The Teaching Learning And Assessment Approaches Education Essay

This essay will critically discourse the context for a Marketing Planning and Control faculty which is portion of the UWS undergraduate grade programme: BSC International Marketing. Discussion will include the instruction, larning and assessment attacks used – including the influence of internal and external policies and patterns ( such as SEQLTA and the UWS Assessment Policy ) . Consideration will be given to the content, construction and linguistic communication of the appraisal stuffs used and how these associate to the abilities of the pupils on this programme. The extent to which the appraisal stuffs used within the above faculty meet acceptable criterions of cogency, dependability, practicableness and equity will besides be discussed. Finally, treatment of the extent to which issues of entree and inclusion have been acknowledged and dealt with will be included.

The Context:

Marketing plays a critical function in the modern concern universe, and is an of import component on which the success or failure of a company depends. The International Marketing grade offered by the University of the West of Scotland is an of all time germinating topic that equips the scholar with all the necessary cognition and accomplishments required to work in this modern universe in a assortment of administrations.

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It exposes the scholar to international environments in which the accomplishments obtained are tested at assorted degrees. The accomplishments acquired are relevant and movable to a broad scope of administrations. In twelvemonth two of the international Marketing Degree the undermentioned faculties are offered:

Business & A ; Marketing Research

Business Decision Making

Consumer Law

Marketing Planning and Control

Personal & A ; Interpersonal Skills

Marketing Planning and Control ( MP & A ; C ) is a SCQF Level 8 /Year II faculty delivered in Paisley and Dumfries campus in the 2nd trimester. The International Marketing grade provides the pupils with an apprehension of how selling works in an international environment and how the specializer topics in marketing interact with one another on a larger scale i.e. in a bigger administration.

Marketing Planning and Control aims to develop pupils ‘ apprehension of marketing planning and control in an administration. It starts with an overview of the importance of marketing planning and farther analyzes marketing constructs and theories in a critical mode. It focuses on the ability to measure and command operational selling determinations. Practical application of selling constructs is facilitated by the usage of instance surveies. This faculty besides enhances the pupil ‘s capablenesss and duties in bring forthing a selling program for a declared concern.

This faculty has the following acquisition results:

L1. Measure the impact that mission statements and aims have on developing and implementing selling programs

L2 Identify the constituents of a selling program andA possible barriers to marketing execution.

L3A Develop a good apprehension of client value and how selling schemes contribute to profitableness and growing

The Teaching Learning and Assessment attacks for this faculty are as follows:

Teaching and Learning Approaches

Marketing Planning and Control module uses formal talks and synergistic instruction methods to accomplish the expected acquisition results. These are used to assist develop the practical accomplishments that are required by the people working in a selling section. This faculty is designed to assist the pupils to develop and bring forth selling programs and to be able to do independent judgement and selling determinations.

Delivery of this faculty besides uses activities such as tutorials, job – based acquisition ( Case Studies ) every bit good as undertaking work ( group ) . Students are encouraged to work in groups of 3- 5 ( Maximum ) . Students, while working in groups are expected to make a group presentation, and besides submit a written study as portion of the summational appraisal.

Appraisal: The appraisal consists of:

1. Formal Exam ( S )

2. Written Case Study Report ( S )

3. Class presentation 1 ( F/S )

4. Class Presentation 2 ( F/S )

These are discussed in item below.

The overall group appraisal histories for 50 % ( that is 20 % for the group presentation and 30 % for group written study ) . The pupils can subject one written study, or single group members may take to subject single or joint written studies. Written feedback is provided to the pupils for both group presentation and written study.

There is besides a two-hour category trial: that accounts for the other 50 % of the faculty uninterrupted appraisal.

Like any other faculty offered at University of the West of Scotland, Marketing Planning & A ; Control faculty is influenced by internal and external bureaus. The Internal bureaus such as the UWS Assessment Policy ( 2008 ) , The University of the West of Scotland ‘Strategy for the Enhancement of the Quality of Learning, Teaching and Assessment ( SEQLTA ) 2007-2011, which has the undermentioned cardinal rules:

flexibleness to provide for the varied demands of all scholars

a scope of different bringing paths taking to HE makings ;

a scope of teaching methods suited to the demands of a diverse pupil organic structure ;

proviso to run into the support demands of the diverse community of scholars ;

equality of pupil experience in a multi-campus university

On the other manus, The Strategy for the Enhancement of Learning, Teaching and Assessment scheme is designed to advance an environment in which: acquisition and instruction are cardinal precedences ; back uping pupil success is a cardinal concern for all staff in all facets of course of study and service design and bringing ; all pupils feel supported and motivated to accomplish their acquisition ends.

