In what specific ways has the pandemic had an impact on those three topics. How do pupils and practitioners perceive the impact of the pandemic on Education? What do they believe the consequences have been on pupils.

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The Impact of the COVID-19 Pandemic on Education in the UK

What’s included ( Rationale (250), Exploration 750 words )

Rationale
• Introduce readers to your topic
• Choose one level of education (I’ve chosen Primary Education)
• Briefly define any keywords
• Offer a rationale –Why is this an appropriate area to consider

–what is known about the topic currently in the literature

–why is this relevant to childhood today

Exploration
Breakdown the topic into three main areas,

Use 250 words for each topic, and the topics are 1) The amount of time spent learning, 2) Children’s interaction with their peers, 3) Homeschooling/ Remote Learning

• In what specific ways has the pandemic had an impact on those three topics.
• How do pupils and practitioners perceive the impact of the pandemic on Education?
• What do they believe the consequences have been on pupils.

 

Identify child development research and theory within a school context in order to develop a deeper understanding of developmentally appropriate (DAP)instructional practices.”

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Field experience paper

To identify child development research and theory within a school context in order to develop a deeper understanding of developmentally appropriate (DAP)instructional practices.” USing outside the textbook references is good–the problem is a disconnect between understanding the theory and recognizing the theory in “action.”

Define digital assessment. Provide examples of digital assessment (techniques and tools). Critically evaluate the benefits and challenges (for example, one-size-fits-all) of digital assessments.

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​​Digital Assessment in the Artificial Intelligence Age

Wordcount:

3000 words (excluding abstract and references)

Abstract:

Technology is increasingly being adopted to support the presentation and administration of assessment activities. This has led to the development of digital tools and techniques that aim to provide technology-enhanced methods for assessing students. In this regard, digital assessment is often seen as providing a more efficient way of conducting assessment activities, by automating various aspects of the assessment process. However, digital technologies have the potential to achieve much more than simply provide a digital version of standardised assessment tasks that can be completed offline. In particular, the use of emerging technologies, such as Artificial Intelligence (AI) for assessment purposes, is becoming an area of educational theory and practice, that is of great interest to assessment developers and researchers. This is due to the ability of AI-based assessment systems to provide assessment activities that are more responsive to the specific needs of individual learners, and which can be automatically adapted in real-time to the level of understanding demonstrated by the learner.

This paper examines the defining characteristics of AI in light of the constructive alignment and interaction that exists between theories of learning and the different functions of assessment. On analysing the respective literature in the fields of assessment and AI, we provide the key underpinnings of AI for digital assessment purposes and argue that assessment activities that are informed by AI, have the potential to address key limitations normally associated with traditional assessment approaches, and thus support more effective assessment practices. We also discuss the implications of using AI for assessment, and identify a number of key challenges that need to be addressed in order to realise the potential of this technology. Finally, we suggest future avenues for research, as we envisage that the application of AI in education will result in an enhanced assessment experience for both students and educators.

NOTE: You can use parts of the Abstract in the main text

Outline:

Introduction (250 words)

Theories of Learning and Assessment (800 words)

  1. Theories of Learning:

– Behaviourism

– Cognitivism

– Constructivism

  1. Assessment:

Define assessment

– Functions of assessment: summative and formative

– Define summative assessment and provide examples

– Define formative assessment and provide examples

In this section, you need to critically evaluate the summative and formative dimensions of assessment in the light of the theories of learning discussed above, especially with regard to Constructivism.

Digital Assessment (400 words)

– Define digital assessment.

– Provide examples of digital assessment (techniques and tools).

– Critically evaluate the benefits and challenges (for example, one-size-fits-all) of digital assessments.

From Abstract: In this regard, digital assessment is often seen as providing a more efficient way of conducting assessment activities, by automating various aspects of the assessment process. However, digital technologies have the potential to achieve much more than simply provide a digital version of standardised assessment tasks that can be completed offline.

