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Planning and delivery of 4-6 hour of teaching What teacher led AFL strategies are most effective in delivering a unit of work with a year 13 psychology class on the topic of issues and debates?

Table of Contents Introduction: .................................................................................................................................... 3 Rationale .......................................................................................................................................... 3 Literature Review ............................................................................................................................ 3 Assessment for Learning (AFL) in Education ............................................................................. 3 AFL vs. Assessment of Learning (AOL) ................................................................................. 3 Benefits of AFL in Teaching and Learning ............................................................................. 5 Pre-assessment Strategies for 'Issues and Debates' Unit ............................................................. 7 KWL Charts: Engaging Prior Knowledge .............................................................................. 7 Entrance Tickets: Assessing Pre-existing Knowledge ............................................................ 8 Formative Assessment Techniques .............................................................................................. 9 Think-Pair-Share: Fostering Critical Thinking ........................................................................ 9 One-Minute Papers: Encouraging Reflection ........................................................................ 10 Collaborative Learning Approaches .......................................................................................... 11 Jigsaw Technique: Promoting Expertise and Cooperation .................................................... 11 Debate Sessions: Enhancing Critical Analysis and Public Speaking .................................... 12 Integration of AFL Strategies in the 'Issues and Debates' ......................................................... 13 Sample Lesson Plans with AFL Elements ............................................................................. 14 Evaluation .................................................................................................................................. 16 Critical analysis of the literature: ............................................................................................... 17 Conclusion ..................................................................................................................................... 18

Introduction: This essay investigates the most effective teacher-led Assessments for Learning (AFL) methodologies for delivering a unit of work on 'Issues and Debates' in a Psychology class for students in their 13th year. The use of AFL methods is very important for fostering student involvement as well as comprehension and metacognition. Educators are able to provide a dynamic learning environment that encourages both active involvement and critical thinking when they use a variety of AFL approaches into the unit plan. Rationale The significance of Assessment for Learning (AFL) techniques to the 'Issues and Debates' unit in the adolescent psychology course provides the impetus for this study. When presenting difficult material, such as discussions of psychological concerns or controversial arguments, AFL has been shown to improve students' interest, critical thinking, and overall learning results. However, the efficacy of certain AFL strategies in this area has not been extensively investigated. Therefore, the purpose of this study is to address this knowledge gap by determining which teacher-led AFL tactics are most successful in enhancing students' learning in a Year 13 psychology course. 30 students from the 13th grade psychology class were chosen for this internship based on realistic requirements. This sample size is both reasonable for data gathering and analytic purposes while also allowing for in-depth study. Researching the efficacy of AFL in the context of the 'Issues and Debates' unit with students from this grade level and subject allows for more precise insights and suggestions to be made for teachers and educators in comparable circumstances. It is very important to ensure that Year 13 students' needs are met and that they develop critical thinking abilities in order to prepare them for higher education and beyond since they are at an advanced point in their educational journey. In overall, the study is relevant, useful, and helpful for both educators and students since it examines AFL within the framework of psychological themes and disputes and recruits students from a Year 13 psychology class. Literature Review Assessment for Learning (AFL) in Education

