Analysis of Theories, Principles, and Models in E&T: A Report

This report delves into the application of various theories, principles, and models within the realm of education and training. It commences with an analysis of reflective models, particularly focusing on Gibbs' reflective model, and explores how these models can be utilized to review and enhance teaching practices. The report then transitions to a discussion of learning theories, models of learning preferences, and methods to apply these theories to create inclusive teaching strategies and assessment techniques. Further, it includes an analysis of communication theories, curriculum development, and theories and models of assessment, with examples of completed student assessments. The report also includes an evaluation of the author's personal experiences in assessing and teaching, alongside an action plan for future improvements. Overall, the report aims to provide a comprehensive understanding of the theoretical underpinnings of effective education and training methodologies.

Theories, Principles and
Models in E & T

TABLE OF CONTENTS
INTRODUCTION ..........................................................................................................................3
TASK 1............................................................................................................................................3
A. Analysis of theories and models of reflection and evaluation................................................3
B. Theories and model of reflection can be applied to reviewing of own practice.....................5
Task 2 ..............................................................................................................................................7
LO1.1 Theories, principles and Models of learning ...................................................................7
Models of learning.....................................................................................................................10
LO1.3 Models of learning preferences by various types of learners.........................................10
LO1.2 Methods to apply theories, principles and models.........................................................11
LO1.4 Learning preferences enabling Inclusive Teaching Strategies and assessment..............13
Task 3: ...........................................................................................................................................16
A. This part is covered in PowerPoint presentation ..................................................................16
B. Analysis of theories principles and models of communication.............................................16
TASK 4..........................................................................................................................................19
A. Investigating theories, principles and models of assessment ...............................................19
B. Providing 3 completed student assessment...........................................................................21
C. Evaluation what is learnt from own experience of assessing...............................................22
TASK 5..........................................................................................................................................22
A. Analysis of theories and models of curriculum development ..............................................22
B. Manner in which theories as well as models of curriculum development can be employed 27
CONCLUSION .............................................................................................................................28
REFERENCES .............................................................................................................................29

INTRODUCTION
In the present era in order to develop greater understanding understanding among the
students with respect to particular subject the role of teaching models and theories is of greater
importance. With the implementation of such students can be provided with quality knowledge
that can assist them in building their future to a greater extent. With the assessment of teaching
methodology the performance of the teachers can be enhanced. Further there is importance of
curriculum development and also various aspect needs to be considered. The present study
reflects the theories, principles and models in Education and Training.
TASK 1
A. Analysis of theories and models of reflection and evaluation
Gibbs' reflective model:-
Gibbs reflective model is a popular model of reflection. 6 steps of this model reflection is
below
 Description:- According this model you need to explain what you are reflecting on to
your reader or followers. including your background information, most important fact is
what you are reflect on and express reader who was involved in the process. It is
important to keep correct information and relevant to the reader. Only use valuable words
or about details that are required for the subjects and reduce the invaluable writing in the
description for minimal marks.
 Feelings:-Describe your feeling and thought about your experience. Discuss such
question about your Experience for the interest of the reader like how did you feel at the
time ? What you think at the time? . Discus all the emotions and honesty or real fact
reduce and reduce the negative think for reader. Make sure at all the time this is an
academic piece of writing, o not us the chat and abuse language.
 Evaluation:- Evaluation is the very important part of any situation think thing went.
Possibly think about how did you react about the situation and also analysis how did
other people react ? Think about the experience good or bad a per the reaction of other
people. Also thing about you are writing if any difficulties than the situation was resolved
afterwards. This section of Gibbs model include other author experience and share other

author experience. Remembers it is important to include reference in reflecting writing.
Evaluation is important tools of every models and through evaluation define all the
thought and experience to reader and clear the mistakes.
 Analysis:- In analysis consider what might have helped or hindered the event. According
analysis author compare between Experience with the literature you have read. This
section of Gibbs models is very important particularly for higher level writing. Many
student received minimum marks for reflective assignments for gaining knowledge about
the theory and models together.
 Conclusion:-in your conclusion it is very important to acknowledge what you done and
which types of correction you find in the reflection. What you have learned from the
experience. Discus you about your positive experience than again to ensure a positive out
also consider. Anything change to improve the things even further. If any negative things
than tell to your reader how you could have avoided it happening a also how you could
make sure it does not happen in the future. How you manage all things clear and mention
how you react on all the things of there mistakes and solution.
 Action plan:- Action plan is the analysis or forecasting of the future changes or
improvement for next time. In other Action plan is real practices of finding the solution
of a specific problems and learn how to solve the problem more specific about something
or attend some training . What can you do which means you will be better equipment to
make the correspondent event. Various other factor you find in the event for the
improvement and reduce the problem for next time and improve the event with minimum
mistakes.
Theory of Reflection:-
The ABC model of reflection, this model identify and define three ways of the student
can reflect on their service experience. All three model of Reflection are below:-
 Affective:- Student express their thought and emotion and put into their experience.
General thing of student are '' I think ….'' and '' I feel that they are the general thing of the
student. Example:- last time in visit in west I feel much more welcome than the first.
Means that the affective nature or behaviour is good for every place and time for the