In add-on, the University ‘s Strategy for the Enhancement of the Quality of Learning, Teaching & A ; Assessment ( SEQLTA ) 2007-11 and its associated execution program has a scope of aims across subjects that include back uping staff, approaches to larn and learning, appraisal, flexible bringing, employability, PDP, Enhancement, using engineering, multi-campus proviso, the physical acquisition environment and ICT.

The University of West of Scotland ‘s Appraisal Policy ( 2008 ) has chief rules of appraisal pattern are, it should be built-in to the pupil larning experience, valid, dependable, consistent, inclusive equitable, explicit, transparent, conducted with asperity, probity and equity.

Critical analysis of Teaching and Learning

Teaching techniques besides impact on whether acquisition is ‘deep ‘ or ‘surface ‘ , those that promote deep acquisition being where the acquisition is disputing, interesting and stimulating- offering chances for pupils to exert pick and control ( Slack, Beer, Armitt and Green, 2003 ) .

The instruction and acquisition attacks used in this module consist of Lectures, two hours per hebdomad followed by 5 one hr tutorials get downing at hebdomad 6 in which instance surveies are used for better and in-depth apprehension of the subjects, . During a lecturing session I would get down the talk by adverting to the category which larning outcome we are aiming, so for illustration, “ L2 Identify the constituents of a selling program andA possible barriers to marketing execution ” proceed from at that place on.

Lectors:

This sort of instruction technique is an effectual manner to present new information on a subject /concept to a group of scholars. It is chiefly used to construct up scholar ‘s bing base of cognition, acquire them involved in treatment and do it more interesting.

Advantages:

It allows the presentation of facts, information and constructs in a comparatively short span of clip.

Multiple resource individuals, knowing and with different points of position can interact with the scholars. Can be used with illiterate scholars

A diverse scope of supportive stuffs can be used to back up the

content countries, e.g. slides, charts, postings, etc. doing it interesting for pupils.

There is no bound on the figure of pupils that can be accommodated.

Disadvantages

The universe position of the talker dominates and the flow is controlled by the talker.

It does non advance interaction in most instances unless the category is really involved

Participants can acquire carried off by the personal appeal and personality of the talker alternatively of concentrating on an analysing what he/she is stating

Case survey:

For Developing accomplishments and cognition of pupils, an advanced manner to present a construct for them is by the usage of a instance survey They have now become rather popular and particularly in the field of selling, the pupils get inside cognition while working on case-studies. It is an active acquisition scheme that can be implemented by any university with minimal resources. It besides enable the pupil to understand how assorted managers/owners/supervisors have tackled a state of affairs that existed in their company and how they resolved it.

“ It is now documented that pupils can larn more efficaciously when actively involved in the acquisition procedure ( Bonwell and Eison, 1991 ; Sivan et Al, 2001 ) . There are a figure of definitions for the term instance survey. For illustration, Fry et Al ( 1999 ) describe instance surveies as complex illustrations which give an penetration into the context of a job every bit good as exemplifying the chief point. The instance surveies are pupil centered, and the lector would utilize them to show a construct, there is no difficult and fast regulation or declaration for a instance survey, there is merely an optimum declaration. Sometimes these instance surveies can merely be a page or short to longer, more in deepness for a group based work. The instance survey attack is one manner in which such active acquisition schemes can be implemented in our establishments

Educational research has shown instance surveies to be utile pedagogical tools. Grant ( 1997 ) outlines the benefits of utilizing instance surveies as an synergistic acquisition scheme, switching the accent from teacher-centered to more student-centered activities. Raju and Sanker ( 1999 ) show the importance of utilizing instance surveies in technology instruction to expose pupils to real-world issues with which they may be faced. Case surveies have besides been linked with increased pupil motive and involvement in a topic ( Mustoe and Croft, 1999 ) .

The grounds for the usage of instance surveies

It bridges the spread between theory and pattern and it is an active occurrence instance.