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AFL vs. Assessment of Learning (AOL) Assessing students' knowledge and skills allows teachers to better understand their students' needs and adapt their lessons appropriately ( Schellekens et al, 2021). As students in Grade 13 psychology courses begin to explore more nuanced themes like dilemmas and disputes, this becomes more relevant. Assessment for Learning (AFL) and Assessment of Learning (AOL) are the two most used methods of assessment. Constant feedback and open lines of communication are essential to assessment-based learning (AFL), which places an emphasis on utilizing assessments to assist and encourage learning. In the context of Year 13 psychology, AFL encourages students to assume responsibility for their education, engage in self-assessment, and take an active role in it. In psychology, where critical thinking and metacognition are essential, student participation in assessment is extremely important. AOL, on the other hand, is focused on evaluating the efficacy of educational interventions including grading, college admissions, and program assessment ( Akib and Ghafar, 2015). Because understanding human behavior and thought is so difficult, AOL is an important part of the Year 13 psychology curriculum. Students and schools may benefit from this since it clarifies how psychology is taught and how far the field has come. The incorporation of AFL into the psychology curriculum for students in their 13th year has several positive results, including higher levels of student engagement, better learning outcomes, and the development of metacognitive and self-regulatory abilities ( Leirhaug, 2016). AFL's emphasis on constant communication and feedback might be especially useful in the field of psychology, where students must grasp intricate concepts and put them into practice. AFL allows teachers to quickly intervene and provide precisely focused help to students who are suffering in Year 13 psychology since it provides continuous feedback. Students' comprehension and performance in this topic might be enhanced by prompt and accurate feedback. However, it may take a lot of effort and money to include AFL into a Year 13 psychology course. Accoridng to Tolgfors et al, (2016) formative assessments should be designed by teachers with knowledge in the subject's content and learning outcomes in mind. They must also strike a balance between assessment and teaching to ensure all topics are covered. In Year 13 psychology, however, AOL really shines because of the final grades it gives pupils and the external comparisons it makes possible. This is especially important in the area of psychology, as students may eventually choose to work or continue their education.

As it happens at the conclusion of a learning session and may not give comprehensive feedback for individual growth, AOL may lack the formative value that AFL delivers. In the field of psychology, this may be especially problematic in the thirteenth year, when students are expected to master advanced ideas and theories ( DeLuca et al, 2018). Teachers should work for a more seamless integration of AFL and AOL into assessment techniques in Year 13 psychology. The evaluation process may be made more thorough and fair if formative and summative assessment methods are used together. This method is particularly useful for Year 13 students planning for their professional and academic futures since it provides for individualized feedback to help their progress while still meeting external accountability standards. Educators' assessment techniques may be improved via ongoing professional development if AFL and AOL are to be successfully included into the senior-level psychology curriculum ( Schellekens et al, 2021). Formative assessment is a powerful tool for improving student learning, and instructors may benefit from training to better grasp the concepts of formative assessment and adopt successful practices. Innovative approaches to bringing AFL and AOL into harmony in the 13th grade psychology curriculum should be prioritized by researchers and policymakers. Possible solutions include coming up with innovative assessment tools and methods that combine the best features of the two schools of thought. For the sake of ongoing development of assessment methods, it is also important to look at how utilizing a balanced assessment system affects students' motivation, interest, and performance in psychology ( Akib, and Ghafar, 2015). According to Tolgfors (2018), AFL and AOL are vital parts of the assessment environment in the last year of high school psychology. To evaluate results and ensure responsibility, AOL is used whereas AFL promotes a student-centered, formative approach that aids learning and self-improvement. Educators may better support students' development and success in this essential area by weighing the benefits and drawbacks of various assessment strategies. Benefits of AFL in Teaching and Learning In Year 13 Psychology classes, Assessment for Learning (AFL) is a useful strategy with several advantages. Improved student involvement is a major benefit of using AFL in the psychology curriculum for students in Grade 13. AFL improves learning results in Year 13 psychology by keeping students engaged and motivated with constant feedback. Another major advantage is that AFL places a premium on individualized instruction ( DeLuca et al, 2019). Teachers of

