Procrastination is the Thief of Time

ProcrastinationMy EDS113 Module 5 e-Journal

“Procrastination is the action of delaying or postponing something.”  I think almost everyone can relate to this especially during exam preparation, assignment tasks or even in work-related projects. As a result, on the day or near the deadline, students tend to cram and squeeze all the learnings in a short span of time. This might result in a positive outcome or most probably not. Early preparation is still recommended.

As a student, some of my study habits include preparing a one-page reviewer written or typed, find a study buddy,  record the lessons using a tape recorder and listen to it repeatedly, and study with a background music because it relaxes me. It works for me but may not work for others.

I prefer taking exams with exact answers like Math and hate the essay types because I think am not good with words. A strategy that I used during exams is answering the items I know first, then skipping the difficult ones and going back to it if there’s remaining time left. For performance test like oral exams, I practice in front of a mirror 🙂

After learning this module, I learned more about non-traditional assessments and how they complement the traditional assessments. Comprehensive assessment, Differentiated assessment, Reflective assessment, Constructivism and Authentic assessment are just some of the different types that we can adapt in our teaching practice.

Personally, I might use reflective assessment techniques to anticipate, review, reflect and adjust lessons based on the learners need and learning objectives. The differentiated assessment might be more difficult to manage but with proper planning and design the teacher will be able to face the challenge and will be more competent with experience.

The Edutopia youtube video on Five Keys to Comprehensive assessment is also adaptable where:

  • making sure goals and measures were shared to students so they know what to do with the information that they will receive
  • giving formative feedback and letting them act on the feedback in a timely manner
  • taking a summative assessment as a reference of what students have learned at that time
  • asking student’s to perform and use the learning in actual situations
  • letting students take ownership of their own learnings.

“The comprehensive assessment might be the most cost-effective educational intervention that will help students engage,  perform and help in improving critical thinking skills.”


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