Before preparing for this class, I thought that I was basically aware of the contents of special education.

In general, special education refers to the education given to students who move away from the norm when they learn in the general education system. For example, for students that can’t do about the long term, enough time for students learning, there is a problem with the hearing will be able to do.Sufficient information that can replace the data for auditory, physical mobility impaired by giving students can gain easy access to learning environment.Can explain that to me.

There will also be special education for students in special circumstances, for example, those who are suffering from extreme poverty or who are unable to adapt to the new environment because they have immigrated from other countries. They believed that special education was conducted, such as providing subsidies for education, respecting traditions and customs that have been practiced in their country for immigrant students, and helping them not to lose them.

The subject of our group was about the welfare of the students.

Prepare a lecture this time I actually felt personal life a semester in Finland, Finland, which students about the welfare system that can look back.Became the instrument. First of all, student restaurants are incredibly cheap. 1.1 euros, as you want to a plate of the kind you want and can eat food. This is because there is a Finnish Welfare, kela to learn. And book a train or bus when moving the city can order tickets at almost half the price. This is also the identification of students have unconditionally if the possible benefits. School for students in class while she is very urgently if necessary by resident nurse is simply free medical treatment was also established a system that you can see. Student discounts in restaurants that It’s very surprising. By default, in mind the welfare of Finnish students at the base feel that with a particular high point.
In fact, the subject of our group’s student welfare has a rather hackneyed aspect, which makes other groups ‘ presentations more exciting and interesting.

Bastu Group’s presentation showed the meaning of the Inclusion. Before the class started, I looked at the questions in other groups and thought about what the inclusion meant. After concluding on their own, they speculated that the minority of the Inclusion might well be absorbed into the large group. Through the presentation, I found that I was rather right. There are two concepts of doing things together. To perform in harmony with doing literally. It could be divided like this. I could see that the case of the Inclusion was the latter. Just doing it together was integration. Integration was a mismatch of differences, though different people were in one group. But in the case of the Inclusion, it meant that people with different characteristics were in harmony together. It was a very important difference and I could see that Finnish education was important.

Listening to and thinking about the Owl Group’s presentation, I felt as follows. How can the Owen Group as a teacher support students who need special help? Of course various methods were considered. As mentioned above, disabled students need support in various ways to overcome the obstacles. Students with visual impairments need books and materials printed in large print, and students with hearing impairments need materials that explain everything in writing. Students with impaired mobility need support for access to school and also need to provide ease of use of facilities within the school. It is something that anyone can tell so far. There was an important part. Students with special needs are not taught separately. It was very thorough in analyzing students individually and teachers held weekly meetings to find ways to support them in a variety of ways. Education in Finland was a very personal and very detailed approach. This showed that the important purpose was to make special students able to stay together in harmony without having to separate them from the class. This was the concept of ” inclusions ” which I could think again today.

One of the lessons learned was that special education should not be special. The definition of special deprives the meaning of inclusion. If you reminisce the meaning of the most important inclusions, you will see that special is just different and that if you always keep this in mind, you will be able to educate the students who need special requirements well so that they can adapt well and fit in our society.

Values

A teacher is a person who usually teaches students in elementary, middle and high schools with certain qualifications. People meet so many teachers in their lives and learn from them. Perhaps the person whose children spend the most time is the teacher. Also, the person who affects children the most is a teacher. Some wandering children meet their good teachers and stop wandering and try to develop their lives further. Therefore, children need a good teacher. So, what are the qualities of a teacher?

First, it’s personality. Perhaps the best teacher for students is a teacher who is good at college because he or she is good at it. However, a teacher is an important person who affects character formation in growing children. In schools, children will be confused if teachers do not set an example to teach them not to do bad things, live nice lives, and live in collaboration with the community. Therefore, the exemplary character of teachers can be a good lesson for many students who will be the future of our country.

Second, it is a constant self-development and passion. A teacher is a person who teaches students but also studies. In order to give students more instruction and enlightenment, teachers must also constantly study and reflect on their own problems. If the teacher continues to study and study, more students will respect the teacher and try to learn. Also, if the teacher is passionate and tries to make positive changes to the students, the students will achieve self-improvement in a better way.