psychology in the 13th grade may better meet the requirements of their students by conducting frequent formative evaluations. By focusing on certain areas, students are able to make progress at their own speed and more successfully overcome obstacles. A key feature of AFL in the 13th year of psychology is the timely feedback it provides students with regard to their progress and areas in which they may want to improve. High school seniors studying psychology may quickly resolve misunderstandings and change their study methods thanks to this immediate feedback. Taking part in AFL has been linked to better grades in Year 13 psychology courses. Year 13 psychology students may improve their performance with consistent feedback and encouragement to take an active role in their learning. The metacognitive abilities taught in the last year of high school psychology are greatly aided by AFL ( Heritage, and Wylie, 2018). Students in the last year of a psychology course get an increased awareness of their own learning habits and strategies. Learners of psychology in their 13th year may benefit greatly from developing these skills. In Year 13 psychology, AFL prioritizes formative assessment over conventional assessment methods, which place more emphasis on grades. This way of thinking promotes a growth mentality by teaching students of psychology in high school's 13th year to see setbacks not as fatal obstacles but as exciting challenges to be overcome. An important part of AFL in Year 13 psychology is getting students involved in creating learning objectives and self-assessment. This method is used in Year 13 psychology classes to help students take greater responsibility for their own learning and growth. Positive relationships between teachers and students may be fostered in Year 13 psychology via AFL's emphasis on constant feedback and open communication. Year 13 psychology students are more likely to study well in this setting because of the pleasant and encouraging atmosphere. For students taking psychology in Year 13, AFL may help ease test-day nerves. Students' performance and self-esteem in Year 13 psychology may improve with the introduction of frequent, low-stakes examinations. The idea of "assessment as learning" is also central to AFL in the 13th-grade psychology course ( Leirhaug¸2016). Assessment assignments are actively participated in by students not only for evaluation but also to increase comprehension and information retention ( DeLuca et al, 2018). AFL is also useful for psychology teachers who work with students in Grade 13. Year 13 psychology teachers may utilize student evaluations and assessments to refine their practices and provide better results for their students. Using AFL,

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students may quickly see where they are struggling in Year 13 psychology. Teachers of psychology in the 13th grade may prevent these knowledge gaps from becoming major roadblocks for their students if they are made aware of them early on. In Year 13 psychology, AFL facilitates differentiated instruction by letting instructors to tailor their methods to the specific needs and learning styles of their students ( Green, 2018). This method improves students' understanding and interest. AFL in Year 13 psychology prepares students for success in and beyond of the classroom by developing skills like as critical thinking, problem solving, and self-directed learning. There are several ways in which incorporating assessment for learning (AFL) into the classroom may help students' educational experiences and outcomes. AFL helps make Year 13 psychology classes more productive and rewarding for instructors and students alike by encouraging the development of metacognitive abilities, fostering student autonomy, and fostering a supportive classroom climate. Pre-assessment Strategies for 'Issues and Debates' Unit KWL Charts: Engaging Prior Knowledge KWL charts are useful tools for engaging students' previous knowledge and facilitating the learning process in Year 13 psychology lessons on the theme of problems and debates. When studying complicated psychological ideas and theories relating to difficulties and controversies in the field, KWL charts may be very helpful in the context of Year 13 psychology. K, W, and L stand for "Know," "Want to know," and "Learned," respectively, and they indicate the three primary divisions of the graph. In the "Know" component, Year 13 psychology students are urged to come up with a list of all the things they already know about the particular psychological difficulties and debates subject. This process involves the individual's recall of previously acquired information, such as theories, research results, and case studies. By building on what they already know, students in a 13th-grade psychology class may better grasp the difficult ideas and situations they will be introduced to ( Usman et al, 2019). The "Want to know" component of the KWL chart asks Year 13 psychology students to consider what they want to study or learn more about with regard to problems and disputes. Students in their last year of high school often exhibit an interest in learning more about the practical applications, contentious perspectives, and cutting-edge research being conducted in the field of