Artificial Intelligence for Digital Assessment (1200 words)

– Define Artificial Intelligence (AI)

– Discuss the key characteristics of AI, these being ‘autonomous’ and ‘adaptive’ (hence personalised assessment, self-regulation, differentiated teaching and learning, individualised feedforward (which is forward-looking information to improve teaching and learning – like feedback but looking at the future), real-time feedforward, etc.) and how these relate to the theories of learning and functions of assessment described above.

– In particular, critically analyse how these two characteristics, these being autonomous and adaptive, address the challenges of traditional and digital assessment discussed above.

– Discuss the implications of AI for digitial assessment

– Discuss the challenges of using AI digital assessment

Conclusion (350 words)

–  How does AI enhance digital assessment practices?

–  What are the limitations of AI for digital assessment practices?

–  Future directions of AI for assessment

References:

All references should be in the Harvard style (see below for further details).

 

  1. a) References in the text should be as follows:

Nugus et al (2003) state that financial planning is an important function of any organisation or

“financial planning is an important and essential activity in any organisation” (Nugus et al, 2003)

You should list up to three authors. If there are more than three then you reference the lead author followed by et al. Do not use square brackets [ ] and do not fully capitalise names.

 

  1. b) References should then be listed at the end of the paper in alphabetical order by lead author surname as per the following examples. Do not number references and do not use bullet points.

State which conceptual approach has been selected. Use the chosen conceptual approach to examine key issues in education. What are the benefits of using this conceptual approach to examine this issue or problem?

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Broad Discipline Ed Studies

  1. Title
  • The title needs to catch the attention of the reader and compel her/him to read on and so needs to be descriptive, punchy, and relevant.
  1. Executive Summary/ Overview
  • Describe the education problem to be addressed.
  • State why the current approach/policy needs to be changed.
  • Suggest 3 main recommendations for action.
  1. Outline Concepts and Interpretations of globalization Relevant to Education
  • To do this you need to choose one of the following conceptual approaches: (i) Transnational migration; (ii) Intersectionality; (iiii) Post-colonial issues in education.
  • Outline the concept you have selected using a range of theoretical readings.

 

  1. Literature Review that Analyses a Pressing Problem in Education
  • Give a clear statement of the pressing problem in education
  • State the importance/urgency of the problem and why it is relevant including who is affected by this problem
  • Provide an overview of the root causes of the problem ensuring to back such claims with supporting evidence (i.e. references to the wider literature).
  • In this overview of the root causes of the problem you should refer to
  • Education policy/legislation that is relevant to the problem
  • Education practice that is relevant to the problem

 

  1. Critique of Current Approaches and inadequacy of current global policies in tackling the issue of inclusive education.
  • A short overview of the way the problem is currently dealt with and the weaknesses or limitations of current policies. Ensuring to back any claims you make with supporting evidence (i.e. references to the wider literature).
  • Illustrate why and how the current or proposed approach is failing.
  • Who is being excluded by the current policy? (Consider how intersectionality impacts different people).
  • Refer to at least two policies or pieces of global legislation in this section.

 

  1. Outline Different Stakeholder Perspectives on this Problem in Education: (use reference 3 to support the question.

 

7.Outline how your chosen conceptual approach helps us understand this problem better

  • State which conceptual approach has been selected.
  • Use the chosen conceptual approach to examine key issues in education
  • What are the benefits of using this conceptual approach to examine this issue or problem?

 

  1. Policy recommendations
  • Detail what changes need to be made to existing policy in light of the limitations you outlined in the analysis
  • Propose why an alternative approach should be adopted and list what the potential benefits might be.
  • Suggest specific practical actions that need to be taken or measures that need to be implemented
  • Include a closing sentence re-emphasizing the importance of the proposed recommendations.

 

  1. References
  • Include a reference list in H

Create a tailored, student-centred learning environment that is more productive and produces better results at an equivalent or even lower cost than traditional face-to-face settings.

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Work based project

1.1 Research Working Title and Rationale

The purpose of this study is to find out how blended learning affects third-level students’ performance. Blended learning is a training technique that combines technology and digital media with traditional instructor-led classroom activities to give students sizeable control over how they learn.