Third, I love students. No matter how talented and exemplary a person may be, if there is no affection for students, all of their qualities as an educator are useless Affection has the power to change people. Students can change when teachers teach students affectionately. Also, if the teacher who sees each day thinks that he dislikes him, the student naturally hates school and is forced to stay away from studying. Also, no affection means no passion. A teacher who has no affection for students will also have no affection for his profession in teaching them. This eliminates the passion for work and negatively affects many students.

Fourth, leadership. The teacher should lead the class of 50 minutes (high school student standards) to teach students. Therefore, about 40 children should concentrate for 50 minutes and create an atmosphere of study. However, it is very difficult to concentrate many children of different values and personalities in class for 50 minutes. That’s why teachers need leadership and control.

Fifth, coping with crises. A school where many different people are gathered is a miniature of another society. In school conflicts and crisis situation can occur. The teacher is to deal with crisis and students should be protected from the crisis. Not long ago, there was a big earthquake in Pohang, and many people were moved by a video posted by a teacher who had evacuated his students to the end even in dangerous situations. As such, the teacher should be able to cope with the crisis quickly.

I think teachers are the most influential people in society. ” Korean society is now, was in turmoil. Many crimes and many are wounded. Is there a fundamental reason for this? I think this is due to the problems in our society as a whole. Society will be happy if we create a society that many people appreciate and love together. Therefore, it is the teacher who can educate young children who will be our country’s future. If from teacher to change, I believe they can change society. The teacher is because of love and teach those who think that we should be the audit.

Ethnics

The professionalism of teachers is not limited to specialized skills for classes or knowledge of classes, but to the general professionalism that a person working in a profession as a teacher should have, including textbooks, living maps, special activities, work skills, and attitudes.

However, the professionalism of teachers has another trait that is hard to find in other professions. In addition to professionalism, which is generally recognized by members of society, it is the morality as a teacher, a model for other members’ actions, and as a practitioner. The morality inherent in teacher expertise is based on social customs, traditions and social awareness of the concept of teacher rather than on the hidden meaning of the word teacher.

We often use the concepts of teacher professionalism and classroom professionalism as synonyms or as part of teacher professionalism in discussing teacher professionalism. He said that he implicitly acknowledges that classroom expertise is the largest proportion of the various professional activities required by teachers.

As a result, the teacher’s behavior style for effective classes, teaching methods, teaching strategies, etc. are mainly mentioned as the contents of professionalism required for teachers. In other words, the teacher’s extensive knowledge of the curriculum and the methodologies for effective delivery are key to the formation and enhancement of teacher expertise.

As mentioned earlier, however, another meaning of expertise inherent in teacher expertise is morality. These morals include teachers themselves as executors of moral conduct and as examples, as well as professional ethics, as practitioners of educational ideals they deserve to pursue as human beings.
If a teacher does not have the right moral qualities as a teacher, no matter how knowledgeable he or she has in terms of school content and practical knowledge, the teacher is an effective teaching machine, and cannot be regarded as a professional teacher. Nevertheless, most of the discussions on teacher professionalism have few references to this moral build-up.

Perhaps it is because the nation’s teachers have a high level of morality, so they don’t have to mention it, or because they need more effective teaching machines than morality, or because they think morality has no relevance to teacher expertise or the degree of its relevance is insignificant.

The school of education is a place to acquire knowledge. The process of knowledge acquisition involves learning from simple acquisition of information to correct character and various modes of thinking. In the increasingly high-tech trend of social culture, many of our children are suffering from emotional and personality disorders compared to the past.

Apart from practice and understanding, the recent phenomenon of dehumanization seems to be a natural result, which believes that only what one knows is well-educated amid the competitive structure through evaluation. However, the school should be able to show the children the essence of knowledge and education in this social culture and structure.

The world of experience that children see through the curriculum should be reborn as a living form in a diverse and intact form by the teacher’s teaching process, thereby exerting its value when the knowledge gained is accumulated as knowledge for human beings. For this, the core of the professionalism of teachers is that desirable personality and morality are required in addition to erudition.

Teaching is predicated on the amount or depth of knowledge the teacher is trying to learn, and on the premise that in addition to this intellectual insight, he is morally superior to one of the members of society or as a human being. In other words, in teaching, a teacher must have not only the expertise in class but also the morality required by all professional professions.

In addition, the professionalism of teachers includes the ability to articulate the standards for wrong behavior of students in a state of moral and social differentiation, as well as to convey and internalize the inherent and external values of the classes themselves, and as an implementer and model of moral conduct.

The current situation in which teachers are losing their credibility as teachers and suspected professionalism is also why teachers lack this awareness of teacher expertise.