relationship between the student and the faculty for better understanding of
communication.
 Behavioural:- student examine their behaviour is very impor9tant thing for success in
life and also for growing in future for gaining knowledge and experience . Behavioural
reflection will generally include phrases like'' I feel that responded that way because ''
and'' I was nervous because. Example:-last time behavioural analysis with student for
respondents and justification the research on behalf of the wok identification and others
factor also consider for perception of student behaviour for the research and reduce the
mistakes of students. Behavioural are considered for every aspect of life cycle of human
being.
 Cognitive:- Student link their education to course content and design bring up back to
theories or text example when discus their service. Implement and reduce various
reflection in a cognitive context will generally include the real fact and sources of the
work for Behavior analysis. The ABC of reflection is a model for the student interesting
to implement written reflection in experience and service.
B. Theories and model of reflection can be applied to reviewing of own practice
 Description:- I am currently on a teaching practice in an primary school for improving
the levels of the school and improvement in maths results . Learning how to teach CBSC
maths to various group of student. I am assisting the class work and have just start
planing and delivering a small part of each lesson to students . For good maths
knowledge and improvement in their results and my task was to continue wit this
instruction looking specifically at how to multiply two fraction .when I was due to teach
the session , I got to the whiteboard and become so nervous that I conflict to speak to the
group . I felt my self visibly shaking and was unable to fluent my first sentence
coherently. All the student are asking question and how to interpret the value in the
question for finding the answer of the particular question. I am new in the school ti
teaching and am nervous , but the student who are aware that the topic or lesion. I left the
session an soon as the class was over and did not speak to anyone. So I feel nervousness
and I think more prepare about lesson than going into school for teaching with the more
preparation and increase the level of confidence and reduce the stage fear.

 Feelings:-I feel extremely miserable at the time and even considered leaving my teacher
training course. I was also upset by own inability to speak in front of the students in the
class. I was highly angry with the principle of the school because the principle response
in the presence of the leasers . I aware afterwards that he had not given me time to
comprise my self and address to my nerves, the situation left me very distressed and I
rang in sick the following weeks or work on my self by give me from the school. Than I
decide to speak
 in front of student and improve my self for teaching and get good result to school for
improvement. I also realized later that feeling nervous is a natural reaction to speaking in
public. Its beneficial for me and my careers and also my teaching knowledge or giving
good result to school. Feeling are given more beneficial words for improvement in our
self or reduce the all over factors for earning in the various sectors go through for
implementing own self for the improvement for career opportunities and growth in
career.
 Evaluation:- At the time did not feel that the situation had been resolved at all. I feel
nervous at the class room for teaching with student and speaking with students and
students are aware about my situation at the I dot no what to do or what no with the class
session. How ever after speaking to a fellow trainee about his own experience. I feel
much more positive an I realized that everyone feels nervous before their first few
classes. This is clear in the relevant literature. I feel nervousness but I decide and make
plan for the improvement in skills and reduce the low confidence level of speaking at the
stage for better improvement in my skills. Plan how to manage the student in te class and
assign the home work for better preparation for the main exam are during the period of
exam. Giving extra time for better understanding for complete the course at the time and
improve the student result with school results.
 Analysis:- the situation was made worse by both my own actions and those of the class
teachers. I feel that I should have stood up to her, rather than letting her take control of
the lesson, all the student have good knowledge about the other subject as compare to
maths because students are more focus on other subject. Other subject content is easily
for reading and find the solution of the problems and teacher are easily teach them to for

fight with the exam and I also more prepare about my subject and student are also co
prate with me for more marks earn in the exam and more understanding about the
subject. Many other student are not focus on the on the study and they are decrease the
results of overall the class but many time I asking to the student you are not interested for
the study but they no response of the question. After that I analysis many changes in the
student study and catching power of the subject. So I feel good because many student get
more marks as compare to other subject
 and their student knowledge about the subject is good.
 Conclusion:-After handle all the situation the result get to know about the clear picture
abo maths subject results of the school and student levels. The incident give me the
opportunities for more improvement and realized the importance of building up a
relationship with the students and the staff members of the school. A skills that stresses as
fundamental to a successful growth in the future and basic information to implementing
our self into a practical world.
 Action plan:- In future ,I will ensure that I build up a relationship with school. I am
working with my experience and knowledge to develop, student good subjective
knowledge and improvement in the student results for the purpose of build their student
knowledge and increasing the students visibility in our school for through better facilities
provide in study and other activity of students prefers in student life and school more
focus should on the fess actors and reduce many types of the barriers between the student
and the teachers. This experience has made me realize tat I need to gain more confidence
with presenting and I feel addressing my presentation skills will helps me to do this at the
levels of the presentation to improve my self in the various filed to recovers most of the
factors.
TASK 2
LO1.1 Theories, principles and Models of learning
Learning means acquiring knowledge through teachings, experience, behaviour and
study. Learning is a continuous process and is build based on the previous learning experiences.
It doesn't happen at once. When the knowledge progress with time it follow a learning curve.

