Curriculum, Pedagogy and e-Assessment

 

a) Compose a critical-reflective paper exploring the topic of "Curriculum, Pedagogy, and e-Assessment," drawing from your personal experiences. The paper should be a minimum of 2000 words. Subsequently, publish it on your self-created blog. Please be mindful that plagiarism will be assessed.

The incorporation of technology in this present era of digital advancement has a significant impact on curriculum, pedagogy and assessment practices. Being able to experience this shift with first-hand experience I have been able to observe both benefits and shortcomings of this shift. As the curriculum landscape has been evolving it has created a need of reevaluation of traditional curriculum models that are in practice. A more dynamic and learner-centered curriculum is required with the opportunities that has been generated through the incorporation of e-assessment. The educational content has become more engaging and accessible with interactive platforms and online resources. It has now become crucial to be able to identify these rapid advancements and incorporated the same in the curriculum to keep in track with the changing digital landscapes and to stay updated.The pedagogical approached in the digital age has transformed as a result of adoption of e-assessment. Innovative instructional strategies like blended learning and flipped classrooms modality of learning and teaching can be incorporated with technology-driven tools. Through adaptive learning platforms personalized learning experiences can be facilitated that will help attend to individual needs of the students. While indulging in technology based and smart learning modality educators should keep in mind to maintain the socio-emotional aspect of learning, as it is important to maintain a balance between technology-mediated instruction and human interaction.

E-assessment has many benefits and challenges. Through e-assessment increased efficiency, prompt feedback and improved objectivity can be achieved. The automated grading system can speed up the assessment process and free up valuable time for the educators to focus on supporting students through instructional planning and mentorship. The instant feedback will also help the students to address their weaknesses promptly and will generate effective learning outcome. Overall, e-assessment also eliminated biases associated with subjective grading and promotes objectivity and fairness.

Apart from the advantages, there are a few unique challenges that come with e-assessment.  Sometimes the reliability of the results can be hampered due to disruption in assessment process caused by technical issues and glitches in the system. Issues of network connectivity, software and server malfunctions can also cause delays and disruption in both learning and teaching process of students and educators. The e-assessment platform has limitations on the type of assessment that can be conducted through the platform, mainly only multiple choice or short answer questions can be asked. This will limit the students from demonstrating their critical thinking, problem-solving and creativity and will not be accustomed to complex formats.

To prevent marginalization of students before implementation of e-assessment an analysis should be carried out to ensure equitable access to technology and sufficient resources. Additionally, vigorous integrity measures also need to be taken to address the concerns regarding authenticity of e-assessment.Along with developing functional skills it is also imperative to address ethical concerns. Strict adherence to data protection regulations is required to safeguard student data and privacy. Transparent communication with students and parents and regulation of the same is also important.  It is also crucial to ensure inclusivity of e-assessment as due to accessibility barriers can be limiting participation and be unfair to certain groups of students.

With the integration of e-assessment, it broadens the roles of educators to being facilitator and mentors as well. In order to provide proper guidance to the students’ educators must adapt to the instructional strategies. Through online assessments and with emphasis on critical thinking and problem solving skills, educators along with the students require developing digital literacy to equip oneself with the necessary skills to be able to securely navigate the digital environment.

While analyzing subject centered, learners centered and problem centered are the three curriculum designs which in general are improvised. There are pros and cons of every principle so according to Tayler’s model of the curriculum development, he has argued from the administrator’s approaches. In brief, the Tyler model is a linear model which focuses components on the active engagement of the students and passive interaction of the teacher/instructor/ facilitator. Students are given freedom in the learning environment. The students are given the opportunity to explore and question their own interest. Basically, focuses on offering freedom for students to select what they learn. In, this approach the students who are good could excel whereas some slow learners would lag behind without the guidance of the teachers. Hilda Taba’s model follows the inductive approach, showing that teachers should be the ones who develop the curriculum. Here teachers are the curriculum developers. Taba contains a long process of curriculum development including seven steps. The main strength of Taba curriculum is that it has open ended questions where no one is totally wrong or right. Their views are rational and everyone is a critical thinker which enriches the students for classroom discussions. This approach encourages interactive activities within the classroom. It focuses and offers the opportunity for teachers to develop the curriculum.  The main drawback of Taba’s model is that students tend to get lost and lag behind those who are less competitive.