It besides encourages active acquisition in which the pupils have complete cognition of the instance.

Key accomplishments such as squad working, job resolution, dialogue, communicating, presentation accomplishments can be developed.

Student engagement is more because of their desire to larn.

Some of the disadvantages of instance surveies are:

There is no such thing as a right or incorrect reply, there is an optimal declaration. So when there is an assessment standard with right or incorrect reply for a instance survey can non be justified.

Some of the instance surveies can be rather simple or deep that the pupil can lose path of what he is to accomplish by analyzing the instance survey.

All the information will non ne available in the instance survey, so a pupil has to look for more information, which can be clip devouring.

Case surveies must be clearly be defined, prepared good in progress and all the instructions are to be clearly written and all this information has to be uploaded on the Blackboard at the start of the semester. Appendix 1 )

Assessment Methods:

Assessment is an of import factor in higher instruction with research informing that it shapes the experience of the pupils and influences their behaviors more than the learning they receive ( Bloxham, 2007 ) . The University makes it clear that when measuring a varied scope of appraisal techniques appropriate to the intended acquisition results at each phase of a pupil ‘s programme of survey should be used including proviso of both formative and summational appraisals ( SEQLTA, 2007 ) .

The methods of appraisal in usage for this faculty are summational and formative. Summational appraisal is concerned with appraisal of acquisition ( Harlen, 2005 ) functioning a assortment of intents including passing or neglecting a pupil scaling or ranking a pupil leting advancement to further survey, guaranting suitableness of work and signalling employability and choice for employment. Summational appraisal for this faculty is:

Written Assignment ( 30 % ) : This is an individual/group coursework assignment based on a long instance survey to be submitted in hebdomad 11.

Group Presentation ( 20 % ) : Two presentations to do by the group in the tutorials after hebdomad 4, instance surveies for this subdivision besides provided on chalkboard.

Formal Exam ( 50 % ) Two hr test will take topographic point in Week 14/15 of the semester.

Formative appraisal is intended to bring forth feedback on public presentation, and to better and speed up acquisition ( Sadler, 1998 ) . This signifier of appraisal is used to actuate pupils, aid to work in a squad, develop self-awareness, communication/presentation accomplishments. In this faculty the formative appraisal includes, the usage of ‘one infinitesimal paper ‘ , concern quiz, etc. Verbal feedback is provided for the formative appraisal and written feedback for the summational 1.

Consideration of the extent to which assessment stuffs meet acceptable criterions of cogency, dependability, practicableness and equity:

Is the method comparatively efficient in footings of pupil clip and staff clip?

As per the University appraisal Policy ( 2008 ) for faculties of 20 recognition points, the guidelines are: between one scrutiny of two hours and an assignment or assignments of 1,000 words ( or 3,000 words and no scrutiny ) And one scrutiny of two hours and an assignment or assignments of 2,500 words ( or 4,500 words and no scrutiny ) .Personally I think this is efficient use of clip for both the pupil and staff. For this faculty the Dumfries cohort had merely 14 pupils, and I feel the appraisal methods are rather efficient, but once more if the Numberss were much higher the assessment methods would hold been different.

Alternate Assessment Strategy: One alternate appraisal scheme I think could be an debut of a ‘Marketing Game ‘ this is a ‘Living ‘ instance, where the pupils learn about a state of affairs, measure chances, develop a scheme and do selling program determinations. I feel the advanced nature of this game, complements the pupils knowledge in determination devising, which is besides supported through the talks. The pupils spend a batch of clip making research, swot analysis, measuring their schemes and doing enlightening determinations. The game gives the participants the chance to analyse markets and mark market needs. The intent of the game is to fit the pupils with the information necessary to do determinations in a figure of scheme determination countries including developing an integrated selling program to run into your mark market ‘s demands and gain a net income for the house. So from the result of this game, I would cognize which pupil was able to analyze the market and do net incomes compared to the others. My suggestion is to replace one group presentation with this selling game.

The lone disadvantage would be to buy the license for the package, it has to be installed at all campuses in the IT lab and it has to be updated on a regular basis, which is an excess fiscal committedness to the section ‘s budget.

Will this alternate appraisal scheme fit the results and accomplishments?