psychology ( Diasti et al, 2023). Students in Year 13 psychology find greater interest and intrinsic motivation to learn by asking and answering their own questions about the subject. This gets students involved in their own education and allows professors to better address students' questions and concerns as they learn about controversial topics in psychology. Students in Year 13 psychology go to the "Learned" part of the KWL chart after finishing the course on concerns and controversies in the field. Here, they take stock of their learnings and synthesize the many strands of argument around psychological difficulties. Students in the last year of high school psychology benefit from this stage because it helps them reflect on and take responsibility for their own learning. In addition, it helps educators better understand how well they are conveying complex psychological ideas and concerns to their students ( Learning, 2022). KWL charts may be used in a variety of contexts and courses, including AP Psychology for students in their junior year of high school. These may be used as a pre-unit assessment of students' familiarity with psychological ideas and theories, as well as a way to pique their interest in the subject at hand. The "Want to know" feature allows instructors to address students' queries and provide relevant responses throughout the learning process, increasing students' interest and motivation ( Khaira, 2015). By encouraging students to reflect on their own learning and the development of their comprehension of intricate psychological themes and debates, KWL charts are also beneficial to metacognition in the last year of high school psychology. Students in Year 13 psychology benefit from more self-regulated learning thanks to a heightened knowledge of their own cognitive processes ( Alabsi, 2018). According to Usman et al, (2019), the use of KWL charts is not restricted to classrooms. They may be used effectively in Year 13 psychology courses taught remotely or online. Students in Year 13 psychology may construct and share virtual KWL charts, encouraging digital interaction and peer discussions of their knowledge and questions linked to psychological themes and debates. In summary, KWL charts are helpful in Year 13 psychology classrooms for discussing controversial topics. Students take an active role in their education, especially in the investigation of complex psychological ideas and situations, by activating past information, raising questions, and summarizing new learning. These visual aids improve the quality of the Year 13 psychology curriculum by assisting instructors in better adapting their lessons to the diverse learning styles of their pupils.

Entrance Tickets: Assessing Pre-existing Knowledge Teachers in Year 13 psychology courses utilize entrance tickets, also known as pre-assessments or pre-tests, to evaluate their students' prior knowledge before introducing a new unit on the subject of problems and debates. Issues and debates pre-lesson evaluations serve several objectives in the classroom. The entrance tickets provide instructors of psychology in the 13th grade valuable information about their pupils' prior knowledge of various psychological theories and ideas relevant to scholarly disputes. Teachers may find areas of weakness and common misunderstandings about Year 13 psychology by administering a pre-lesson assessment. Teachers in the field of psychology in the thirteenth grade may better accommodate their pupils' wide range of interests and backgrounds with the use of data gleaned from entry tickets. Students will have a more tailored and efficient learning experience if teachers can adapt the course material, pacing, and approach depending on their current understanding of the subject matter in Year 13 psychology. Year 13 psychology pre-assessments may be constructed in interactive and engaging forms to pique students' interest and get them thinking about the unit's topics from the get-go. The remainder of the Year 13 Psychology course may be inspired by this upbeat introduction. Formative Assessment Techniques Think-Pair-Share: Fostering Critical Thinking Teachers in Year 13 psychology classrooms may utilize formative assessment strategies to keep an eye on and improve their students' progress throughout the year. Think-Pair-Share is a useful strategy for encouraging students to think critically and participate actively in Year 13 psychology classes ( Silva et al, 2022). In Year 13 psychology, Think-Pair-Share starts with personal introspection. In this independent thinking activity, students are given psychologically- themed questions, problems, or subjects and invited to consider them ( Lyman et al, 2023). Students in the last year of high school psychology will benefit from this activity since it pushes them to think critically, draw on their personal experiences, and activate their existing knowledge of advanced topics in the field. In Year 13 psychology, students first engage in independent thought and then team up to discuss their findings. This cooperative action encourages discourse and the sharing of perspectives on contentious psychological matters ( Wicaksono, and Susilo, 2019). Year 13 psychology students may benefit from this dialogue by expanding their horizons, stimulating their thought processes, and honing their grasp of nuanced