(Cook, V., 2013.) Learning curve rates the person's progress in terms of knowledge, which he
gains with experience or any new skill being added to the knowledge.
The above graph represents the increase in learning with experience. At the beginning
stage, the person was unconscionably incompetent (Ambrose, Bridges, DiPietro, Lovett, M.C.
and Norman, 2010). After knowing that he is not aware of the particular topic, he became
consciously incompetent. After gaining the knowledge about that topic, the person became
consciously competent. After excelling in the topic the person became unconsciously competent.
The curve is always at the increasing stage.
There are various theories of learning, some of them are:
 Sensory stimulation Theory: It is a traditional practice of learning. It is said that adult
held the knowledge which has been developed through seeing and experiences
(Buckingham, 2013). When a person stimulate its senses and the knowledge which he
gets through seeing and experiencing is long lasting. Multiple senses are stimulated when
a person experience or sees something.

 Holistic learning Theory: In order to make learning more effective, it is important to use
all the elements of an individual's personality. Various elements are: intellect, emotions,
desire, intuition and imagination. When these elements are used by a teacher, the learning
experience become more effective. A children needs to know the meaning, he should be
able to imagine and he should have desire to learn new things.
 Facilitation Theory: According to this theory, a teacher should perform as a facilitator,
that is, a teacher should be able to make the things easier for the kids. It is very important
for a teacher to make the environment of a classroom comfortable for kids (Jones and
Sallis, 2013). An environment where kids can freely learn and ask queries from the
teacher. A kid can develop new ideas if the surroundings allow him to do that.
The basic principles of learning are:
 Readiness: It is important for the kid have the desire to learn. The eagerness and
concentration level make a student to learn in an effective manner.
 Exercise: In order to keep the learning intact. The things need to be repeated very often
in order to learn and retain the information for a longer period.
 Effect: Emotional reaction of a student after learning something new is the effect of
learning. It is also directly related to motivation for learning more.
 Primacy: What is learn first retain for the longest time. The first learning creates the
strong impression on a kid.
 Recency: Most recent things learned are best remembered. However, after a period of
time, it gets removed from the memory if not repeated often.
 Intensity: Intensity decide whether matter can be retained for a longer period of time or
not. Clear, dramatic and excited learning helps to retain the experience for a longer period
of time.
 Freedom: A kid is able to learn more in a free environment. A kid must be given with
the freedom of choice, action and also to even bear the results of the action he has
performed (Kremer, Brannen and Glennerster, 2013).
 Requirement: It is required to have something to get something. Teachers require
ability, instruments and tremendous knowledge according to the grade in which he is
teaching.

Models of learning
Various theorists have given numerous models in order to make the learning session easy
and productive. The models serve the purpose of developing educational activities and making a
suitable environment for kids to learn.
The common features of models are:
 To find out the purpose of learning and area of concentration
 Various assumption based on the age and characteristics of learner
 definite pattern required to conduct the activity of learning (Buckingham and Willett,
2013)
 Surrounding for the kids plays an important role in effective learning
 Method to evaluate their learning
VARK Model: The models says states that there are four sensory to learn:
 Visual
 Auditory
 Read / write learning
 Kinesthetic learning
LO1.3 Models of learning preferences by various types of learners
The preferable way of learning are:
 Visual: These type of learners draw a picture of everything in their mind. However, if
they are not able to imagine any situation or information then they miss out he learning.
Therefore it is important to have charts, diagrams and map in order to help the visual
learners to grab the knowledge.
 Auditory: These type of learners are able to get and retain the information after hearing.
They may not be able to learn via reading but it is easy for them to learn via hearing .
 Kinaesthetic: These types of learners are able to learn when they act or perform the
activities (Laurillard, 2013). For them, it gets difficult to get the information by only text
and hearing.

LO1.2 Methods to apply theories, principles and models
Theories can be applied in order to teach maths to the primary kids of year 3 as:
Sensory stimulation Theory: In a primary school, it is important to make them learn through
experiences and stimulating their sense organs that are eyes, ears, nose, tongue and skin. When a
child can feel, touch, hear and see the products and knowledge he is learning than the learning
curve will grow faster. Therefore, various instruments and toys are used to make them learn easy
and while experiencing anything, learning becomes a bit easier for kids.
Holistic learning Theory: A teacher should be able to involve the kids in learning. Primary kids
should be given the idea of imagination and understand the concept rather than making them
mug up the teachings (Noor-Ul-Amin, 2013). In order to perform this, a teacher can use
diagrams, charts. For example, if a teacher wants to teach addition in maths, then it he can use
diagrammatic presentation or physical presentation of how to to an addition.
Facilitation Theory: In order to give the kids that free environment. Every kid can be asked to
raise their queries, to talk about the subject for the overall development of the kid. A teacher
should motivate them to create that desire of learning within the minds and hearts of kids.
Based on the basic principles of learning, following steps can be taken by a teacher to
teach maths to a primary grade kid:
 Readiness: teacher needs to develop that desire of learning by building that curiosity to
learn in their minds. Unless and until the kid himself is not ready to learn, it is difficult to
make them learn.