Yes, decidedly, the pupil who can understand the Marketing game and play it truly will be able to understand how the existent selling universe works ; He can do informed determination backed by thorough apprehension on markets and non in uncertainness. Reflection upon the determinations facilitates chance for self-assessment, a cardinal rule in good appraisal design ( Nicol and Macfarlane- Dick, 2006 ) and helps scholars understand theory much better and associate it to what they already know-a cardinal characteristic of deep acquisition ( The Higher Education Academy, 2005 ) .

Are the taging strategies or standards appropriate?

The summational and formative appraisals are marked by the lector. Sometime to keep the namelessness a sample of the test books are marked by the faculty coordinator. At this junction I would wish to discourse the issues of cogency, dependability practicality and equity. As per the University Assessment Policy ( 2008 ) , assessment must be valid, dependable and crystalline, Inclusive.

Dependability:

It means any two assessors/markers ( individual taging the books ) would delegate the same grade/marks to a same piece of work. this is normally ensured by utilizing the appraisal criteria/marking strategy. Marketing planning and Control is a faculty delivered on three campuses by three different lectors, so to keep dependability in appraisal, the faculty co-ordinator nearer the clip of appraisal would supply us outline of the solution to a instance survey ( appendix 1 ) or theoretical account replies for taging the exam book ( appendix 2 ) . This manner who of all time in taging will be able to look at this outline and tag the assignments or exam books. The university guides that anon. marker should be used except where the nature of the appraisal itself renders namelessness impossible to accomplish, e.g. practical observations.

Cogency: Cogency refers to the truth of an appraisal — whether or non it measures what it is supposed to mensurate. This is rather hard when mensurating higher order accomplishments such as critical thought, formulating, work outing jobs, but lower order accomplishments such as referencing, grammar and spelling can be measured. In taging a per centum of it is allocated to the lower order accomplishments and it is mentioned in the theoretical account answer/synopsis of the long instance survey.

Transparency:

A principal closely aligned with pupil ‘s perceptual experience of the equity of the appraisal, besides an easy to guarantee that it is practiced. The module co-ordinator makes certain that he the appraisal standards and taging strategies are posted on the Blackboard ( effect ) and can be accessed by the pupil.

And the consequences for both formative and summational are published within a good clip or within the clip frame specified by the University. Any complains /mitigations /appeals procedure are available to all to be accessed.

Inclusivity:

Making sensible accommodations in measuring pupils with particular needs/disabilities. The Particular Educational Needs and Disability Act ( SENDA ) states that disable pupils are to be disadvantaged in comparing to the others. These accommodations can in the signifier of supplying them excess clip at the clip of test to assist them finish it, pupils with dyslexia should non be penalised for grammatical and spelling mistakes. Hard of hearing pupils should non penalised in unwritten appraisals. And visually impaired pupil to be assessed orally.

Constructive and Timely Feedback:

Feedback is a valuable scheme which closes the spread between current and coveted public presentation and promotes deep acquisition ( Nicol and Macfarlance-Dick, 2006 ) . Learning through feedback is proposed by Race ( 2005 ) as one of the five factors underpinning successful acquisition, the remainder are desiring to larn, necessitating to larn, larning by making and doing sense of things. Seasonably, appropriate and constricting feedback on any sort of appraisal enables the pupil to larn through the assessment procedure. ( UWS, 2007 ) . If given suitably, feedback can hike assurance, self esteem, and motive.However if pupils have low esteem this can adversely impact how feedback is received, with the pupil being more likely to take remarks as an indictment of themselves ( Young, 2000 ) and as a effect avoid feedback state of affairss as get bying mechanism ( Cahill, 1996 ) .

The perceptual experience the pupil has on the assessors giving feedback is besides of import as old research affecting service users measuring and giving feedback high spots that where pupils got good feedback they accepted it and when it is non positive the pupils dismissed it as inaccurate or skewed by the assessors mental unwellness ( Stickly, Stacey, Pollock, Smith, Betinis and Fairbank, 2009 )

Decision:

There are many factors which impact on faculties and the instruction methods and appraisal schemes within them. Some of these factors are regulative in nature like policies, processs and commissions which are made up of both external and internal members. These provide both lectors and pupils with clear counsel and communicating to inform determination doing procedure concerned with learning acquisition and appraisal.