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psychological concepts. The Year 13 psychology class concludes by discussing their ideas with the rest of the group. Students may express their perspectives on various psychological arguments and concerns during the sharing phase. In Year 13 Psychology, this helps students improve their public speaking abilities and become involved in the classroom. In the context of 13th-year psychology, Think-Pair-Share has various advantages. For starters, it facilitates formative assessment of students' comprehension throughout the pre-writing and pre- writing stages. Teachers of psychology in the thirteenth grade may determine how well their students understand advanced concepts in the field and pinpoint any misunderstandings that should be corrected in upcoming lessons ( Phan, 2021). Secondly, in Year 13 psychology, Think- Pair-Share encourages both critical thinking and metacognitive abilities. Students in the last year of high school psychology develop their ability to examine, synthesize, and evaluate data in the context of current disputes in the field ( Prahl¸2017). In doing so, they develop more self- awareness and a more analytical approach to learning psychology. Furthermore, Think-Pair- Share increases interest in psychology in 13-year-olds. Students are more likely to retain information when they take an active role in group discussions about contentious psychological topics. In Year 13 psychology, this kind of participation is very helpful when trying to grasp difficult psychological ideas. Additionally, Think-Pair-Share facilitates individualized education in psychology for students in Grade 13. Complex psychological ideas and concepts may be studied in a way that is both collaborative and customized, benefiting students with a wide range of learning styles and skills. One-Minute Papers: Encouraging Reflection Teachers may effectively promote self-reflection and growth via the use of formative assessment strategies like One-Minute Papers ( Whittard, 2015). Students are given one minute at the conclusion of each class period to compose a quick answer to a topic-related prompt or question. The major goal of the One-Minute Paper is to get students to think critically about the material covered in class. Prompts might invite students to express their significant takeaways from the class, provide a summary of the main topics they comprehended, or highlight any areas of uncertainty or problems they still have ( Meehlhause¸2016). The use of One-Minute Papers in the classroom has several advantages. One way they do this is by prompting students to reflect on how they learn and think. In this activity, students consider what they have mastered and what they may need to revisit or clarify. Teachers may learn a lot about the impact of their lessons

from the comments provided by students in One-Minute Papers. Teachers may swiftly assess their students' knowledge and pinpoint any misunderstandings that should be corrected in subsequent classes. Students are more likely to write openly and honestly in One-Minute Papers since they are short and non-threatening, which allays their fear of assessment. As a result of the low-stakes nature of this assessment method, students are more likely to provide honest feedback that instructors may use to better cater to their needs. Active learning and participation are aided with one-minute papers. A feeling of agency and responsibility in the classroom is fostered when students realize their opinions matter. In addition, teachers of all levels and disciplines may readily implement One-Minute Papers into their classrooms ( Vera, 2022). They are simple to implement and may be modified for use in a variety of subject areas and classroom settings. Teachers foster an environment of introspection and perpetual growth by routinely using One-Minute Papers. Learners develop a greater sense of self-awareness, tracking their own development and taking a more proactive part in their education ( Campbell et al, 2019). One-minute papers are a great formative assessment tool because they force students to think critically about their own learning. One-Minute Papers improve the educational experience for both students and teachers by giving instructors constructive criticism, encouraging classroom participation, and generating optimism. Collaborative Learning Approaches Jigsaw Technique: Promoting Expertise and Cooperation In Year 13 psychology classrooms, according to Azmin et al, (2016), the Jigsaw Technique and debate sessions are effective collaborative learning techniques used to foster students' subject- matter knowledge, teamwork, critical analysis, and oratory abilities. Using the Jigsaw Technique in the context of Year 13 psychology may be a useful way to investigate contentious disputes and topics in the field of psychology ( Karacop¸2017). Students in Year 13 Psychology may become specialists in certain areas of psychology by first learning the fundamentals and then focusing on sub-topics. The technique promotes participation, comprehension, and a feeling of control over one's own education in the subject of psychology. In Year 13 Psychology, the Jigsaw Method also creates a safe and welcoming environment in which students of all backgrounds may contribute and be heard. Students in Year 13 psychology