 Exercise: the teacher can repeat the teachings to make them retain the information. A
child may not be able to learn the table of 2 in one go. It will require constant repetitions
of the teachings.
 Effect: A teacher can motivate after every correct assignment being done by the student.
It act as a motivational factor for the student to learn more and perform better. He can
also give prizes (Hardy and Tolhurst, 2014).
 Intensity: By performing various tasks, plays and games with the children, the
effectiveness of the learning can be increased. When a kid himself is involved in the kind
of activities of learning, it gets easy for them to retain for longer period of time.
 Freedom: After teaching every topic, encourage the kids to ask question. A teacher can
give a free environment by doing this.
 Requirement: Teacher himself should be well qualified and trained to give proper
training to the kids. He should be aware of how to behave with the kids and how to treat
them.
Based on the Models of learning following qualities a teacher should possess:
 A teacher of primary grade should have the quality to generate the curiosity of learning in
the kids.
 He should be aware of the characteristics a kid possess at such a small age. The learning
lesson should not hamper this fact. Also, every kid have different characteristic, some
may be a quick learner and some may be take some time to grasp the content. Based on
each student's characteristic, teacher should design his teaching method.
 He can go for model based education, it helps to get effective results from the kids and
this is the easiest method to teach any topic (Liu, Wu and Chen, 2013).
 The surroundings and code of conduct of the classroom should be designed in such a way
that it can help the kids to learn. For instance, various charts can be pasted on the walls of
the classroom. It can help in repetition of the content which further helps to retain the
information.
 He should be aware of different types of activities which be performed in the class to
promote learning. Mind games, odd one out, puzzles, find the appropriate answer, are
some of the games that can be played by the teacher in the classroom study.

Based on learning preferences by various types of learners, following points need to be
consider by the teacher of primary grade:
Visual: Various clips, movies can be shown to the kids who learn quickly after watching or
imagining visuals of any concept. It will help them to learn better. Various videos are released
which contains counting tables, method of addition and subtractions (Boud, Cohen and Sampson,
2014). These videos can help the kids who are visual learners to learn effectively and efficiently.
Auditory: Some kids are such that they learn when they hear. A teacher can perform oral
activities where children are asked to count together or to recite a poem together. Poems can also
be designed which will help them to memorize tables or counting easily.
Kinaesthetic: For this type of learners, model based learning is the best option. Making them
learn the counting, addition and various other maths activities with the help of Abacus can be a
good option. Other instruments can also be designed for them for their effective learning.
LO1.4 Learning preferences enabling Inclusive Teaching Strategies and assessment
Inclusive teaching techniques refer to the techniques being used by the teacher in order to
teach the students having different background, learning styles and abilities (Biggs, 2011). It is
difficult to standardized the techniques of teaching when numerous types of students sit in a class
together who are having different style of learning abilities. It creates a learning environment in
the classroom as all the students are able to understand the concept in one or the other way.
There are various advantages of inclusive learning (Bocconi and Trentin, 2014). Few of them
are:
 It induces discussions in the classrooms which is better way of learning than reading a
textbook
 It creates a safe learning environment for the kids where they can learn and grow.
 Demonstration of the knowledge takes students attention and involving them in the
demonstration can indulge them and help them to learn by their own outcomes.
 A quality survey can be organized where it can be checked whether the kids are learning
or not. It will also help to improve as a teacher
 Various teaching strategies can be applied in order to accommodate all the students with
different style in one room

 This type of teaching strategy help to make the students comfortable (Hannan, Chatterjee
and Duhs, 2013).
Assessment plays an important role when comes to teaching. Assessment of not only the
students by also of the teacher is required in order to have healthy and learned environment.
Evaluation of the student can be done by organizing tests at the end of the year or
semester. It will help to evaluate what the student have learned from the curriculum. The scope
of improvement can also be noticed based on the performance of the students. Teacher's
evaluation can done by taking feedback from the parents. It can also be performed by supervision
from any senior teaching staff. Assessment test encourage the students to perform better and take
active participation in the classroom. However, wrong assessment can destroy the reliability of
assessment. The reason for the bad performance of students can be poor teaching aids been used
by the teachers.
There are various learning preferences such as visual, auditory and Kinesthetic. However
in order to create an environment in the classroom in order to adapt every student with different
learning preferences is difficult (Gilliot, 2017). To adapt these kind of different students,
numerous ways of learning are following method to create inclusive teaching:
 Authority style: In this kind of teaching style, lengthy lectures are delivered in the
classroom. This is a traditional and least effe3ctive method of teaching maths to primary
grade 3 students.
 Demonstrator style: Also known as coach style, various presentations and charts are
used to by the teacher in order to deliver the lecture. However, it is difficult to gain the
attention of the students and discover whether the students are able to retain the
knowledge or not.
 Activity style: This is a modern technique adopted by the teachers these days. It helps to
retain the content in a better way, It helps the students in the class to ask questions and
have a healthy environment in the class where the students can enjoy the freedom of
learning.
 Blended style: This is the most appropriate style to accumulate all the students of
different learning styles. The teacher studies the interest of the students in order to know