“These days, kids are so naughty. It wasn’t like that back in our day… …” I hear it often. But what we often say has many implications. Education is closely related to life itself, not to a temporary phenomenon, and to the point where life is not awkwardly defined as education.

Therefore, it is hard to ignore the fact that children themselves have not become spoiled, that children have grown spoiled in their life, that parents in families deeply involved in their lives, teachers in the system, and members of society outside the system who seem to have little to do with their children’s lives, are also responsible for their misbehavior.

Don’t you think that these accusations against children admit their mistakes and also admit to themselves that they have a problem with their role, and that their bad manners are partly to blame for not only their own fault but also for parents and teachers surrounding their children’s lives?

It is said that children learn more from the back of their teachers. By experiencing various direct and indirect experiences of life from parents or teachers in the course of life, such as the process of seeing, hearing and feeling, their personalities change and form the character that they should have as the right members of society.

Therefore, within a school, teachers should be recognized as teachers of life rather than simply teaching jobs, and teachers themselves should strive to foster higher morality so that the moral character of teachers can be spread to children. This cultivation of morality will be the first step in securing professionalism for teachers and the foundation for their own personal and intellectual growth.

As I prepared for this lecture, I learned about the deep areas of network. In fact, the term social network itself was not difficult. Because many of us are connected to each other even in our daily lives. And we’re using a program that makes this possible. For example, in Instagram, we can share our daily lives with others and get a variety of information through other people’s direct experiences. In other words, we can experience it indirectly even if we don’t do it ourselves. You can find out how much time it takes to come and go, what you can do if you go, and what things you can see and eat, even if you don’t go to a travel destination yourself. It’s become a time when photos, videos, and even real-time videos can be identified.

However, I was faced with difficulties in planning my lecture. The familiarity with social networks seemed to have been hampered. Due to the characteristics of social networks that are used a lot and are very familiar, we have continued to use them only in the areas where we use social networks. In other words, social networks are easily accessible, so it is difficult to think outside the box because they use only the easy-to-use parts.

Therefore, I first needed to learn more about the theory of social networks. It seems that knowing what a social network is will lead to how it can be applied to the educational sector. So the focus of our presentation was to explain what social media is and what social networks are. Then it refers to the pros and cons of this.

There were no major difficulties in researching the data and making the presentation. Because there was as much data as we were used to. We just had to analyze and rework the data. But there’s a problem. It would be too theoretical a lecture if we could just pass on this data. I was in agony and began to think about how I could deliver it more lively. First, I thought about my favorite Instagram. Instagram has the ability to create an account and easily access other people’s information through the host-tag(#). Photographs and videos can be added in the form of the main posts, and a brief description can be added below them. This made it difficult for social networks to exist just as an interaction. This is because the search function was good, but the rest of the search was not really a network.

So I thought about Facebook. I knew that Facebook had more functions than I thought. As well as postings and searches, it seemed much more likely to be used like pages, groups, and marketplaces. From this, I judged that it would be possible to launch a group network with Facebook. Creating a group through Facebook also enabled a number of functions within the group. If you can mark the event on a shared calendar and have the knowledge or ideas you want to share, you can post them at any time and let people in the group know. This was expected to be extremely high in education as well. Because I could make community of chemical teachers like me and share ideas about how to explain difficult chemistry to students easily, and when preparing various reactions and experiments, I thought that I could buy goods together. I could even think that if this group were to grow, we could build a community of teachers at a national level and around the world to share the know-how we have. Therefore, they decided to introduce practical ways to open the group. Adobe Connect’s Screen Sharing feature made it easier to communicate my explanation to the audience.

The topic was so full of material that anyone could know everything if they just searched on Google. Therefore, we found that the presentation of other groups and the presentation of our group were quite similar. Although all three groups started with different questions, the results were similar in content. For example, ‘social networks can effectively bring people’s thoughts together and have the advantage of being able to access them from anywhere beyond space and space.’ That was something anyone could say. And everyone was doing it in the presentation. ‘If you rely too much on the network, sometimes you may not be able to distinguish inappropriate relationships from appropriate relationships, and because it is not a direct conversation, information may be misrepresented.We were talking about the same shortcomings as ‘. So I wanted to tell you something special and the other group pre-task made it possible.

