Liberal Studies at S5 Level - Assignment Example

Full ID N.O Liberal studies (Vol. I) Introduction With respect to the assessment of learners and teaching general education in an equitable and democratic society, liberal studies has become the most debatable issue for academics, researchers, critics and educational psychology enthusiasts. As an assessment tool, liberal studies has not only impacted education assessment for teachers and teachers’ learning and teaching, but also impact conflicting values ​​according to Gamblers (2004) in a multicultural aspects. Analysis of learners’ behavior from multicultural society S5 level study is used to assess the local high school and general education proposed appreciate diversity. The issue of quality and the ability to select a relevant assessment tools to assess the description and discussion of a specific material for teaching and learning (Calder and Ceiba, 2010).for analysis and criticism, examination paper I and II, the third and the second question are used respectively for analysis. Question three paper I critic and analysis Question three, in the paper I assess student through the knowledge of Malaysia Airlines (MAS) MH370 Boeings strategy to introduce liberal knowledge learning and assessment. As an assessment tool of learning, the question broadens the students’ understanding through extensive research to help students understand multicultural society outside world out of class consciousness. Based on the design of fair and efficient evaluation plan, the third question in the examiners assessment of the achievements is presentable. The question is goal-oriented, because it cultivates students critical and creative mastery learning goals aimed by the instructor. However, this problem has been to limit the query data on education collected from the study is not the source of well-known writers (Hall & Gollnick, 2014 year) reliability. From the learners point of view, the question on the accuracy and reliability of the source or excerpt information section A learning information provided by an education in use. For example, the source is effectively used within the time limit is not obsolete. For example, the assessment based on this issues, noted liberal public assessment study current problems of modern society influence. However, the problem cannot provide research (Phnom Penh Kosonen, 2013) is important. This issue has been there to provide the students with the opportunity to acquire, retain and apply knowledge learned in the classroom to the outside world, the concept of knowledge transfer of knowledge. Instead, reading ability, knowledge evaluation and the key issues are needed to determine the question goals and objectives, namely to answer questions in a subsequent transfer. For example, the problem setting applies evidence-based concepts in the investigation and resolution of conflicts through personal reflection (Hauck & Behnken design, 2007) found that Malaysia Airlines arrive. Similarly, the gap between the classroom inclusive learning and achievement is represented because the issues affect students and teachers evaluation of student learning and teaching achievements to be tested between the column standard. With the description of the problem reveals the accident, military involvement and paper surveys, the problem seems to be reflected in the self-assessment and learning tool. All learning and teaching values as proof of the problem statement provides space for students and teachers and students to share knowledge later, the students cognitive ability tests (Harrison Bramson, 2010). In addition, the problem is set to provide students thinking ability, from a specific inquiry about the person to give the expected environmental assessment. However, this problem has been partially restricted students application of concepts to answer this question effectively based on the relevant parameters. In this context, the problem may occur drawing a valid conclusion, although the problem was found through personal reaction and possible decision (Suarez -Orozco, 2007) exposed to the unsupportive conclusions. In comparison, the assessments of these issues are not clearly defined, purposeful and logic, even though it contain a problem-driven and coherence problem identifier. The amazing ability of students to learn effectively balance provides the ability to discriminate against students in the classroom is. Gap settings and learning of the problem in learning discriminate exclusive learning outcomes generated. However, grading of produce discrimination on this issue might affect the inclusive learning outcomes. From a different perspective, the question has a problems relating to themes, symbolisms and patterns. Thus, the issue represented by the question provides a learning space to improve learning and teaching as the driving force is not fully utilized. The concept of the accident and the fact that Malaysia did not get good coverage in the question description though the conceptual link provided interpretation judgment and reasoning incidence data (Lyster, 2007). In the wide range of areas, to provide students with clear learning problem and teaching methods in which knowledge is development and transfer with a question setting method. The question is simple to understand, because the problem is designed for testing student learning outcomes based on empirical format. For example, prior to the analysis question provided a summary text is necessary for learner’s to answer the question effectively (Hall & Gollnick, 2014). It is obvious that the data collection or summary is incorporated in question to be answered. The question is designed to fit the ideal environment assessment, classification and issue sub-issues are clearly explained. For this reason, the learner might get the problem completely or partially project might affect students’ ability to get collect answers two sub-problems (Hannum and Butler, 2010). In simple terms, it clearly shows that paper one question three can provide change student’s ability to understand the problem, ask teachers to mentor from different angles, thus limiting students to provide answers to punish them within the scope of discussion position. However, despite allowing students to evaluate their own relevant research results and findings it is very difficult to give the desired answer, because it is not absolutely accurate resource and data collection methods can be used to support the answers provided by student (Ryan Scheutz, and Marini - Maio, 2011). Thus, paper one question three through intrinsic and extrinsic motivation, self-awareness and ability to guide the student or the students judgment and learning strategies. However, the problem through cognitive and behavioral learning for students to reduce the competitiveness of students score is not standardized. In addition, the process of globalization after liberation studies allow the assessment of lectures by student organizations is widely accepted (Phillipson & Lin, 2011). Paper II ISSUES Paper two issues in particular have a lot of question 2 components analysis, and criticism about the teaching and learning of the subject relaxed result. The problem is divided into short segments, purpose is to assess the impact of the results in its entire learner. The second part of the first portion of the question description and question is designed for students to critical and creative thinking to solve or deal with evidence-based and multi-angle the most outstanding contemporary issues (Hannum and Butler, 2010). However, the problem can be flexible for teachers and students to take a wide range of teaching and assessment, rather than relying on subjective class