Technology and education both have an impact on one another. With technological advancements, there is a natural shift in teaching techniques, paving the door for new methodologies based on learner requirements and the resulting changes.

This case study was conducted to examine the performance of third-year level students concerning blended learning. The study also looked into different elements such as the online portal or learning management system, as well as teacher contact patterns and intended to;

  • Create a tailored, student-centred learning environment that is more productive and produces better results at an equivalent or even lower cost than traditional face-to-face settings.
  • Allow students to participate by employing web-based teaching materials and guaranteeing the availability of learning tools to engage students without incurring additional expenditures.
  • Facilitate a learning experience that is both individual and collaborative, especially at a higher educational level.

Blended learning was introduced to a small group of professors and students receiving a soft launch. However, political situations changed dramatically with time, and the institutions anticipated numerous unplanned closures due to strikes and other threats, and this resulted in the shortening of the curriculum.

1.2 Statement of Purpose/Research Aim

To encourage blended learning to improve the performance of students at tertiary levels.

1.3 Research Questions/Research Objectives

  1. Students’ opinions, attitudes, and experiences with blended learning at tertiary levels across many disciplines?
  2. What difficulties do students have when working in an online environment?

A positive attitude on blended learning attributes to positive performance by the students

Explain the connection between educational research, federal and state policy, data collection activities, and classroom instruction. Apply practical data analysis techniques to classroom data to inform classroom instruction. Explain the importance of measurement issues in the construction and use of educational assessments.

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EDU 6364: Milestone Two Guidelines and Grading Guide

Overview
The final project for this course is the creation of an instructional growth plan for an instructional area of challenge within your classroom. The purpose of this assignment to create an instructional growth plan to improve an area of instruction that students within your classroom are struggling with mastering. You will first outline how different types of assessment data relate to each other within your classroom. You will then identify an area of challenge and analyze data to understand the trends that you have identified. Next, you will relate this to federal/state policy and explain why this area is important for policy goals. Finally, you will create a growth plan that will help you to monitor student progress and modify your instruction (if needed) to reach your outlined goals.
In this milestone you will identify an instructional challenge/area of concern within your classroom. You will outline how the issue you have identified is connected to education goals outside of your classroom such as federal/state policy. You will then discuss the data and trends that you see for the identified challenge area. Finally, you will create a logic model that outlines the challenge/area of concern that you have identified.

In this assignment you will demonstrate your mastery of the following course outcomes:
● Explain the connection between educational research, federal and state policy, data collection activities, and classroom instruction.
● Apply practical data analysis techniques to classroom data to inform classroom instruction.
● Explain the importance of measurement issues in the construction and use of educational assessments.

Prompt

Identify a problem/area of concern within your classroom: Identify the foundational, or root cause, of the essential issue. Articulate the issue or challenge. What protocols did you use to identify this challenge (remember you may not have used formal protocols but used elements of a protocol)? If you did not use any protocols, what protocol would you suggest be used? Explain why you think it is an area of concern (e.g., state and benchmark/interim assessments have identified this as an area of concern). Why is this challenge area interesting to you?

Policy: Analyze how this issue is connected to educational goals/policy outside of your classroom. In your response consider how your challenge area is related to state, federal and/or your campus’ goals. For example, is the area you selected a state learning objective (in Texas, a TEK) and/or a district level goal (e.g., a district initiative)?

Analyze your data: Explain the data you have for this project. Is this data at the state, district, or classroom level, or a combination of levels? Outline the trends that you see in the data. Did you calculate a mean or standard deviation? Why or why not? What did the results show you? What strengths does your data reveal? What challenges does your data suggest? Include charts and graphs illustrating your data (please do not include student names).

Logic Model: Reflect on the example logic models in Figure 6.2. and Figure 6.3 in your textbook, and create a basic logic model to address the problem/areas of concern you identified. As you create your logic model, consider the following questions:
● What challenge (problem or issue) did you identify?
● What data did you use to identify the challenge?
● What are the desired outcomes (goals) for your students?
● What are the inputs, activities, and outputs you plan to include?