their learning style and a cluster of different teaching styles are followed to teach the
students. Teacher can have the flexibility to use different styles to teach different topics.
Also, the teacher can create his own tailor made style to teach kids. Empty vessel
techniques can be adopted by teacher in order to teach maths to primary kids. This approach
assumes that the mind of a kid is empty and it need to be filled by a teacher with his experiences
and teachings (Quinton and Smallbone, 2010). This type of technique will enable teachers to
deliver a better lecture where he/ she will perform to its full potential in order to deliver the best
to the students.
Various assessment techniques can be used in order to assess the students of inclusive
education learning:
 Conducting assessment tests in the classroom after a certain period of time
 Analysing them in the classroom through their activities
 Conducting oral tests for them .
 Conducting written assignments for them
Assessment test not only assesses the knowledge of the kids but also validate if the
teaching style of the teacher is correct or not. If the students are able to grab some knowledge out
of the teachings from the teacher. The teacher can also conduct playground activities related to
maths. Counting together, doing additions and subtractions together in the playground helps to
retain and have fun with studies. It is the responsibility of a teacher to conduct and tailor made
various assignment which are of students' interest and which the students enjoy doing. Learning
by doing methodology helps very much.
TASK 3:
A. This part is covered in PowerPoint presentation
B. Analysis of theories principles and models of communication
The exchange of ideas, information, opinion through a medium is known as
communication. Communication is a two way process. It is important to use the right medium in
order to transfer the information correctly.
The communication process have a sender, a message, a channel or medium of
communication and a receiver.

 The sender sends the message.
 A channel of communication is used to do this. The medium of communication can be
visual or oral.
 The receiver receives the message and understands it
 He can further transfer the feedback, if required to the sender
In case of a student and a teacher, The sender is the teacher, the medium or channel of
exchange are the lectures, presentations, classes being conducted by the teacher. The message is
the content being taught by the teacher and the receiver is the student.
Theories of Communication
The two theories of communication are:
 Semiotics school
 The process school
 Semiotic School: According to this theory, after delivering the message it is required by
the sender to receive feedback from the receiver (Kelly, Lesh and Baek, 2014). He
expects the reaction from the receiver. Also, the communication made is a mixture of
sign, symbols and messages. In case of teacher and a student, this is an apt method of
teaching. When the teacher teaches to the kids, he should know whether they have
understood or not. This can be taken with the help of actions and reactions of the kids.
Since the kids are of primary grade, it is important to understand their reactions. It helps
the teacher to understand that the method being adopted by him is apt or whether he
should change the methods if the student is not able to understand from that method.

 The Process school: The process school is also known as linear school. It is a traditional
practice, since in this method, the receiver do not expect any feedback or reaction from
the side of the receiver (Boud and Molloy, 2013). This method is no more in practice
since it it difficult to understand whether the receiver have understood the message being
conveyed to him or not. In case of schools, this method is highly unacceptable. The
teacher should understand the consequences of his teachings. If the teacher will not be
able to evaluate the medium of his teaching, he wont be able to deliver his best in the
further classes. In terms of the primary kids case, the method is difficult for both the
teacher and the student. The teacher will not able to assess the abilities as well as learning
of the kids.
The principles of communication are as follows:
 The most important aspect of communication is to make students understand the concepts
of maths.
 The methods used by the teacher need to be appropriate enough so that the students ate
able to understand the deliverable.
 There should be an effect of learning on kids which can be assessed by the assignments
and assessment tests.
 Empty vessel theory can be adopted on kid where it is assumed that the kids are not
aware of anything and the teacher needs to start everything from zero.
 Assessment of the communication method is important which can be done through
feedback, evaluation by the senior teachers etc.
 Required to conduct oral tests, odd one out, play activity to assess the level of knowledge.
 Proper code of conduct is required for smooth learning sessions. A disturbance free
environment promote better understanding and learning among the kids.
Models of communication are
 Aristotle Model: The speaker expects the affect at the end of the communication
process. If there is any change at any stage of the communication process, the effect will
significantly change (Laurillard, 2013). If the teacher changes the medium of his
deliverable the significant change can be seen in the effects on kids. This model can be
used to find the most appropriate medium to get the best results.

 Lasswell's Model: According to this model, the sender does not bother which method is
being used during the process of communication, unless and until the effect is good.
However, this model may not apply best on the primary kids. Because wrong teachings
and wrong method will have direct impact on the concepts of the kid. The assessment in
the end tells whether the medium being used by the teacher is appropriate or not.
 Shannon and Weaver's Model: According to this model, if there is any disturbance in
the channel of communication, it can ultimately affect the effects of communication
(Reece and Walker, 2016). Various problems can be noticed such as, receiver may not be
able to decode the message well. In case of the classroom, noise can be the breaking
factor in terms of communication. Since the kids are of primary grade, it is important to
have a code of conduct for effective transmission of any message.
 Charles E. Osgood's Model: According to this model, there should be an interactive
relationship between the sender and the receiver. In case of the classroom session, the
teacher and the student relation should be interactive. Student will be able to discuss its
problems better in this case. Also, there will be a free environment for kids where,
students can freely ask question. Adoption of this model will prove to be beneficial for
kids.
 David Berlo Model: According to this method, there are various sources of
communication. It also depends who is the sender and who is the receiver. Based on that,
mode of communication should be decided for effective communication. For instance,
the source can be culture, knowledge, the message can be content, structure, the channel
can be auditory, visual and the receiver can be same as source or different from it as well.
In case of a teacher and a student, the mode should satisfy the needs of the4 student and
he should be able to understand the deliverable.
TASK 4
A. Investigating theories, principles and models of assessment
Assessment broadly defined, means collecting information about something to be used
for some purpose or projects to introduce various other measurement , which means applying a
set of of rules and regulation to attribute of something or someone to obtain quantitative
information about it.