work or textbook data in the process of learning materials. From the description of the problem analysis, problem allows students to explore provided the material for the pointer to create their own material currently active learning for students to answer questions in the process effectively obtained. If during the assessment, concrete evidence of students and teachers are not very clear (gamblers, 2004) rational judgment may not be reached. Background Paper on the two issues of analysis, problem description covers all the evaluation criteria, the question explored and concepts. Problems of this paper are an integrated, connections, integration and production of ideas and the ability to knowledge. Therefore, the purpose of the paper 2 issue two structures that are available to the research question, extension reaction. From a different perspective, students have a wide range of response assessment as a single issue. However, freedom of choice to respond to questions result in the establishment of a standardized assessment criteria in the selection of the way. In this regard, the use of problem unempirical structural technique paper 2 significantly affects the teaching and learning outcomes as claimed by Wu (2005). In contrast, although the impact of the central objective of the census and the globalization South Asia process creates awareness allowing the students go through an external source to learn how to effectively address these problems. Throughout the issue, learners can analyze critical factors in mind to understand the impact of globalization and population bearing before answering the question in details. For example, students are allowed to understand the process and concepts of globalization developing a general and specific knowledge of processes or concept, leading to network the various activities around the world (Suarez - Orozco, 2007). However, the question is used as an assessment tool for learning and teaching requiring macro skills of learning for connection and clarification of educational issues before arriving at concrete conclusions. In a wide range of learning and teaching dimension, the problem for the analysis take an empirical structures by providing a description of the problem or explain the relationship between the themes and the contexts of the question statement. Thus, the question has to adapt to the impact of globalization in the economy. However, the problem for discussion by the accurate reference point is illustrated by supported by the learning outcome (Lyster, 2007). On one level, the problem description details have been limited information, can allow learners the opportunity to create analysis to determine the evaluation information. In the second level, the data obtained in the globalization of Hong Kong as a given scene census data analysis, stimulation and a variety of events and activities will be evaluated (Ryan Scheutz and Marini - Mayo reminded period laid down in 2011). The question raised is shortly structured in length to appear loosely designed containing limited fact, but designed to provide a complete proof of the background data, the reference point, the scene issues. Based on problems structural, the same approach is used to design the question, although asked questions illustrate different aspects of the same problem (Hall & Gollnick, 2014). Controversial issues within the concepts and the context of the statement of questions may lead to misinterpretation of the questions from the students. Therefore, this issue requires students to judge, and during the assessment the students should show higher thinking skills and creativity. Learning and assessment in the S5 class, students have the best skills looser problems, make them recall the facts, it would be a problem to solve all problems (Ginsburg, 2012), quite necessary. For example, in response to the needs of the global community, students must learn and understand the needs of the global community, so that students can effectively deal with the background issues. Therefore a variety of factors, analyze the problem before obtaining basic knowledge to enable learners to conceptualize and develop, generalizations, such as resources, which will lead to understanding the whole problem assignment before attempting the questions (Mo, 2010). However, the problem of forming a loosely structured question creates an emergency dilemma that could lead to conflict or loosely structured dilemma when answering the questions described. In this regard, the answer is not to take a single collection, unless the facts and sources accurately support the answer described by the students. In simple terms, the problem is in assessing students learning ability and the teachers teaching strategies (Phillipson, (2011). About the Hong Kong SAR Government and globalization issues, policies and social phenomena are produced on the described issue providing an opportunity for learners to explore problems, their inspiration and insight, as long as there is sufficient evidence and arguments to support member provided to the learner. Nevertheless, the assessment will need to explore their own personal lives and learning experiences, and then translated and transmitted to the outside world (Hannum and Butler, 2010). For example, a reflection of the knowledge of a minority community environment is necessary before the extent of the problem under study is solved. Reference Benson, C. J., & Kosonen, K. (2013). Language of Comparative Education: inclusive teaching and learning in non-mainstream language and culture. Rotterdam: Press sense. Calderon, G., & Seva, E. (2010). Diversity of Europe: the theory and practice of discrimination plight. Hoboken: Taylor Francis. Gamblers, E.D. (2004). Students respond to the problem through the use of interest in the context of extended settings, improve student achievement statistics AP Ginsburg, M. B. (2012). Teacher preparation, practical and political problems and prospects of comparative perspective. Goh Chok Tong, R. B. H. (2005). Contour culture: space and social disparities in Singapore. (University of Hong Kong Press digital version), Hong Kong: Hong Kong University Press. Hall, GE, Quinn, LF, & Gollnick, DM (2014). Introduction teaching: to enable students to learn the difference. Hannum, E., Park, H., And Butler, YG (2010). Globalization, demographic change and the challenges of education in East Asia. Bentley, England: Emerald. Harrison, A building, with Bramson, RM (2010). Thinking: A strategy to ask questions, make decisions and solve problems. Garden City, N.Y: Anchor Press. Hauck, V., & Behnken design, H. (2007). Structure and residual stress analysis nondestructive method: assessment, application and evaluation. Amsterdam: Elsevier. Lyster, R. (2007). Learning and teaching language through content: a balanced approach. Amsterdam: John Benjamin Bar. Mitchell D. R. (2004). Special educational needs and inclusive education. London: RoutledgeFalmer Mo K.-H., KU, Y, cum pursuit of social harmony of Greater China seminar: social policy and governance challenges. (2010). Greater social cohesion in China: social policy and governance challenges. Singapore: World Scientific. Phillipson, S. N., and Lin, B. (2011). Learning and teaching in the classroom China: Responding to individual needs. Hong Kong: Hong Kong University Press. Ryan Scheutz, C, and Marini - Maio, N (2011). The dramatic interplay of theory and classroom practice: through drama teaching language, literature and culture. Newcastle: Cambridge Scholars Suarez - Orozco, M M. (2007). Learning in the Age of Globalization: globalization and international vision of education. Berkeley: University of California Press. Read More