The benefits

Learning

The majority of students reported that they learnt a lot from the online case study and that it prepared them well for assessing children in a professional capacity. A common theme that emerged in the students' free text was that the case study was a real-life application of assessment of children. A typical comment was that the case study was "far more practical, gave ideas of what to expect in the real world of education" by modelling real life situations, providing hands-on practice, relevance, and providing a practical focus.

In comparing the literature review and the online case study assessments, the majority of students indicated that they learnt more from the online case study and again reported that they felt that the online case study prepared them better for assessing children in a professional capacity. The students who felt that they learnt more from the literature review cited reasons such as being able to choose their own topic, as well as gaining more in- depth knowledge about their topic. The students who stated that they learnt more from both assignments cited reasons such as the practicality of the case study and the in-depth focus of the literature review. Most students thought the online assessment was easier as they felt that they worked harder for the literature review assignment.

In response to the question asking which assignment students felt they had enjoyed more, 10 reported the online case study, seven the literature review and five both. For those who chose the case study, it was for reasons such as "more applied, more reality like." Those who chose the literature review felt that it allowed them to expand and increase their understanding on their topic. Those students who cited both assignments said they enjoyed both the theoretical basis of the literature review as well as the practical experience provided through completing the online assessment.

The students' learning, as evidenced by the quality of the assignments, was pleasing from the lecturer's point of view. The paradigm shift from seeing assessment of children as performing a battery of tests was definitely replaced by a hypotheses- driven model, although with varying degrees of success for individual students. The previous year the lecturer had written in her general comments that students were still collating all the reports on a referred child from various specialists, such as learning support teachers and speech language pathologists, and then always assessing intelligence (no matter what the problem or indications there was not a cognitive problem) and any other test the school possessed. This year, the students were actually a little reluctant to use any psychometric tests, (probably the pendulum swinging too far) although at least were now suggesting appropriate tests for the hypothesis.

اخر الاخبار

اخبار العتبة العباسية المقدسة

قسم التطوير يبحث آفاق التعاون المشترك مع المعهد العالي لإعداد وتأهيل القادة

إدارة العتبة العباسية المقدسة تطلع على آليات تطوير المهارات الحِرَفية بقسم صناعة الشبابيك

سماحة السيد الصافي يؤكد أهمية التدريب المستمر وتطوير قدرات الملاكات الطبية للارتقاء بالخدمات الصحية

العتبة العباسية المقدسة تقيم مجلسًا عزائيًا لإحياء ذكرى شهادة الإمام الكاظم (عليه السلام)

المزيد

الآخبار الصحية

6 فواكة تساعدك على الشعور بتحسّن عند المرض

حفاظا على صحة العين.. هذا أفضل وقت لتناول فيتامين أ

الاستخدام اليومي لسماعات الأذن.. أخطر مما تتصور !

هل توقيت نشاطك اليومي يؤثر على صحة دماغك؟.. العلماء يجيبون

المزيد

الآخبار التكنلوجية

ابتكار ألماني قد يغيّر مستقبل صناعة البلاستيك

تحديثات وأرباح عبر المشاهدات.. ما الذي تخطط له "لينكد إن"؟

"الكوكايين الوردي".. مخدر جديد يثير قلق السلطات الأميركية

دراسة: تغيّرات في أسلوب القيادة قد تكشف مبكرا عن الخرف !

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998