Formative and summative Assessment:-
 Formative assessment gives Assessment information that is useful for continue student
learning , positive learning change and other improvement. In other words formative
assessment is gives specific information about the permanent changes human behaviours
for long period and reduce the risk factors for the assessment.
 Summative Assessment gives information that is helpful use full for making final
decisions for Example Assigning end of term grades. This sounds like a neat distinction ,
but in classroom use the of assessment.
The same information can be used for both functions for Example you might use final
Exam scores in assigning your course grades and also use them to make modification to the
course grades and also use them to make the course of the actions or you might the last points
the grade and increasing the correct information and reduce information to collect data from
other sectors and search to collective more information according the assessment for more
concern.
Types of Assessment:- There are four basic ways to collect Assessment information
 paper and pencil assessments
 performance assessment
 Oral communication
 Portfolios are systematic assessment
Principles of assessment :-principles of assessment for learning. Above all the assessment for
learning must be underpinned by the intense confidence that every movement of assessment for
learning must be driven by the concepts of ako, meaning “ to teach and to learn.
 Assessment should be valid:- validity ensure that Assessment takes and associated
criteria effectively measure students attainment of the intended learning outcomes at the
appropriate level. Assessment should be valid for assessment all the evaluation of the
major content of assessment.
 Assessment should be reliable and consistent :- Assessment should be reliable and
consistent to be require clear and consistent procedures for the setting, making ,grading
and moderation of assignment. Assessment should be reliable and consistent processes

because they are more concern for on the assessment factors to reduce the reflection on
various majority period of some of the beneficial assessment.
 Information should be explicit ,accessible and transparent:- Assessment should be
correct and clear ,accurate or consistent and timely information on assessment takes and
procedures should be made available to student . Staff and other External assessors or
Examiners.
 Assessment should be inclusive and equitable:- As far as possible without
compromising academic standard , inclusive and equitable assessment should ensure that
takes and procedures do not discovered any group or individual.
 Assessment should be an integral part of programme design and should relate
directly to the programme aims and learning outcomes:-Assessment takes should also
ensure that student have the opportunities to develop a range of generic skills and
capabilities. For development of the student and more focus on the resources into
manipulates various factors.
The assessments become a important part of the learning. Being a teacher, the emphasis
is laid upon the assessments of the students, with assessment the teacher can come to know the
performance of the student with the various techniques used for the same. These techniques not
only helps to identify the performance of the students but also acts as barometer for measuring
the performance of the teacher as well (O'Grady, 2014). As before initiating anything, the teacher
makes the standard for the performance for itself and the assessment techniques helps in
identifying the loopholes existing in the present techniques and thus taking measure for
improving the performance of the teachers as well as the students. The examples of such
assessment are- Feedback – This means that the performance evaluation is taken from the various other
teachers by filling up the feedback form where the points which are to be improved is to
be mentioned and late on these points have to be worked upon and one can incorporate
changes in the curriculum if the same problem is faced by all the students. Conversations- The conversations with the management can help teachers to change the
techniques as per the understanding of the students. This involves considering all the
students without any discrimination (Kohonen, Jaatinen, Kaikkonen and Lehtovaara,

2014). This involves introducing the visual learning and this can be done with the help of
the presentations as visuals have more impact than that of the texts.
 Peer Design Reviews- The Designs which are given by the other teachers can also helps
in improvement as even teachers will get diversifies subjects to teach and this will in turn
increase their knowledge base. This can be done with the addition of a subject which
helps in grooming the students as well as the teachers. Here the entire process is reviewed
by an unbiased person who is not associated with the assessment.
B. Providing 3 completed student assessment
The assessment is being carried out by the means of techniques that includes Peer Design
review, feedback as well as conversations. Such are considered effective in enabling the learner
to bring enhancement within their knowledge to a significant level. The peer review is being
taken so that learning can be developed regarding whether the outcomes are attained or not.
Along with this there is greater importance of feedback in making assessment as it assist in
determining the areas where greater improvement is needed (Srivastava, 2013). By the means of
making conversation the assessment is being carried out as it assist in gaining quality knowledge
that can help in future course of time.
It is important that validity and reliability of the assessment is determined so that on the
basis of such determination can be made regarding the areas of improvement. With the
classroom assessment there is presence of several reliability concern s that is various places
wherein the measurement error can emerge (Corno and Anderman, 2015). For the entire work
the judgment is being done. So that determination is being made regarding whether the desired
targets are attained or not. Further the validity of the assessment also plays significant role. The
instructor is required to measure the achievement of the interpretation as well as gain measure of
the achievement of author title memorization.
C. Evaluation what is learnt from own experience of assessing
By the means of making assessment experience has been gained regarding the the manner
in which it is being carried out. Further the knowledge that is being attained through assessment
is effective in bringing improvement within the learner. Several assessment techniques are being
used so that evaluation can be made with effectiveness. With the assessment learning has been
developed to a significant level which leads to attainment of goals in an effective manner. By