Pre-task was to make a basic introduction to my background and make a video about the networking I had or knew. There was a special culture in Korea. If there is any material you would like to share on a topic, it would have been to organize the Online Community through Online Cafe. Portal sites such as Naver(www.naver.com), have an easy way to create Online Cafe. In fact, it was an opportunity for me to introduce this briefly, knowing that active exchanges were being made through the online cafe of teachers on the portal site called Daum. I would like to express my gratitude to the member of the team who gave me a pre-task so that I could introduce a special source in Korea.

Below the article, I put my video clip of the pre-task.

2 years ago, I have been to Ireland to study English and several basic subjects. That was the international experience which I have ever got. I could not speak English well and it was sudden decision to study in Ireland, so there was not much time to prepare for studying abroad. During living in Ireland, I used the system, home-staying, so I should adapt with new family in new house. Everybody spoke in English and it was not used to me. In Korea I had never been in everyday speaking English environment.

I took a regular English course in Dublin City University to improve my English ability. The class was 4 hours every day and there were many international students who have many different nationality. In Korea, I was taught that Korea is a single ethnic nation when I was in a primary school student. And actually, there are not much different appearances. Only people look like me.

After entering the university, I found that there are many people who are from different cultures and countries. I thought what I had learnt when I was in the elementary school was inappropriate. That was why I decided to hit myself in to the international environment.

Now, this is my second time to be in the international environment. This is pretty hard work for me because I did not expect that I would teach every week in English about the education. But I believe that this situation has been teaching me to be a good teacher who can understand and respect the different culture and nationality.

Over the international situation, this experience also gives me good opportunity which is easy to handle in the intercultural environment . The meaning of intercultural is that the individual is exposed in more than two different culture. It is quite different to international. International ONLY focus on the nationality. Even though people who have same nationality, they can have cultural difference. This difference is caused from generation, their location and religion. The international is included in the intercultural. Based on my experience in international circumstances, I can learn how to deal with the intercultural life. Listen, try to understand and respect. Three is the key points and I will always keep in mind in my life.

For preparing the Law and Amendment subjects, it took rather long time to search the information and gather our contribution in the same place.

To me, the subject of Law and Amendment was a very awkward one. I have agonized many times over what to do when I don’t even know the rules of the Republic of Korea. Also, my group members thought that they could understand students much faster than I do because they have experience teaching them in the field of study and they are working now. I’ve been thinking a lot about how I can contribute to this time. I carefully read the data that other members of the group first found. But there were quite a few words that didn’t make sense. It took a long time to interpret because I had not been familiar with many words about laws and rules.

We tried to narrow down the point of the principles of good administration. At first, we should understand what the good administration is in general. There are 4 principles: legality, non-discrimination, proportionality and impartiality and independence.

Legality is very important. Everyone and every institution belong to the government and nation. Therefore, they must follow the law and amendment which the government set up. Behaving under the law can compose the normal and reasonable administration. If the administer manage the group with discrimination, many people will be annoyed and a lot of dissatisfaction must be expressed. Members in a group who are in the same situation should be treated in a similar manner. When the manager takes decision, they should have proper proportionality. It must be banned to conclude without any aim and purpose. The last thing is official shall never be affected by their background such as family, school, nationality and political pressure. They should be keep neutral position to make sure that others who have nothing in common are not harmed.

Keeping in mind of the general principles of administration, teachers should apply them to the school and education. They should maintain the class and school in democratic atmosphere so that students can participate in the class well. They must give equal opportunities for students not to feel that they are discriminated. Always, teachers should develop their ability including their backgrounds, teaching skills and relationships with the people who are related in the school like students, parents and their colleagues.

To reflect the other groups session, I found that the method using some simple quizzes before starting the class was very effective. I could focus on the lecture immediately and find what the topic is. It makes me interested in the topic, Safety Plans.

For the safety plans, teachers should consider three different parts: physical safety, psychosocial safety and social safety.

Physical safety is easy to set up the concept. It is related to the physical environment. For instance, there are the instruction to prevent the fire, how to do when you find the fire, the instruction of emergency situation such as chemical issues, person who are deadly injured, and escaping from the military attack or the earthquake.

Psychosocial and social safety is usually defined as an individual issue from the relationship between students and the environment issue which causes psychosocial safety. Bullying and intimidation often happen in the school. Against bullying, Finland has an anti-bullying program called KiVa to coordinate and organize the picketing and activity of anti-bullying. In KiVa, the bullying children are monitored for several weeks how they will change after taking such programs preventing bullying. Also teachers should keep watching students who are suspected exposed from abuse and drug. It could be extended to the big issue in law.

