Student Learning Assessment

There are 40 students in the class, including 24 girls and 16 guys. The typical age of the pupils is 16 years old. I covered a statistical subtopic about mean, mode, and median in my lecture. The lesson’s learning goal was for the students to be able to comprehend, distinguish between, and compute various statistical standards by the conclusion of the lesson.

The key to every learning procedure is assessment. It should be done to ascertain the preferences and methods of the pupils when participating in educational activities. (Gijbels & Dochy, 2006). The tutor can connect the lesson to the students’ tastes and help them understand more by being aware of their learning styles. During my lesson, I paired students and assigned them different tasks. It was a participatory lesson where each group presented the answers to the assigned tasks. I also engaged the students in practical work to help them relate what they learned theoretically and the real-life situation. By the end of the lesson, I gave out homework that the students were to submit during the next lesson.

From the assessment, I noted that teamwork was of great help. It helps in eliminating fear and makes learners understand better when a fellow teammate explains the concepts (Kyprianidou, Demetriadis, Tsiatsos, & Pombortsis, 2012). Working in pairs enabled the students to interact well in their respective discussion groups. However, the pairs did not perform equally, because some students were slow learners, while others were quite fast in understanding concepts. From the activity, I noted that the exceptional students could fall either above or below the average norm.

From my experience during the lesson, I will consider different methods of forming the teams in future. A group with bright students only tends to be fast in capturing concepts, while a team with low performing learners seems to lag behind. A team composed of both types could be preferable, but only if the bright student does not make the lower feel inferior (Tucker, 2017). Composition of the team should be controlled to ensure efficient teamwork.

References

Gijbels, D., & Dochy, F. (2006). Students’ assessment preferences and approaches to learning: Can formative assessment make a difference? Educational Studies, 32(4), 399-409.

Kyprianidou, M., Demetriadis, S., Tsiatsos, T., & Pombortsis, A. (2012). Group formation based on learning styles: Can it improve students’ teamwork? Education Technology Research and Development, 60(1), 83-110.

Tucker, R. (2017). Teaching teamwork in design: A framework for understanding. In Collaboration and Student Engagement in Design Education (pp.1-27). Hershey, PA: IGI Global.