
Jakobson, R., 2010. Verbal communication. Scientific American, 227(3), pp.72-81.
Phutela, D., 2015. The importance of non-verbal communication. IUP Journal of Soft
Skills, 9(4), p.43.
Pourfarhad, M., Davoudi, M., Zareian, G. and Amirian, S.M.R., 2018. Translation
Strategies Used in Behaviourist, Cognitive, and Constructivist Approaches to
Translation Instruction. International Journal of Instruction, 11(4), pp.139-158.
Task C
Table of Contents
21

Task C......................................................................................................................................................21
Introduction............................................................................................................................................23
Hypotheses, concepts, and frameworks of assessment............................................................23
Commencing assessments............................................................................................................23
Developmental assessment...........................................................................................................23
Cumulative assessment..................................................................................................................24
Implementation of hypotheses, concepts, and frameworks of assessment..........................24
Conclusion.............................................................................................................................................25
References.............................................................................................................................................25
22

Introduction
Theories, concepts, and frameworks that facilitate instructors and trainees to practice
evaluation of the trainees' performance are demonstrated in this report. It describes
concepts like commencing assessments, developmental assessments, and cumulative
assessments. It also enunciates the implementation of those theories and models.
Hypotheses, concepts, and frameworks of assessment
Commencing assessments
The instructor considers thinking about the evaluation procedure in order to figure out
the trainees' strong points, weak points, and lacking. When the instructor has
determined the way of examining them, they will initiate providing lessons. If they fail to
do so, trainers won't be able to assist pupils in attaining intellect properly and can't
guarantee their development (Guskey, 2013). Every learner will get an exam from the
instructor throughout the evaluation process. This will facilitate the instructor to figure
out the talent and abilities of the learners and which still require development.
Furthermore, the tests will aid the trainer to discover the future necessities of the pupils.
The instructor can utilise what they come to know about the trainee to assist them to
realise more effectively. Due to this reason, the examination is crucial. But it can also
decrease the speed of the student's development. This is viewed as a matter of the way
things are carried out.
Developmental assessment
This trial will visualise the instructor how the trainee is being developed or advancing.
After the process of acquiring knowledge has begun, the trainer will try to figure out a
way of measuring it. The instructor will question the pupils about their feelings as part of
the exam. The student will notice the obstacles in the path of acquiring knowledge
through the reaction. The educator will get rid of the restraints that are keeping the
students from advancing. He or She will monitor the student's progress. This will
facilitate the instructor to observe trainees' development. The observation will assist in
23

sorting problems and ensuring the advancement of the learners (Bennett, 2011). It is an
appropriate utilisation of the system though it consumes a lot of time from the instructor.
Cumulative assessment
After finishing the lessons, the instructor will consider thinking about the examination.
The trainer will be capable of discovering the trainees' current condition with the
assistance of this exam (Dixon et al., 2016). The trainees' growth will be visualised by
the degree of their performance on the examination. The procedure will visualise if the
trainee can obtain the required development. This is a proper utilisation of the system.
As a result of this process, individuals will acquire positive influence if they can make
the essential development.
Implementation of hypotheses, concepts, and frameworks of
assessment
Evaluation is a necessary fragment of the knowledge-attaining procedure. This will
present the trainer with a concept about the trainee. If the educator does not have
enough information about the pupils, he/she won't be capable of guiding them properly,
and it also becomes tough for the instructor to take action for their advancement. The
concepts, theses, and frameworks can aid educators due to the reason. Frameworks of
commencing, developmental, and cumulative assessments can assist the educator to
find out the areas that require improvement and the necessary actions to sort them
(Stufflebeam et al., 2014). In the initial stage, being aware of the students' necessities is
crucial. The commencing assessment is needed as it will notify us about the student's
needs and demands. It is very much necessary for the educator to be present for those
evaluations. Figure out if the pupil is encountering difficulties or not. The developmental
assessment needs to visualise how the instructor can attempt to mend the matter once
the learner realises the idea. Finally, the cumulative assessment will inform the
instructor how the pupil has developed and transformed eventually. The instructor will
differentiate the trainees' current intellect from their past knowledge. This will display
how the pupil has developed. The instructor needs to contemplate how the evaluation
will be performed when reflecting on the purpose. The educator must establish
24