Laws and amendments in Finland is pretty easy to find online; http://www.finlex.fi. However some are not available in English so it could be tough job to understand deeply about the laws. I think to be a teacher in Finland, people should learn Finnish perfectly so that they can interpret the article in laws more deeply.

I want to focus on the Finnish Confidentiality Law.

The list shows the importance of confidentiality in Finland. The laws are rather strict and covered in a detail. They defined the information which is public or can be disclosed such as exam and test results, transcript of records and the information of the student being registered in the certain school or learning institution. The important issue is how long the document should be archived.

I noticed that the teacher’s work is strongly connected with the law and amendment. Teachers work for the people who are living in the countries and they have a mission to raise the great human in each part of the society. To prepare to be a teacher, always observe and research the law to protect themselves and lead the students in the ethical and correct way.

Source

Confidentiality Agreement; https://www.umsystem.edu/

While preparing this session, I supposed that the information and materials which we prepare would be similar. Because the questions for each of us are similar and some are almost same for me. I expected the class would be quite repetitive and provide us the information overlapped. But after the class I must change my opinion about my thought. Even if the contents are similar, the way how to deliver was totally different. Ours and team Bastu’s was similar but I was quite shocked to the methods from team Owl’s.

We try to divide 3 different definition; multicultural communication, multicultural learning and multicultural interaction.

First, the multicultural communication is more focused on the communication. Communication can be defined as a sharing of meaning. Human is a societal animal, so we want to share what we think, consider and behave in every circumstance. Therefore, communication is necessary to deliver individuals’ thought.

To communicate in multicultural environment, you should try to be like each of different person. That is the word ‘Respect’. People should recognize that they have been raised in different culture, geographical space and language. Not only translate the language to their language or the common language which all can understand but also pursue to be their local friend and it lets us communicate clearly and precisely. Communication is the highest level of factor in the social reaction and the only way to deeply understand each other. For these reasons, every time talking with other people, you should mind your manners to be moral to each other.

Second, the multicultural learning is the theory and the knowledge which can be used in the multicultural environment. There are 3 parts of theories; Conservative multiculturalism, Liberal multiculturalism, and Critical multiculturalism. Conservative multiculturalism is the traditional perspective in education. Liberal multiculturalism accepts all different ethnic and racial groups to collaborate and cooperate when they are heading to the issue. It considers without any discrimination and prejudice and supports the cultural sensitivity. Critical multicultural education makes people be willing to express own perspectives and establish the social justice and equality to understand and adjust in the radical shift of the world.

To learn in multicultural environment, first, teacher should accept difference which exist among the different cultures. Also designate the validity to the speech, attitude and styles of thought which are made by various social and cultural status. Second, teachers should consider each ability for every person. Carrying out and blooming their competences, teachers can make students work in collaboration and cooperation. The last one is the awareness for sociocultural identity. Teachers must be aware of the race, nationality, social status, gender-identity and language of students from a variety of culture. They should investigate students deeply and deal with the conflict between the difference of cultures.

Third, the multicultural interaction is defined as the theoretical perspective derived from social processes. The main goal for interaction is communication so that interaction can be considered as the means of communication. This social interaction is a face-to-face and online process consisting of actions, reactions and mutual adaptation between the components of society.

In the multicultural environment, interaction should concentrate the mannerism. The attitude which respect the other culture is the most significant factors during the process of interaction. Basically, it includes verbal and body languages. The way we interact is the language. Usually, we use English when we meet foreigner nowadays. However, we have to focus on the fact that English is lingua franca. Sometimes, it is hard to catch what the other person exactly said. Teachers should be careful every moment to appreciate the others sentence and try to facilitate students to ask again when they do not know what they said.

During the other team’s lecture, I played as a prosecutor to criticize the theme, ‘Vocational Education should be internationalized.’. I tried to find what the negative aspect is of the process of ‘Vocational Education’. I have been studying in ‘Professional Education’ in English at the moment. Therefore, it is rather difficult task for me to criticize the process. Because ‘Vocational Education’ is processed in English so that I can participate in this course as an exchange student. It is amazingly great opportunity for people who want to learn Finnish Education System and experience how teachers are raised in Finland like me. Basically, I agree with the theme, so I have tried to think reversely about the system. And I have tried to fine the purpose about ‘Professional Education’ in Korea. In Korea, there is no chance for foreigners who want to learn Korean Education System due to not being any English System. Finally, I have figured out the reason why Korean Education system does not have any English course is that it is focused on raising teacher only for Korea. Because of unnecessity, Korean government have not made program in English. It is inefficient and must put too much effort to develop English course. According to the logic of Capitalism, Korea does not have any international program yet. I thought it is reasonable when I pick the viewpoint of efficiency and reasonability.

