A student must complete all quizzes, postings, and midterms to receive the boost to his/her course grade with improvement on the final.

A well-constructed marking scheme helps to...Question 2Answera.Simplify questionsb.Inflate gradesc.Standardize gradingd.Confuse students

The form of assessment that evaluates the students’ progress throughout a course can BEST be referred to as Question 1Answera.formative.b.continuous.c.diagnostic.  d.summative.

This counts for 50 percent of the total assessment marks for this module.You are required to submit an individual coursework critical report.Scenario and the task:In 1500 words, you need to complete the following:Imagine yourself as an internal stakeholder of a school (primary or a secondary school teacher) .You arerequired to introduce productive learning methods using core principals ofTheories of Learning.Critically evaluate the uses of each theory, the challenges you may have to face when applying these ina classroom setting and how to overcome these issues. Include the following as a proposal.1. Provide an introduction to learning theories.2. Critically discuss theories that guide teachers for better performances.3. Understand the different types of learning styles in students and teaching methods.The essay requires that you have a'good understanding' of the each of the following areas as taught inthe module:1. A thorough understanding of Educational Psychology.2. A thorough understanding of application using learning theories.3. Have a good knowledge of application of Educational Psychology.Use APA 7th edition style of referencing and in-text citations. You will need citations within the essayas well as a reference list at the end with the correct formatting.General formatting guidance• Use the 3rd person only (i.e., avoid using “I”, “we”, “us”)• 12-point font• Times New Roman/Arial• 1.5/double line spacing• APA 7 format for references and citations3• Reference list should be provided• No headings/subheadings• No bullet pointsWord count (or equivalent): 1500 words (+/-10%)This a reflection of the effort required for the assessment. Reference lists and contents of appendicesare excluded from the word count.Academic or technical terms explained:Critical analysis: The term critical analysis refers to the detailed examination and evaluation of otherpeople’s ideas, theories, and studies. The aim is to highlight both positive and negative facets of thework, using a critical thinking approach. It requires actively conceptualising, applying, analysing,synthesising, and evaluating information to arrive at a reasoned conclusion.Submission DetailsStudent Number: Please fill Date submitted: Please fillStudent Name: Please fillSubmissionDeadline:EstimatedFeedbackReturn DateSubmissionTime:Moodle/Turnitin/ICBT SIS:Any assessments submitted after the deadline will not be marked and will berecorded as a non-attempt unless you have had an extension request agreedor have approved mitigating circumstances.File Format: The assessment must be submitted as a word document and submitthrough the Turnitin submission point in Moodle as well as ICBT SIS portal.Your assessment should be titled with your:• ICBT student number, module code and assessment code4Assessment CriteriaLearning outcomes assessed1. Develop understanding of key issues related to practicing psychology in education.2. Practice critical thinking of psychological theories, evidence, and practice in the field ofeducation.3. Develop some knowledge of educational psychology work.Marking/Assessment CriteriaL5 MARKING CRITERIA95%Further to the description listed in the 75% and 85% criteria:A substantial level of engagement with relevant literature is demonstrated; important insights areoffered that are informed by critical evaluation of current research. Work extends beyond the standardor work expected at L5 and has features consistent with L6

A marking scheme should be shared with students...Question 5Answera.Neverb.After the examc.Only if they request itd.At the beginning of the course

Of the 104 students in the class, 99 completed the first survey (administered at the time of the midterm examination), and 89 completed the second survey (administered at the time of the final examination). All completed surveys were used to classify students by the number of puzzle activities used for the purposes of comparative statistics and evaluations of correlations. For responses regarding the utility of puzzles and student enjoyment of the activities, only surveys from those students who used at least one of the activities were evaluated (n = 59 on the midterm survey, n = 50 on the final survey).When evaluating individual quiz scores, there were no significant differences in scores between those students who had used the respective puzzle activities prior to taking the quizzes and those who had not used the puzzles as a part of their studies (all p > .05).A small but statistically significant correlation was found between number of puzzle topics used and students’ midterm exam scores (R = .23, R2 = .051, p = .025), final exam scores (R = .22, R2 = .048, p = .038), and overall course scores (R = .23, R2 = .053, p = .030). Students who used 2 to 4 puzzle topics prior to taking the midterm examination performed better on the midterm exam than those who used one or no puzzle topics (52.8 vs. 49.9 points out of 60, p = .013). A specific cutoff value producing improved scores was not identified when evaluating students’ final examination scores. However, students who used two or more puzzle topics over the semester had higher overall course scores than those who used one or no puzzle topics (208.7 vs. 201.3 points out of 240 possible, p = .021).The overall use of activity topics by students decreased over the course of the semester. The first topic (i.e., the puzzles related to the material covered by the first quiz) was the most used topic, with 74% of survey respondents reporting that they used that topic. Use of topics dropped over the semester to a low of 27% utilization of the sixth topic before rebounding to 32% for the seventh topic and 37% for the final topic (Figure 4).Figure 4: Proportion of veterinary students reporting use of each topic (or chapter) in The Isle of ImaginingCh = chapter, F = finalOn the midterm survey, among respondents who used at least one of the puzzle activities, the majority of students (52.5%) found the activities to be somewhat useful (score of 4 out of 5), and 74.6% found the activities to be either somewhat useful or very useful (a score of 4 or 5, n = 44/59). Similar proportions were found on the final survey, where 82% of respondents (n = 41/50) found the activities to be somewhat useful or very useful.On the midterm survey, among respondents who used at least one of the puzzle activities, 80% of students either moderately enjoyed The Isle of Imagining (score of 5 out of 6, n = 20/60) or enjoyed The Isle of Imagining a lot (score of 6, n = 28/60). On the final survey, 98% of respondents (n = 46/47) reported at least a degree of enjoyment of the puzzles (scores 4–6), with 47% reporting that they enjoyed the puzzles a lot (score of 6, n = 22/47). When asked about the narrative components, proportions of enjoyment were similar, with 98% (n = 53/54) reporting at least some enjoyment, and 52% of respondents stating that they enjoyed the narrative a lot (score of 6, n = 28/54).In the free-response sections of the surveys, numerous students described the puzzles as being useful to their studies. Many of the positive comments centered around the general concepts of using the puzzles to organize students’ notes and thoughts as well as providing a novel means of studying. Many students also appreciated the different perspective provided by the puzzle activities as compared with conventional case-based studying. There was not a clear-cut favorite type of puzzle, although the Venn diagrams were the most commonly mentioned puzzles that students enjoyed and found useful. In terms of the narrative, there were generally two camps of students—one group of students read most, or all, of the narrative sections and found them to be enjoyable and funny; the other group did not read the narrative sections, as these students felt that time expenditure was not worth it, so these students focused solely on the puzzles themselves.