Carry out and reflect on their experiences of conducting a pilot study. Reflect on how to improve it in the context of their specific research topics.

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A pilot research study

Students will carry out and reflect on their experiences of conducting a pilot study. They will also reflect on how to improve it in the context of their specific research topics.

Explain how a leader might respond to the case study according to each leadership theory. Critically analyse and justify which leadership theories you think respond best to the context of the case study. Discuss how insights from this case study inform or modify your personal leadership theory.

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Leadership Models – A critical discussion

Assessment 2: Report – Leadership Models: A critical discussion
Marking Criteria 1. Explanations of different theories are presented clearly and concisely and supported by relevant scholarly literature.
2. Critical analysis shows depth of understanding of different theories.
3. Analysis of context is clearly articulated.
4. Personal reflection explicitly integrates insights from the case study.
5. Spelling, grammar, and referencing method are correct.
Length 2000 words
Weighting 35%
Assessment Due 08 May 2022 (Sunday in Session Week 9)
Final submission time: 11:59pm
Type of Collaboration Individual assessment
Style and format Critical Report
It is suggested to use headings to structure your report
Assessment submission Online via Moodle

This assessment has been set up to be checked by Turnitin, a tool which helps you check whether you have referenced correctly. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You may then make any changes that may be required and resubmit your final version by the due date.
Assessment return 3-weeks post submission via Moodle
Detailed information In Week 4, you will be presented with the details of a case study.

Across Weeks 4-8, you will explore leadership theories as part of Theme 2: Examining Educational Leadership Theories; the theories covered by this assessment are Servant, Authentic, Adaptive, Learning Centred and Distributive Leadership. The task requires you to analyse how each leadership theory guides leadership behaviours in response to the case study.
Specifically, you will:
• Explain how a leader might respond to the case study according to each leadership theory (200 words per theory, i.e., 5 X 200 words = 1000 words)
• Critically analyse and justify which leadership theories you think respond best to the context of the case study (600 words)
• Discuss how insights from this case study inform or modify your personal leadership theory (400 words).

Across Weeks 5-8, you will explore leadership theories as part of Theme 2: Examining Educational Leadership Theories; the leadership theories covered by this assessment are:
• Adaptive
• Distributive
• Learning Centred
• Servant
• Authentic
The task requires you to analyse how each leadership theory guides leadership behaviours in response to the case study. Specifically, you will:
• Part 1: Explain how a leader might respond to the case study according to each leadership theory (200 words per theory, i.e., 5 X 200 words = 1000 words)
• Part 2: Critically analyse and justify which leadership theories you think respond best to the context of the case study (600 words)
• Part 3: Discuss how insights from this case study inform or modify your personal leadership theory (400 words).

Case Study
NOTE: This case study is set within a school, although no knowledge of specific curriculum is required. There are two leadership roles: the principal (or, in other contexts, senior leader, chief executive, executive manager, etc.) and the curriculum coordinator who leads and manages a group of seven curriculum leaders (or, head teacher, stage leader, section leader, etc.); if you are currently in a non-school organisation, you may wish to define the type of organisation and relevant role titles in an introductory section of your assessment.
Felton Public School was once a well-regarded school, but under the previous principal it began to lose its good reputation. Academic culture and expectations declined, co-curricular activities decreased in number and diversity, and a wide range of community concerns led to the principal leaving the school. Deborah Johnson was appointed principal two years ago, and Felton PS is her first appointment as a principal. She was a very well-respected and valued deputy principal in her previous school, with a reputation for high expectations and standards.
After a period of reviewing the school’s programs, the principal announces the school will adopt a new teaching strategy for blended learning. Teachers will provide a week’s worth of online videos and learning materials at the beginning of each week, and students will be required to watch the videos, engage with learning materials, and complete any related tasks set by the teacher. When students come to class, the teacher will then spend time helping individual students, or small groups working on common topics/issues, to develop more indepth learning based on what they have already learned at home, rather than rely on teachercentred content delivery. Students also have the option to stay at home (with parent/caregiver permission) on one day of the week, if their learning progress is satisfactory., which is determined by the class teacher
Deborah Johnson becomes aware from some parent complaints that a number of teachers are not consistently using this strategy. She decides to address the issue and calls in the Director of Teaching & Learning, Bradley Campbell, to develop a plan as to how to approach the situation. Two of the school’s seven curriculum leaders (Jack and Cait) did not support the decision to move to the online teaching approach, while three others were very enthusiastic (Faisal, Daniel, Heather). One of the negative curriculum leaders is the longest serving staff member (Jock), who is highly regarded by parents and students and has a reputation of students in his classes getting good results in the High School Certificate and has been talking quite openly in the staff room about staff members disagreement with the online learning approach.
In addressing this case study, you must explain how either:
• Deborah Johnson might respond to the situation
OR
• Bradley Campbell might respond to the situation.