I learnt that it is very hard work to oppose the agenda that I frankly agree. But it was a great opportunity to understand the argument from the opposite sides. It made me enhance the logical thinking process and let me know how to object to the others insistence in the discussion spontaneously.

Before going through to the session, we have to define what assessment and feedback is. Assessment is a main point during learning process. Learning process comprises such like planning, teaching, socializing, assessing and feedback. After each process assessment must be followed. Because each assessment makes students motivate and facilitate to learn and it accounts for a crucial part of approaching high-quality learning. Also assessment is a simultaneous process to read the level how much each student achieve the competence. Therefore, the student can judge themselves reflecting on the criteria of assessment and set the goal to improve their academic performances.

What are the most common assessment methods, how do they work and differ from other?

Choosing proper assessment methods is very significant in the learning process. Different methods cause different approach for student in selecting the studying module. Adopting assessment methods, teachers should be very careful and let students recognize the criteria of assessment. There are several sorts of methods below.

1. Writing assignment, term-paper
   • To evaluate the competence of the lecture, writing assignment is efficient way and comfortable for both students and teacher.
   • Determine assessing criteria to ensure the level of competence and feedback them precisely.
   • Analyze students’ reflection during the class and their interpretation of the subject
   • The form of the assessment can be reports, essays and synopses.
2. Project work
   • Teacher can choose the way to mange the project work, individual or group work.
   • Individual working makes student be independent and raise their thinking ability more profoundly themselves.
   • Group work improve students’ responsibilities during working together and split the part and assume theirs from the entire task.
3. Demonstration event
   • Presenting students’ work in front of the audience demonstrate their performance of the task.
   • Speak in the public is difficult without understanding the material completely therefore, it proves the competence of students if they achieve the task well.
   • Both teachers and peers are able to evaluate students during the demonstration event.
4. Portfolio
   • It focus on the content for individuals’ work.
   • Knowledge and competence will be melt in the collection of the portfolio.
   • Written and verbal test is used to assess it.
5. Learning diary
   • Summary of the learning activities is included in the column in the learning diary. All things such as reflection, subjects topics and events are described.
   • Assessment should focus on the quality of analysis of students’ enhancement .
6. Discussion
   • Preparing the discussion, students will consider the material deeply and prepare how to express their opinion to other.
   • Learning how to persuade others during the discussion and how to respect the opposite opinion to them.
   • The competence of studying is revealed through students’ argument, listening attitude and the depth of their knowledge.
7. Examination: One of the traditional assessment methods
   • Pretest – Before the course, to evaluate the current level of knowledge
   • Iterative examination – Purpose on giving students feedback directly based on their performance at the moment
   • Traditional examination – Held in limited time and closed space. Apparent answer and grade can assess student objectively.

4 differences between assessment methods

1. Individual vs Group
   • Portfolio and Learning are categorized in individual assessment.
   • Demonstrating event and discussion are group work.
2. Who assess, Teacher vs Peer vs Self
   • Demonstration event can be assessed by three of each, teacher, peer and self.
   • Portfolio and learning diary are evaluated by students themselves.
   • Examination and writing assignment can be judged by teachers.
3. Written vs Verbal
   • During discussion, teachers assess students in verbal performances
   • Reports and portfolio belong to written assessment criteria.
4. Diagnostic vs Formative vs Summative
   • Diagnostic test means the test before starting the curriculum in the class. It is purpose on evaluating level of students’ knowledge without any classes which are organized by the school.
   • Formative assessment includes assignment, discussion and quiz which could check students’ abilities during the course. Students are able to reflect them simultaneously continuing the studying.
   • Summative assessment is usually done last part in the entire semester. It checks the outcome of the learning process.

What is the difference of assessing competence and assessing the learning process?

There are two different point to assess students; competence and the learning process. There are the definition and the way how to assess differently below.