Other factors are more diverse and unstable and include the abilities of the pupil, the ability of the lector and the accomplishments each party has in pass oning their demands in relation to the acquisition experience. Assessment inevitable shapes the acquisition that takes topographic point, that is, what pupils learn and how they learn it should closely reflect the intents and purposes of the survey ( UWS 2007 ) .

Mentions:

Bloxham, S ( 2007 ) The busy instructor pedagogue ‘s usher to appraisal. University of Cumbria. Internet available Uniform resource locator: hypertext transfer protocol: //escaalte.ac.uk/4148. Accessed 24/14/11

Bonwell C C and Eison J A ( 1991 ) Active Learning: Making Exhilaration in the Classroom, ASHE-ERIC Higher Education Report No. 1. The George Washington University, School of Education and Human Development, Washington, DC.

Cahill. H ( 1996 ) A qualitative analysis of pupils nurses ‘ experiences of mentorship. Journal of Nursing 24: 791-9.

Drummond and Ensor, “ Strategic Selling ” , Planning and Control, Butterworth-Heinemann 2001.

Fry H, Ketteridge S and Marshall S ( 1999 ) A Handbook for Teaching and Learning in Higher Education, Kogan Page, Glasgow, pp408

Grant R ( 1997 ) A Claim for the Case Method in the Teaching of Geography Journal of Geography in Higher Education Vol. 21 No 2 pp171-185

Harlen, W. ( 2005 ) Teacher ‘s summational patterns and appraisal for learning-tensions and synergisms. The Curriculum diary, Volume 16, Number 2, June 2005, pp.207-223 ( 17 )

Higher Education Academy ( 2005 ) Writing Learning Outcomes Advice. University of Hull.

Jobber and Lancaster, 2003, “ Selling and Gross saless Management ” , Internet and IT application in selling and gross revenues direction, Chap 9, Pearson Education, 6th edition

Kotler et Al, 1999, “ Principles of Marketing ” , Market Information and Market research, Chapter, 8, Prentice Hall Europe

Mintzberg H, Ahlstrand B and Lampel J, ‘Strategy Bites Back ‘ , Pearson 2004

Mustoe L R and Croft A C ( 1999 ) Motivating Engineering Students by Using Modern Case Studies, European Journal of Engineering Education. Vol. 15 No 6 pp469-476

Nicol, D.J. and Macfarlane-Dick, D. ( 2006 ) formative appraisal and ego regulated acquisition: A theoretical account and seven rules of good feedback pattern. Surveies in Higher Education 31 ( 2 ) 1998-218

Piercy, N. , ‘Market-led Strategic Change ‘ , Harper Collins

Race, P. ( 2007 ) Making larning go on, A usher for station -compulsary instruction. Sage. London.

Raju P K and Sanker C S ( 1999 ) Teaching Real-World Issues through Case Studies, Journal of Engineering Education. Vol. 88 No 4 pp501-508

Sadler, D.R ( 1998 ) Formative appraisal: revisiting the district. Appraisal in Education, 5 ( 1 ) ,77-84.

Sivan A, Wong Leung R, Woon C and Kember D ( 2000 ) An Execution of Active Learning and its Consequence on the Quality of Student Learning Innovations in Education and Training International. Vol. 37 No 4 pp381-389

Slack, F. , Beer, M. , Armitt, g. , and Green, s. ( 2003 ) Assessment and Learning Outcomes: The Evaluation of deep acquisition in an online class. Journal of Information engineering Education Volume 2

Stickley, T. , Stacey, G. , Pollock, K. , Smith A, . Betinis, J. , and Fairbank, S. ( 2009 ) The pattern appraisal of pupil nurses by people who use mental wellness services. Nurse Education Today 10.1016

LTSN Generic Centre – Appraisal Series 2001. Booklet 7, A briefing on cardinal constructs by Peter Knight ; Booklet 9, A briefing on ego, equal and group appraisal by Phil Race and Booklet 12, A briefing on appraisal of big groups by Chris Rust.

University of the West of Scotland Enhancement Strategy [ online ] Available hypertext transfer protocol: //www.uws.ac.uk/schoolsdepts/QEU/documents/EnhancementStrategy-Sept07.pdf [ Accessed 08 January 2011 ]

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Wood M, ‘Marketing Planing rules into Practice ‘ FT, Prentice Hall 2004.

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