evaluation objectives and make sure that they are obtained. The objective is for the
instructor to have the examinations. He or She must guarantee that the learners are
aware of the trials. Without this, the instructor will not be able to know what is going on
with the learners and they will fail to deliver effective lessons. The instructor must
consider these techniques at the appropriate time and in a proper manner for the
evaluation to be reasonable.
Conclusion
This report explains concepts like commencing assessments, developmental
assessments, and cumulative assessments. It also enunciates the implementation of
those theories and models. By studying the assessment theories, teachers will be able
to evaluate their students’ performance more efficiently to ensure their overall
development.
References
Guskey, T.R., 2013. How classroom assessments improve learning. On Formative
Assessment: Readings from Educational Leadership (EL Essentials).
Bennett, R.E., 2011. Formative assessment: A critical review. Assessment in education:
principles, policy & practice, 18(1), pp.5-25.
Dixson, D.D. and Worrell, F.C., 2016. Formative and summative assessment in the
classroom. Theory into practice, 55(2), pp.153-159.
Stufflebeam, D.L. and Coryn, C.L., 2014. Evaluation theory, models, and
applications (Vol. 50). John Wiley & Sons.
Task D
25

Table of Contents
Task D......................................................................................................................................................25
Introduction............................................................................................................................................27
Hypotheses and frameworks about the advancement of curriculum......................................27
Curriculum framework.....................................................................................................................27
Stages of curriculum development..............................................................................................28
Kelly's framework.............................................................................................................................28
Humanist hypothesis.......................................................................................................................29
Bloom's hypothesis.........................................................................................................................29
Implementation of hypotheses, concepts, and frameworks about the advancement of
curriculum..............................................................................................................................................30
Conclusion.............................................................................................................................................31
References.............................................................................................................................................31
26

Introduction
To ensure the proper education of a nation, a well-structured curriculum is mandatory.
Because it provides instructors and learners with an appropriate strategy and
stratification for delivering better education. This report contains theories and models
essential for developing a curriculum and the necessary steps to construct a curriculum
properly. It demonstrates Kelly's model, the humanist theory and Bloom's theory. It also
explains the manners of implementing these theories, concepts, and frameworks.
Hypotheses and frameworks about the advancement of
curriculum
Education is a crucial part of every people's life and because of that each one should
perform things that are required to do properly in institutions. In terms of the
development of societies, intellect and education have been very significant. Primaeval
Greek scholars assumed the most efficient way to counter militants was through
spreading education. A lot of instructors have agreed with the statement. They do not
think much about restructuring curricula or programs. They prioritise creating
institutional projects on the basis of advantages that come along when one spectates
how a curriculum is developed in advanced nations. To develop a person, it is very
much required to educate him/her properly. As per different education and instruction
specialists, a curriculum thesis is a splendid place to initiate when creating an
appropriate intellectual project. There are many frameworks such as the linear
framework, the cyclical framework, and the Peyton framework which are prepared on
the basis of this kind of curriculum. These frameworks are utilised to figure out the
learners' necessities and demands and the size of the audience (Nygaard et al., 2014).
They are also utilised in selecting how the oration will be delivered and the audience of
the oration. Eventually, people will view the consequences and the reactions of
individuals.
Curriculum framework
This framework is the strategy to establish the process of acquiring knowledge and
contemplating the curriculum framework. It will establish the objectives, subjects, and
27

goals. A learning strategy will be constructed and the framework will visualise how to
guarantee that acquiring knowledge is efficient (Chadha, 2016).
Stages of curriculum development
Recognise the committee's targets and particular goals
It is necessary to be aware of the committee's objectives, and then objectives will be
established to provide assistance in achieving those objectives. They will aid in
discovering the objectives of the framework. This stage will provide assistance in finding
out the motive and goals to facilitate one in attaining the objective. The goals will explain
the manner in which the curriculum will be developed. Particular goals assist a person
to aim more effectively.
Establish the course of action so that the objectives can be attained
The courses of action are needed to be selected, and this act will facilitate one in
selecting the manner of executing that. It is necessary to contemplate the objectives
while building the processes (Nygaard et al., 2014). It is significant to guarantee the
ability of the courses. The committee's objective will be attained with the assistance of
the objectives. Hence, it is necessary to guarantee that appropriate courses of action
are constructed as the objectives can't be achieved without them.
Inspect the course's capability of attaining goals
It will be viewed whether the courses can acquire the objectives through a quantification
process. On the basis of the examination procedure, the efficiency of the courses will be
determined. After finishing the examination capacity of the courses, they will be
confirmed.
Kelly's framework
Considering the curriculum as content: The curriculum will exhibit the characteristics
of the content and ensure that the student gained a transparent concept about the
consequences of learning. In this segment, education is contemplated as a
transference.
28