First, the purpose of assessing competence is that students acquire the skills which is required based on the curriculum. Students are evaluated if they satisfy the conditions which are given by school or education department in the government. Usually, the assessment is processed during the course and in the final. Teachers and also students can assess their competence each other considering their contribution and results of the work. From the teachers’ assessment, students will be evaluated about their accomplishment and competence, demonstrating in the job-training (Internship), their reports, presentations and reflections. From the peers’ assessment, teachers are able to recognize how each one contributed during processing their group work and participated together as well. To assess, teachers can use the oral test and written feedback like survey. Grading is the well-known to evaluate the competence of students about the requirement.

Second, assessing learning process focus on enhancing the quality of the student’s performance. It supports and guide the students’ vocational skills for their outcomes at the end of the course. The main point of view is how to manage the goal in the process. Therefore, evaluation processes before the course, during the course and after the course. It is not only staying in the course but also following the whole life of individuals’ learning progress. Everyone is able to feedback each other if the feedback aims their development of the learning process. The criteria are based on the school and national qualification requirement as same as assessing competence. To evaluate assessing learning process, teachers usually use the exam and self-reflection to demonstrate the competence of their academic and vocational performances. Moreover, teacher should not to miss the process during the work so it can be feedback simultaneously.

What are the goals and intended outcomes of assessment and feedback in vocational education?

Before going through the goals and intended outcomes, we need to define what the assessment and feedback is and know about the difference between them.

Assessment is all about informing learners of their progress to empower them to take the necessary action to improve their performance. Feedback is providing information to an individual which focuses on their performance and behavior.

Assessment should be focus on the result of the learners. It causes students’ performance to be upgraded and helps students to approach their learning profoundly to reflect themselves. Therefore the assessment should be future-intended to leap their abilities to the upper level and affect directly on the learning process.

Assessment has two effects to the learners.

First, it motivates and facilitate students in the class and after the course. It activates students to take part in the class directly and promote them to achieve the goals and purposes of the course. Seconds, it lets students realize their shortcoming of their learning. It is very powerful effect so that students can change and supplement their weak point during their participation. They are able to comprehend how to develop their role and action in the classrooms. Correcting the error in the learning process guides students to challenge their work as hard as they can.

Many people think that feedback is lighter and assessment. However, feedback accounts for very important position during the learning process like assessment.

Feedback is not a grade and evaluation on the report card. It focuses on the students’ behavior. Thus, feedback is more descriptive than assessment. Also it should be specific, not general to modify the students’ work during the class. It makes students’ behavior change spontaneously and affect directly when students receive the feedback from the other. It should always be timely, so learners can correct their action and thought to apply it in the class.

Feedback is not one-time reaction to the receiver. It should be checked constantly to provide efficient methods to reach their goal. Anyone can feedback; teachers, experts and peers as well. To make a positive result, the most significant thing is not being offensive.

Sources

https://drive.google.com/drive/folders/1F1ckxaNAMs2yDzLqV3GuSAAsYC3kUUOx

https://drive.google.com/drive/folders/1F1ckxaNAMs2yDzLqV3GuSAAsYC3kUUOx

Biggs, J. (1999) Teaching for Quality Learning at University (pp. 165-203). Buckingham, UK: SRHE and Open University Press. Scouller, K.M. (1996) Influence of assessment method on students’ learning approaches, perceptions and preferences: the assignment essay versus the short answer examination. Research and Development in Higher Education, 19, 776-781. Scouller, K.M. (1998) The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 453-472. Tang, K.C.C. (1991). Effects of different assessment procedures on tertiary students’ approaches to learning. Unpublished dissertation, University of Hong Kong. http://www.pulib.ck/web/kniznica/elpub/dokument/Strakova2/subor/Strakova2.pdf Handbook for teachers – course structures, teaching methods and assessement (Olli Hyppönen , Satu Linden, Helsinki university of technology)

My ideal learning environment is based on Vygotsky’s pedagogical theory, Social Constructivism.

The target group of my space is primary to high school students to let them be friendly each other and develop their logical thinking abilities during discussion, speech and individual works.

The main components of the space is ‘Assistants’. Teachers, experts and also students are able to be the ‘Assistant’ to provide the knowledge and information of the subject in the class. This lead students to the Zone of Proximal Development.

To enhance individuals’ abilities, teachers make students discuss, do the group work, argue so that they can share their ideas each other and consider profoundly and in a detail.

You can see my screen cast in the link below.