carrying out the assessment my own learning is increased in terms of manner in which the
students must be taught the subject math. Various tools that can easily assist them in
understanding the concept has been determined (Falchikov, 2013). It is important that assessment
is done in an effective manner so that benefits through it can be gained in an appropriate way.
Such is suitable in attainment of the targets within specified term.
TASK 5
A. Analysis of theories and models of curriculum development
Curriculum development is not being conducted in isolation but it is regarded as the part
of planning, development, execution as well as review cycle. This is described as development
that is done at various levels. This includes larger scale curricular reform that changes towards
the individual lessons. There is presence of several models which can be adopted to develop
basis related with development of curriculum. Such have been enumerated in the manner stated
as under:
Linear product or objectives model: The model proposes that entire learning is being
reflected in terms of the what the learners needs to do at the end of the course. It lay emphasis
upon the learning outcomes and make utilization of systematic approach towards planning
(Smith, 2014). It begins with the course results and then from that point the course content is
being developed that enable in attainment of the stated results which are being evaluated on the
basis of their effectiveness towards attainment of stated results. The emphasis is upon teaching.
There is presence of four stages that assist in curriculum designBocconi, S. and Trentin, G., 2014
 Identification of the broader aims and particular objectives
 Construction of the course so that targets can be attained
 Testing the ability of the course towards attaining the targets
 Explanation of the curriculum and teacher's objectives
It is significant the objectives have to be specific so that they limit the what the teacher
can do as it can leads to casuing variable learning experiences to be lost. The main benefit of
such model is that it is enabling the subject benchmarking and programme specifications. It is
part of result based education. It is advocating that the teacher is required to contemplate the
desirable result and define them in clear as well as precise manner. Then they require to perform
backwards towards determining the suitable experience of learning for achieving stated results.

The methdology is forcing the teachers to lay emphasis on what is being done by the leaners and
devise the lessons in accordance with such.
The cyclical model: This is similar in comparison with linear model. This includes
identifying aims and objectives on the basis of needs assessment of the professional bodies as
well as students, followed by selection and development of content, selecting the activities of
learning, followed by an assessment as well as evaluation. The changes has to be planned as well
as introduced over rational as well as valid basis in accoradance with the logical procedure.
This is being determined that development begins with assessment of the needs and
further it moves towards designing that is followed by implementation for results to be attained,
after such points is being reviewed on the basis of original assessment and further new needs are
determined (Elfert, 2015). It was also being noted that needs are altered depending on the
expectations of the societies so that needs are very fluid and are not fixed over time. Further they
arwe specific to the personal learner. With respect to curriculum design there needs to be several
stages within the procedure. This is comprised of following:
 Identification of the context in terms of what is required to be provided. This is
comprised of present educational or social belief, culture, politics, economy, learners,
teachers, exam boards, funding bodies, past influence as well as professional bodies.
 Identification of requirements of learner and curriculum bodies need
 Outling the aims and results associated with session
 Identification of ideas as well as limitations
 Detailing the major structure, topics, sequence of sessions and any needed assessments
 Determination and development of every topic on the basis of results needs
 Delivering course
 Development of evaluation strategies
 Reviewing course on the basis of feedback and if it met the needs
 Determination and development of every topic on the basis of needed results
Both the models make adoption of efficient as well as logical. They are considered as
prespective within clear targets as well as aligned strategies of assessment that are devised
towards tested of how well the students have attained laerning outcomes. The major merit of this
model is related with the logical sequential structure that is effective to be complied with even

for teachers who do not have experience. But this need immense amount of time for developing
and analysis.
The process/ dynamic/ student centered model: The curriculum designing is considered as
ongoing procedure and activities that possess value beyond attainment of the learning targets that
includes socialization, learning through experience, thinking, solving issues- key towarfs life
long learning model. This offers opportunity to the learner towards defining their own goals of
learning (Buckingham, 2013). Such approach lay focus on adult learning models, approaches and
use active learning instaed of greater teacher led approach models which is shaped by the means
of beliefs, expriences as well as current theories practices. Such models goes beyond the linear
cyclic models, though they are still forming part of procedure. TBocconi, S. and Trentin, G.,
2014he problem emerges because there is graeter difficulty in making sure the consistent
coverage of the content as there is issue in standardizing and also it is hard towards measuring
the performance against the stated targets as well as quality of learning depends on the teaching
quality.
This has been presented that there is presence of four processes related with the
education. These are enumerated in the manner as under:
 Training or acquisition of skills
 Instruction or information acquisition
 Initiation or socialization
 Induction or solving issues
It has be stated that in the initial two procedure behavioural objectives as well as in the
last two procedure there is lack of possibility towards making utilization of the objectives. Thus
behavioural targets were not appropriate with respect to particular model. Objectives has to be
clear as well as particular but must not be presented in behavioural aspect.
In accordance with the particular model the best approach related with curriculum design
is towards combining the most suitable of both approach that is based onto the needs of the
students, experience of teachers as well as resources (Jones and Sallis, 2013). Thus the entire
shape of the course would be developed including the major aim and objectives. However
detailed planning as well as design would be left to the teacher that enables the ownership of
their programme. But the firm is still retaining some degree of control by means of monitoring