Taking the curriculum as a commodity: In this matter, the curriculum will implement
the strategy in a well-oriented and more efficient way and ensure that the application is
forwarding as per the strategy. Acquiring knowledge would be efficient by adhering to
this manner. In this segment, education is contemplated as a technique.
Taking the curriculum as procedure: In this section, the curriculum will concentrate
on the strategy as the procedure, and the procedure will assist in finishing the courses
and attaining the goals. Obtaining the objective will be simpler if the objectives are
attained, and the objective of the curriculum is to aid individuals to grow (Northrop et al.,
2019). In this segment, education is contemplated as the betterment, by applying such a
curriculum that assists the students to grow.
Humanist hypothesis
This prominent theory is developed by Maslow and Rogers. The concept of this theory
is that individuals are influenced by their surroundings to obtain knowledge about new
things. The surroundings always have a huge effect on individuals. Influence and
knowledge gathering will assist people to develop their individualities (Pearson et al.,
2012). It will sustain a person to figure out distinctive concepts, know how to behave in
an appropriate manner, create a persona, and have a casual chat with other people.
This hypothesis will function in the head of every public and assist them to be
developed as individuals.
Bloom's hypothesis
People consider the theory helpful in retaining the degree of acquiring knowledge
efficiently. The thesis will aid in figuring out the youngsters' current condition and the
degree of their advancement. The curriculum framework will be prepared so that
learners can gain knowledge in a more effective system (Sagala et al., 2019). Various
curriculum frameworks will be constructed for students of various ages, and the
procedure will be followed by the framework in order to obtain the goal.
29

Implementation of hypotheses, concepts, and frameworks
about the advancement of curriculum
In the research of education and instructing, designing strategies, orchestrating,
arranging, applying, and studying a curriculum are all relevant to one another. The
curriculum concept facilitates studying extensive alterations to present curricula and
minute alterations to present lectures in separate classes. A curriculum can be
constructed on the basis of numerous things. There are numerous ways to construct
both a pragmatic and conceptual model. In the beginning, the subject that will be taught
and the manner of providing the lesson is determined. Then the decision on essential
courses and the manner of allocating time to the teachers to view the material and
demonstrate it in a more efficient manner is taken. Because the orchestrators of
curriculum have to act inside specific restrictions, instructors will often tell that objectives
should not be so particular or controlled (Mitchell, 2016). This framework or these
speeches are useful because they enable one to differentiate between the activities of
topics and groups. Instructors need to conduct research to gain sound responses and
deliver transparent and updated descriptions.
The hypothesis developed by Stenhouse is very helpful in real life because it assists
people in creating secure knowledge-acquiring circumstances, having competent
instructors, and influencing trainees to participate. This facilitates them in gaining their
full potential. It influences learners to perform well in their homework and assists
instructors and trainees associate in useful manners through discussion, analysis, and
descriptions. Maslow's concept is effective because there was sufficient support to
guarantee that the necessities were to be fulfilled. A consistent space to sit and a sound
space to gain knowledge are basic requirements (Kelly, 2019). The trainees' pleasure is
considered, the overall topic is discussed discretely to determine the objectives, and the
development and strategy are advised zestfully. In the case of health and security, each
one is aware of the significance of following the guidelines for sorting difficulties.
Analytical skills are exercised by assigning learners in contact with one another on the
basis of their learning styles, strategies, and chats. As per the curriculum, the manner of
establishing strategies to provide lessons is reflected in analytical skills. Realistic traits
30

from the national curriculum are constructed into the course plan. This will facilitate
learners to obtain jobs and get better jobs if they already have one.
Conclusion
The necessary hypotheses, concepts, and frameworks for developing curriculum are
stated in this report. It includes the framework constructed by Kelly, Maslow’s humanist
theory, and Bloom’s theory. This report also shows how those theories, concepts, and
frameworks can be applied to establish a competent curriculum.
References
Chadha, D., 2016. A curriculum model for transferable skills development. engineering
education, 1(1), pp.19-24.
Kelly, A.V., 2019. The curriculum: Theory and practice. Sage.
Mitchell, B., 2016. Curriculum construction and implementation. International Journal of
Liberal Art and Social Science, 4(4), pp.45-56.
Nygaard, C., Højlt, T. and Hermansen, M., 2018. Learning-based curriculum
development. Higher education, 55(1), pp.33-50.
Pearson, E.M. and Podeschi, R.L., 2012. Humanism and individualism: Maslow and his
critics. Adult Education Quarterly, 50(1), pp.41-55.
Sagala, P.N. and Andriani, A., 2019, March. Development of higher-order thinking skills
(HOTS) questions of probability theory subject based on Bloom’s taxonomy. In Journal
of Physics: Conference Series (Vol. 1188, No. 1, p. 012025). IOP Publishing.
31