Do you agree or disagree with standardized testing in early childhood education? Why or why not? How might standardized testing be beneficial for you in your work with children? How might standardized testing hinder your ability to teach?

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Differing View on Standard Testing

Everyone seems to have an opinion on standardized testing. In early childhood education, many teachers feel that these assessments are not developmentally appropriate to use with young children. Regardless of what your opinion is, “the use of standardized testing is increasing, and new instruments are being developed in response to pressures for accountability for the quality of education and minimum competency standards for students and teachers” (Wortham & Hardin, 2015, p. 106). As leaders, it is important for us to know our own view of standardized testing, to be open to the views of others around the world regarding standardized testing, and to understand the varying ways in which standardized tests are being used in early childhood education.

There are three parts to this discussion, so in order to get the most out of discussion, it is important that you do not jump ahead in completing each of the steps.

Step 1: Examine your current view of standardized testing. Some points to consider are:

  • Do you agree or disagree with standardized testing in early childhood education? Why or why not?
  • How might standardized testing be beneficial for you in your work with children?
  • How might standardized testing hinder your ability to teach?

Step 2: Choose two articles to read from the table below. Please make sure that you have completed Step 1 before you complete this step of this discussion.

Standardized Testing Articles
The Role and Importance of Standardized Testing in the World of Teaching and Training (Links to an external site.)
Leaving Tests Behind (Links to an external site.)
The Good in Standardized Testing (Links to an external site.)
Teachers Say the Most Interesting Things —An Alternative View of Testing (Links to an external site.)
Debate Over Standardized Testing is Focusing on the Wrong Questions (Links to an external site.)

Step 3: Address the following, using Chapters 3 and 4 of your course text, Assessment in Early Childhood Education, and the two articles you read in Step 2 as support for your responses.

  • Summarize the two articles you read. Your summary should be approximately three to four sentences for each article.
  • Synthesize how the articles you read influenced your view of standardized testing. Make sure to include specific examples that support how your view has or has not changed.
  • Examine the benefits and disadvantages of using standardized assessments with young children from a variety of social and cultural backgrounds.
  • Analyze the considerations, including meeting the needs of children with IEPs, for selecting and evaluating standardized tests that you will take into account as a leader in early childhood education.

Identify the age group and provide the name of the book, the author, and picture of the cover. Explain why this book is DAP for children of this age. Identify and explain 2 DAP activities that promote cognitive development and explain why the chosen activity is DAP.

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Developmentally Appropriate Literature

pre-school,

Developmentally Appropriate Literature: Identify the age group and provide the name of the book, the author, and picture of the cover. Explain why this book is DAP for children of this age. (2 books are required)

Developmentally Appropriate Activities for the Cognitive Domain: Identify and explain 2 DAP activities that promote cognitive development and explain why the chosen activity is DAP.

One activity must have some type of connection to one of your chosen books for the cognitive domain.

For Preschool and Primary Age Children, one activity must also reflect Maryland’s College and Career-Ready Standards.

Developmentally Appropriate Activities for the Physical Domain: Identify and explain 2 DAP activities to promote physical development and explain why the activities are DAP.

Developmentally Appropriate Activities for Social/Emotional Development: Identify and explain 2 DAP activities to promote healthy social/emotional development. Explain why the activity is DAP.