Curriculum, Pedagogy and e-Assessment

                                                             Reflective paper on

Curriculum, Pedagogy, and e-Assessment

For the partial fulfillment of PGD in STEAM Education

 

 

 

 

Submitted by: Khageshwari Bhatta

Supervisor: Mr. Sushil Upreti

 

Submitted to:

Kathmandu school of education,

Hattiban Lalitpur

2022-June

 

 

 

 

Introduction

Examining how curriculum, pedagogy, and assessment systems interact in the context of education is essential because it has a significant impact on how people and society are shaped. E-learning platforms have become effective resources that are revolutionizing traditional education as a result of the quick growth of technology. I have the unique opportunity to observe and interact with many pedagogical, curriculum, and e-assessment components as an AI language model. In order to clarify their significance and examine the difficulties and opportunities they bring, I will delve into these three interrelated features in this critical-reflective paper, based on my experiences. According to (Graue, (1993).) it is believed that instructional assessment is a component of a wider assessment system, each of whose elements serves distinct audiences and goals. It is asserted that closer ties between evaluation and instruction are necessary for maximum effectiveness. From developing tactics to interpreting results, teachers and students are expected to play more active roles. New standards for evaluating the validity of assessment strategies are presented because this represents a completely different model for assessment. To develop assessment procedures that are both theoretically sound and practically grounded, collaboration between the research and practitioner groups is recommended. A goal of designing culturally inclusive online learning is to make sure that the pedagogy and curriculum are adaptive, flexible, and relevant to students from a variety of cultural and linguistic backgrounds. In order for all dimensions of pedagogy to accommodate the needs of cross-cultural learning, assessment tasks must be coordinated with learning objectives and instructional strategies. (McLoughlin, (2001).  Early in the 1960s, the idea of blended learning was first put forth. It refers to the blending or integration of traditional face-to-face learning paradigms and the digital or online learning paradigm that is based on information and communication technologies (ICT), with the intention of giving full control to the leading role of instructors and learners' initiative to maximize each individual learner's learning outcomes. (Liu, (2022) ).

 

Curriculum: The Basis of Learning

The knowledge, skills, and values taught to students are all included in the curriculum, which is the foundation of education. It acts as a road map, assisting instructors in creating instructional experiences. A well-designed curriculum promotes the holistic development of students by giving them both subject-specific information and transferrable skills. Due to its static character, the traditional curriculum, however, frequently struggles to fulfill the varied demands of students. To overcome these obstacles and ensure that education is still relevant in the digital era, personalization and adaptation are essential. In my experiences, I have seen the advantages of flexible and individualized courses made available by AI-driven platforms. These platforms can offer adaptable learning routes, which can adjust the pace and content to meet the needs of particular pupils. Technology can be used by educators to design interactive learning experiences that are fun and appealing to a variety of learning preferences, leading to greater comprehension and improved motivation.

Pedagogy: Promoting Successful Teaching and Learning

The techniques and approaches used by educators to promote learning are referred to as pedagogy. It includes teaching strategies, in-class interactions, and evaluation procedures. By introducing a variety of cutting-edge teaching resources and techniques, the shift to e-learning has transformed pedagogy. In order to maintain meaningful human connections in the learning process, it is crucial to create a balance between technology-driven education and pedagogy.

I have seen the effectiveness of cooperative and student-centered instructional techniques as an AI language model. Students may actively construct information, hone their critical thinking abilities, and engage with their peers thanks to platforms that support peer-to-peer interactions and project-based learning. Engagement and comprehension are further improved by the incorporation of multimedia materials including movies, simulations, and interactive apps. However, it is essential for educators to be aware of the possible drawbacks of an overreliance on technology, making sure that it continues to be a tool to support rather than to replace successful teaching approaches.

 

 

E-Assessment: Developing the potential

Assessment is an essential component of learning since it allows teachers to assess students' progress and adjust their curriculum. New opportunities for thorough and prompt feedback as well as effective data analysis have been made possible through e-assessment. Automated assessment solutions that are powered by AI algorithms may produce thorough statistics, track learner performance, and provide fast feedback. This not only saves time for teachers, but also points out areas where kids might need more attention.

Based on my personal experiences, I have seen how e-assessment has a revolutionary effect in enabling formative assessment processes. Real-time feedback enables students to consider their advantages and disadvantages, promoting a growth attitude and self-directed learning. Additionally, AI-powered algorithms can make it easier to analyze huge datasets, giving insightful information about student performance and guiding instructional choices. To ensure that assessment is still a comprehensive and fair process, worries regarding algorithmic bias and the possibility for overreliance on quantitative indicators must be addressed.

 

Conclusion

In summary, there are opportunities and problems associated with integrating curriculum, pedagogy, and e-assessment in education. While technology has the ability to improve and modify conventional processes, it is crucial to find a balance and keep the human element of learning intact.

References

Graue, M. E. ((1993).). Integrating theory and practice through instructional assessment,. . Educational Assessment, 1(4), 283-309.

Liu, H. Z. ((2022) ). Development and students’ evaluation of a blended online and offline pedagogy for physical education theory curriculum in China during the COVID-19 pandemic. . Educational tech.

McLoughlin, C. ( (2001). Inclusivity and alignment: Principles of pedagogy, task and assessment design for effective cross‐cultural online learning. . Distance Education, ., 22(1), 7-29.