Task E
Table of Contents
Task E......................................................................................................................................................32
Concepts and frameworks of assessment and reflection..........................................................33
Concepts relevant to Reflection....................................................................................................33
Frameworks relevant to Reflection..............................................................................................33
Implementation of hypotheses, concepts, and frameworks of assessment and reflection
.................................................................................................................................................................. 34
Reference list.........................................................................................................................................34
32

Concepts and frameworks of assessment and reflection
When hypotheses and frameworks are appropriately studied, there will be proof of
enlightenment in the reflection and assessment that supplies materials for the
appropriate management of learning exercises in intellectual coaching. Reflection
provides the trainer with an opportunity to view the coaching process and make a
verdict that is realistic and developed on the basis of special wisdom that has been
functioned (Moon, 2013). Each instructor has to examine their pupils' performance in a
class.
Concepts relevant to Reflection
Kolb's learning cycle is one of the most prominent concepts in this field. The theory
suggests that each one should exercise individually to master particular traits. This
concept portrays the practical implementation of acquiring knowledge and the
consequences of acquiring knowledge (Davys et al., 2019). It is a type of technique to
obtain experience. It assists in making simplifications and drawing conclusions. Hence,
both instructors and learners need to determine their efficacy which will help them to
improve as individuals.
Frameworks relevant to Reflection
Only a few frameworks are utilised in reflection and assessment. One of the most
renowned frameworks in this field is Gary Rolfe's reflective framework. It suggests that
an expert has to perform on various platforms. Individuals can figure out what
somebody has achieved by studying individually, through this research (Denton et al.,
2023). Another renowned model is provided by Argyris and Schon. Their hypothesis is
constructed around the concept that perceptible value can be increased and admitted. It
33

appears from the prime concepts of reflection-on-action, reflection-in-action, responding
to restrictions, and the significance of wisdom that are handy.
Implementation of hypotheses, concepts, and frameworks of
assessment and reflection
Reflection is a perfect method to discover new concepts. Yet somebody who gathers
and assesses all the information that the tutoring desires to utilise to turn the coaching
and advancement procedures into more helpful and efficient. Individuals don't master
everything straight from previous events. They construct a foundation in their brains on
the basis of the speculations and conclusions they reach from them instead. Assessing
a team's performance is always significant before allocating jobs and duties. When an
instructor wants to develop his or her attributes and efficiency, self-assessment can also
be carried out. Because it possesses numerous experiences in the arena, it can
correctly evaluate the most significant academic materials that individuals utilise. These
new concepts were created to reduce the void between the usual research of inferred
occurrences and the particular research of assessment (Kelly, 2019). Evaluation is an
area that has its foundation in many various kinds of philosophy, like positivism,
constructivism, realism, and idealism. It is utilised to ponder about and assess probable
strategies to determine the ones that are most likely to be working. Reflection is a
technique utilised in acquiring knowledge and coaching that includes pondering about
past experiences to gain some new knowledge. It will not be made simpler no matter
how much one exercises and it is always utilised in the time of recount-level reflection,
which is essential for attaining prosperity. Learners have a better opportunity of
acquiring wisdom by collaborating in the reflective and evaluative stages and it can lead
to the advancement of these plans for the betterment of enlightenment. The prosperity
of any coaching program relies on the instructors' and educators' capability of analysing
a problem and solving it.
34

Reference list
Davys, A.M. and Beddoe, L., 2019. The reflective learning model: Supervision of social
work students. Social Work Education, 28(8), pp.919-933.
Denton, D.W. and Ellis, A.K., 2023. The effects of reflection on seventh grade social
studies student learning and perception. Educational Studies, 49(1), pp.184-199.
Moon, J.A., 2013. Reflection in learning and professional development: Theory and
practice. Routledge.
35