for making sure stakeholder need are fulfilled. This model makes sure that learners in making
development of solving issue. Critical thinking as well as reasoning skills on the basis of real and
common problems as well as enabling self directed learning.
There is presence of certain components that are associated with curriculum development. These
includes:
 Content
 Assessments
 Teaching strategies
 Activities related with learning Bocconi, S. and Trentin, G., 2014
 Resources
 Differentiation
 Extension activities
This is being highlighted that there is presence of four aspects that needs to be taken into
account when defining the curriculum. This is comprised of syllabus or knowledge that the
teaching are teaching, procedure related with teaching, the assessment, product of teaching and at
last the delivery style. Models are one that are serving as the guidelines to action. There is
presence of several models related with instruction or evaluating. Use of models of curriculum
can be advantageous and can results in attaining greater efficiency. The models are as under:
Taba
The best model related with the curriculum development was being given by Hilda Taba
within her book Curriculum development: Theory and practice published within 1962. The
Taba's model is regarded as inductive approach associated with the development of curriculum,
beginning with specifics and developing to design that is general (Noor-Ul-Amin, 2013). It is
being believed by Taba that curriculum has to be developed by the teachers instead of handled by
the higher authority. This is being noted by Taba that there is presence of seven steps within
curriculum development model and there is greater need that teach at every stage needs to
provide input. The steps involves:
 Identification of the requirements of learners
 Formulation or devising the objectives

 Content selection. There has to be match among the content as well as objectives. The
content has to be relevant to the context of learner.
 Organization of content: This includes sequence of content, taking the readiness of
learner as well as level into consideration.
 Selecting the learning experiences: Under this the goal is engagement of the learner
 Organization of learning activities: In similarity with organizing the content the
experience of learning needs to be in sequence.
Another model was being developed by Ralph. W. Tyler's. Greater attention was being
paid by Tyler towards the phases of planning. It is comprised of four basic principles. It includes:
 Purposes of the school
 Educational experience associated with the purpose
 Organization of the experience
 Assessment of the experience
There is presence of several models of curriculum that depends on the perspective. The
initial perspective that is adopted by the report is the structure that curriculum has. There is
presence of several ways through which curriculum can be structured (Moll, 2013). There is
presence of five shapes that includes brick, satellite, jigsaw, pyramid as well as spiral design.
B. Manner in which theories as well as models of curriculum development can be employed
The particular report would make application of the curriculum to primary school. The
curriculum is on the basis of concepts. The model of curriculum possess elements from product
and process model. This is in close association with the praxis model. The core curriculum was
being published as part of national strategy for the purpose of tackling literacy, language as well
as numeracy requirements of adults. The core curriculum fits into the larger institution of skills
for work as well as life (Bocconi and Trentin, 2014). Further all the national frameworks that are
being the part of primary school core curriculum. Every children matters to a greater extent, The
quality of the provisions as well as safeguard of the students comes under the section of
leadership as well as management of the common inspection framework.
Core is regarded as the heart of experiences which every learner must go through. It can
be determined as the fundamental knowledge which all the learners are needed to attain. All the
learner needs to become functional within mathematics. Learners are required to make

development of the skills in relation to reading, writing, speaking as well as listening for the sake
of functioning within the society (Srivastava, 2013). Such skills cannot be taught within
isolation. In contrast to this integration of the skills is regarded as the main factor that is attached
with the planning of lesson. There is presence of greater significance of curriculum. It is
important that basics are required to be re-visited and reexamined on time and again for the sake
of building them and making development of the fuller understanding. Such model is being used
in primary school. The application of the model is being done by the means of cumulative
teaching. Activities related with learning as well as teaching has built in recycling as well as
revision activities. The constructivism learning theory presents that people are developing new
knowledge on which they know already (Corno and Anderman, 2015). Recycling is enabling the
learners in activating their schemata that is linking new knowledge to their prior learning. The
curriculum is to a greater extent spiral model as teaching aims to learners abstract thinking skills
and enables them towards using language without effort that it is towards developing it in
automatic manner. Skills of employability, equality as well as diversity are being embedded
across the teaching and activities related with learning.
CONCLUSION
It can be concluded from the study that education and training plays important part in
bringing improvement within one's knowledge. This is being assessed that by the means of
curriculum design the course can be devised that can assist one in development of the knowledge
in an effective manner. This has been inferred that by the means of assessment the learner is able
to enhance knowledge that can assist in attainment of the career targets.

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