learn to value one another's contributions and work together toward a shared goal of understanding the content on psychological topics and debates via teamwork and constructive interdependence. On the other hand, students' critical thinking and analytical abilities might benefit from debate sessions during Year 13 psychology. Students in Year 13 psychology are required to do independent study, acquire data, and evaluate the merits of other views in order to present and defend their ideas in formal presentations and debates on a variety of psychological themes. This helps students think more deeply and critically about controversial topics in psychology. Furthermore, debate sessions in Year 13 psychology provide students the chance to hone their communication and public speaking abilities, which are applicable in a variety of fields. Students in Year 13 psychology gain self-assurance in their ability to articulate their thoughts and ideas on psychological theories and concepts connected to problems and disputes by practicing articulating their arguments and reacting to counterarguments ( Ghaith, 2018). Debate activities in the last year of high school psychology also encourage students to work together. Cooperation and camaraderie among students are fostered as they work together on coherent and convincing arguments for their psychology projects. Students in Year 13 psychology benefit from debating controversial issues because it forces them to think about issues from several angles and deepens their empathy for others ( Nalls, and Wickerd, 2023). The Jigsaw Technique is effective collaborative learning techniques that enhance expertise, collaboration, critical thinking, and public speaking abilities in Year 13 psychology classrooms. Educators may provide students with a more stimulating and informative learning environment by using these methods to explore contentious psychological topics and theories. Students are encouraged to become subject matter experts using the Jigsaw Technique and then share that expertise with their classmates ( Amedu, and Gudi, 2017). Students are better prepared for both academic and professional success in psychology by participation in debates because they are forced to think critically, speak well, and work together. Debate Sessions: Enhancing Critical Analysis and Public Speaking In Year 13 psychology classrooms, debate sessions are employed as a dynamic and successful collaborative learning strategy to improve students' critical thinking and public speaking abilities ( Healey¸2017). Debates may be a great way to learn about and discuss complicated psychological ideas and concepts in the context of Year 13 psychology. Debate sessions

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encourage students to do in-depth study and obtain evidence to back their claims by splitting students in Year 13 psychology into teams with opposing opinions on certain psychological themes. In doing so, students in Year 13 psychology develop their critical thinking and analytical abilities as they weigh the pros and cons of various psychological viewpoints and theories on topical disputes ( Iman et al, 2017). In addition, the Year 13 psychology debate sessions provide students practice in public speaking and communication. Students in Year 13 psychology hone their abilities to articulate their thoughts and views coherently and convincingly on difficult psychological topics by expressing their ideas effectively and reacting confidently to counterarguments. Also, arguments in Year 13 psychology classes tend to increase students' levels of involvement and interest. Active learning in psychology occurs when students investigate a subject, acquire relevant data, and provide a coherent argument. Exploring psychological concerns and participating in discussions is enhanced by the thrill and drive provided by the element of competition ( Zare and Othman, 2015). According to Kardiansyah and Quodriani, (2018), student also benefit from cooperation and collaboration via discussion sessions. Students must work together to make a coherent and convincing case in favor of their stance on psychological topics and debates, and each team member plays a distinct role in creating arguments. The group dynamic of the discussions promotes friendship and teamwork among the Year 13 psychology students. Students in the last year of high school psychology benefit from debating controversial topics by listening to and responding to opposing viewpoints. Students' capacity for critical analysis of psychological ideas and concepts improves with their development of empathy and tolerance for other points of view.In addition, debate sessions are a flexible method that can be modified for use with a variety of topics and levels of study in Year 13 psychology. They may be used to the study of psychological problems pertinent to current challenges and debates, such as historical events, ethical difficulties, scientific disagreements, and others. Students in the last year of their psychology studies gain self-assurance and respect via class debates. Students gain confidence in themselves and in their public speaking skills while presenting ideas in front of an audience, which is an asset in the classroom and in the workplace. Finally, in Year 13 psychology courses, debate sessions are an effective collaborative learning strategy that improves critical thinking and public speaking. Students in the last year of high

