Part I
One of the significant catchphrase in the current century among educationalists is self-directed learning. This skill is undeniably critical not only in classrooms but also in the labor markets. The contemporary world of work and education stresses that workers and students should exude demonstrable abilities to self-manage their time and inputs. There are ways in which supporting the developments of student’s self-directed learning can ensure that one set reliable and valid goals for the students.
First, supporting students' development in self-directive ensures teachers set valid and reliable goals for students. Self-directed students tend to exude self-managing and self-monitoring habits when presented with a complex and ambiguous situation or tasks (Anold & Ellen, 2001). As such, supporting their self-directive development would equip then with the ability to look into tasks keenly and solve problems rationally. This will enable educators to set reliable and valid learning goals because the student can show a trend of consistency in their trial test within the construct of self-directed learning. Besides, students can show some sense of learning desires because they can understand their challenges, strengths, and weaknesses. Therefore, setting valid goals is possible because students can archive the set goals due to the relationship between their recent measures and the current measure, which reflects consistency.
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Furthermore, educators can ensure setting valid and reliable goals for their students by measuring their student’s progress. Typically, self-directed students show a specific trend as they are often focused on addressing their weaknesses and maintain their strengths (Anold & Ellen, 2001). As such, educators can keep up with these trends, which can form a ground for valid and reliable goals setting. This is attainable because the student’s trends show the extent to which their trials are consistent and the chances of fulfilling expectations.
Part II
Individualized Education Program (IEP) is an essential practice for students with special needs. This is because the program is created through a team effort and is reviewed periodically with a focused on sharpening learning skills of special students. There are ways in which supporting the development of students into self-directed learning can ensure that IEP students are a valid and reliable assessment of their abilities.
To begin with, supporting the development of IEP into self-directed learning in provokes a sense of self-advocacy within the students, and this form a ground for reliable and valid assessments. IEP Students who have undergone constructive self-directed learning can evaluate their weakness and work towards improving them consistently (Kallick,2004). They can identify setbacks in their learning areas seek guidance. As such, it is easier to keep with their progress because every time they are a focus on addressing a particular area. Reliable assessment of the students learning is made possible because of the extent to which trials test reflects expected traits or dimensions of the students learning.
What’s more, embracing the development of self-directed learning among IEP students assures a valid and reliable assessment of their abilities. Self-directing learning focused on self-building, and IEP students are often provoked to write down their plans because of their comfortable self-advocacy environment ( Talbott et al., 2016) . These plans reflect the effect s of the disability to their general life and consequently examine the effectiveness of their modifications in fixing their challenges. As such, it is easy to assess their abilities because of the extent to which the learning system prompts them to denote dimensions of learning desire; this allows for direct and accurate assessment of learning.
References
Arnold, J. Ellen Z. (2001). Putting the I in IEP. Wilson Web , 1-4.
Kallick, A. L. (2004). Launching Self-directed Learners. Wilson Web , 1-6.
Talbott, E., Mayrowetz, D., Maggin, D. M., & Tozer, S. E. (2016). A distributed model of special education leadership for individualized education program teams. Journal of Special Education Leadership , 29 (1), 23-31.