There is not much I know about Saylor and Alexander and on the quick look on their shows the model is planned around general goals and specific learning objectives like honoring social culture. It gives importance to human relation, community and specialization on skill development.

In context to Nepal, our National curriculum board has been following the Hilda Taba model but, in my opinion, the latest model i.e., Sayler and Alexander would be more appropriate in context to Nepal and the world around for this Sayler and Alexander model dwell upon the practical life skill and it reflects on belief and assumptions about; teaching /learning.

Coming up with an integrated curriculum when children play it is easy for them to learn and side by side. This is a very effective method. The word pedagogy is mainly used for the children and they are guided and motivated by the teachers whereas Andragogy is an adult learning by self-motivation. Olden theory of education followed Behaviorism where students were rewarded and punished. In the 1950/60 followed the dog training culture and the belief was that Practice makes a man perfect. Slowly the process changed/transformed into Cognitive where work of the brain puts in knowledge then they experience to develop the idea. Later cognitive transformed into Constructivism where it is believed that knowledge is gained through practice. Experience is gained from hearing and seeing. Constructivism belief that no one is zero is just that some may have more and some have less. It is believed that learners learn from social interaction from the social environment for the end result. But as our Facilitator Mr. Raju Shrestha, introduced these words and started explaining in a very interactive manner then I felt a little relaxed .I remember he explaining the purpose of pedagogy. He quoted'' you can teach 4 days but create curiosity for long run." while explaining transformative pedagogy he stated it is from Being to Becoming. As I have understood n transformative pedagogy is very challenging it is the Happy Learning.

Coming up with an integrated curriculum when children play it is easy for them to learn and side by side. This is a very effective method. The word pedagogy is mainly used for the children and they are guided and motivated by the teachers whereas Andragogy is an adult learning by self-motivation. Olden theory of education followed Behaviorism where students were rewarded and punished. In the 1950/60 followed the dog training culture and the belief was that Practice makes a man perfect. Slowly the process changed/transformed into Cognitive where work of the brain puts in knowledge then they experience to develop the idea. Later cognitive transformed into Constructivism where it is believed that knowledge is gained through practice. Experience is gained from hearing and seeing. Constructivism belief that no one is zero is just that some may have more and some have less. It is believed that learners learn from social interaction from the social environment for the end result.

Words like hope and future come under the umbrella of critical pedagogy. Political justice equity and future according to Mc Laren &Leonard1993, "Politics is at the heart of critical pedagogy". Critical pedagogy is use to make aims to make people aware of oppression waking then up to the critical minds. When critical conscientization is re is reached, it encourages, students, researchers and people to make changes in their context with social critic and political action in order to become who they want to be. Critical pedagogy is a method that can be applied to a wide range of subject and what works in one classroom may not work in another.

The incorporation of e-assessment has revolutionized the educational landscape in terms of curriculum and pedagogy. I have personally experienced that e-assessment bears both benefits and challenges. While taking advantage of the opportunities provided by technological advancement educators’ must be able to navigate the challenges that come along with it to leverage its maximum potential. In conclusion, by continually adapting and redefining the e-assessment practices we can provide for a holistic educational experience that will help the students be prepared for the demands that come with the digitization and technological advancement.

Reference:

Leonard, P., & McLaren, P. (Eds.). (2002). Paulo Freire: A critical encounter. Routledge.

Dymkowski, C. (2015). Alexander, Catherine. Shakespeare: The Life, The Works, The Treasures London: Andre Deutsch, 2011. Bahr,“The Spiritual Sources of Reinhardt,” in Max Reinhardt and His Theatre, ed. Oliver Sayler, transl. Mrs. Frank E. Washburn-Freund. New York: Benjamin Blom, 1968. THE STRANGE AND THE FAMILIAR SHAKESPEARE AS A POINT OF ANGLO-GERMANIC CULTURAL EXCHANGE, 76.