school psychology study complicated psychological theories and ideas connected to topics and debates via the practice of disciplined argumentation and presentation. Debate sessions help students in more ways than one, preparing them for future success in the area of psychology, both in and out of the classroom. Integration of AFL Strategies in the 'Issues and Debates' Sample Lesson Plans with AFL Elements Lesson Title Learning Objective Activity Resources Pedagogic Focus Exploring Issues and Debates in Psychology By the end of this lesson, students will be able to critically analyze and discuss key issues and debates in psychology and understand the significance of different perspectives. 1. Think-Pair-Share (10 minutes): - Printed handouts with open-ended questions for Think-Pair- Share activity. - Student Engagement: The Think-Pair-Share activity encourages active participation and sharing of ideas among students. - Engage students by presenting an open- ended question related to a specific issue or debate in psychology. - Critical Thinking: Through discussions, students analyze the questions critically and share their perspectives. - Students will individually think about the question and jot down their initial thoughts in their notebooks. - Next, students will pair up with a classmate to share their ideas and engage in a brief discussion on the topic. - Finally, pairs will share their insights with the whole class, promoting

active participation and stimulating critical thinking. 2. Jigsaw Technique (25 minutes): - Research materials (articles, textbooks, online resources) for expert groups in the Jigsaw Technique. - Collaboration and Communication: In the Jigsaw Technique, students collaborate in expert groups and then share their expertise with jigsaw groups, enhancing teamwork and communication skills. - Divide the class into expert groups, with each group assigned to research a different issue or debate in psychology (e.g., nature vs. nurture, ethics in research, free will vs. determinism). - Personalized Learning: The Jigsaw Technique allows students to delve deep into specific issues, becoming experts in their chosen topics, catering to individual interests and learning preferences. - Within their expert groups, students will collaboratively study their assigned topic, becoming experts on the subject matter. - Reorganize the class into new jigsaw groups, ensuring each new group has at least one expert on each issue. - In the jigsaw groups, students will share their expertise and engage in a comprehensive discussion about all the issues and debates.

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3. Debate Sessions (15 minutes): - Classroom space for organizing the debate sessions. - Inclusivity: The debate sessions encourage students to respect and value diverse viewpoints, fostering empathy and understanding for the diversity of opinions in psychology. - Organize a debate on a controversial issue in psychology, where students will be divided into teams and assigned opposing viewpoints. - Communication Skills: During the debate, students learn to articulate arguments persuasively and respond to counterarguments confidently, enhancing their communication skills. - Each team will present structured arguments and evidence to support their position during the debate. - The rest of the class will actively participate by asking questions and challenging the arguments presented by the opposing teams. Evaluation My experience teaching this unit on "Exploring Issues and Debates in Psychology" to my 13- year-old psychology students was really beneficial and enlightening. The Assessment for Learning (AFL)-centered lesson plan delivered on its promise to get my students involved, thinking critically, and working together to solve problems. I saw personally how the Think-Pair- Share exercise stimulated conversation and drove my students to dig deeper into the answers to the open-ended questions I posed over the course of the class. They showed a degree of

excitement for studying that I had never seen before as they discussed what they had learned with one another. Even the most reserved children began speaking out once they were in smaller groups, which I took to be a major victory in creating an inviting atmosphere for learning. The Jigsaw Method in particular was quite interesting and helpful. It was awe-inspiring to see my students work together in small expert groups, digging into the many challenges and disputes in psychology. I was impressed by how much they learned and how ready they were to share what they had learned with their jigsaw partners. It was inspiring to see how proud and confident they felt as they shared their knowledge with their classmates. The class discussions were the most thought-provoking parts of the course. My pupils' performances in these areas were exemplary, and they also showed exceptional development in their communication and public speaking skills. I could feel their confidence growing as they argued rationally and countered each other with certainty. I feel the confidence they gained throughout the debate classes will serve them far beyond the classroom. The lesson plan was also very helpful in accommodating my pupils' various learning styles. Using the Jigsaw Method, they were able to go deeper into topics that really piqued their interest, enriching the learning experience. In addition, the debates helped my pupils open their minds to new ideas and develop compassion for others with different worldviews. It was quite heartening to see that the kids respected one another and were open to hearing new points of view. When I think back on this session, I see that it was really successful in terms of student learning and participation. My pupils were given the tools by the AFL tactics used in the lecture to become active participants in their own education. These students have the tools and knowledge to take on difficult problems and arguments, not only in psychology but in other fields as well. This has strengthened my belief as a teacher in the efficacy of learning strategies that emphasize student agency and group effort. It has motivated me to look for new approaches to promoting critical thinking, communication, and diversity in the classroom that draw upon the principles of AFL. This session has given me some great new ideas, and I can't wait to watch how my kids use them as they continue their schooling. Critical analysis of the literature:

The advantages of using a formative assessment technique like Assessment for Learning (AFL), especially in Year 13 psychology courses, are highlighted in a recent research review on AFL in education. This analysis provides a thorough comprehension of the conceptual framework of AFL, differentiating it from Assessment of Learning (AOL) and stressing its student-centered, continuous-feedback, active-learning emphasis. The analysis is strengthened by the incorporation of real-world situations and applications of AFL in Year 13 psychology. In the context of teaching psychology, the research review underlines the benefits of AFL for students' interest, performance, metacognition, and self-regulation. The intricacy of the ideas and concepts studied in Year 13 psychology finds a good match in AFL's focus on empowering learners and facilitating critical thinking and problem solving abilities. The benefits of AFL are discussed, and a strong argument is made for incorporating it into Year 13 psychology lessons. In a subject like psychology, where students have conceptual hurdles and need constant direction to efficiently explore complicated ideas, AFL's continuous feedback and personalized coaching may be very valuable. However, the literature study might be improved by include discussion of possible difficulties and restrictions related to using AFL in 13th-grade psychology classes. It briefly mentions the necessity for teacher experience and finding a balance between instructional time, but a more thorough examination of these challenges would provide a more complete picture. The review's credibility would be bolstered, for example, if it explored solutions to resolve these problems and provided examples of effective AFL integration in Year 13 psychology courses. More clarity may be gained by providing a more even-handed comparison between AFL and AOL. Even if AFL is helpful for shaping reasons, AOL is essential for making weighty judgments like grades and admittance to prestigious institutions. Understanding assessment procedures in the last year of high school psychology courses requires an appreciation of the benefits and drawbacks of each method. Updates to the literature review would be greatly aided by the incorporation of latest research and studies on AFL in Year 13 psychology classrooms. Due to the dynamic nature of educational practices, updating the review to include the most recent results is essential to maintaining its currency and usefulness. The literature study might also benefit from include discussions of feasible methods for combining AFL and AOL in the last year of high school psychology. If teachers and policymakers want to improve assessment

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processes in psychology education, they would do well to look at how certain schools and institutions have unified these techniques. Conclusion The advantages of using Assessment for Learning (AFL) in education are well-documented, and a review of the research on the topic and its implementation in Year 13 psychology classrooms provides convincing evidence. The study focuses on the ways in which AFL may improve the quality of education in psychology by focusing on student involvement, individualization of instruction, and the cultivation of metacognition. Addressing possible difficulties and limits, offering a fair comparison with AOL, and include recent studies would all make for a more in- depth and up-to-date consideration of AFL's effect on Year 13 psychology instruction, and so make for a more compelling assessment.

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Wicaksono, R.S. and Susilo, H., 2019, June. Implementation of problem based learning combined with think pair share in enhancing students’ scientific literacy and communication skill through teaching biology in english course peerteaching. In Journal of Physics: Conference Series (Vol. 1227, No. 1, p. 012005). IOP Publishing. Zare, P. and Othman, M., 2015. Students' perceptions toward using classroom debate to develop critical thinking and oral communication ability. Asian Social Science, 11(9), p.158. Zare, P. and Othman, M., 2015. Students' perceptions toward using classroom debate to develop critical thinking and oral communication ability. Asian Social Science, 11(9), p.158.

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