The topic of SCM (Supply Chain Management) has received considerable interest not just from researchers but also from practitioners in the field, in addition to being a relevant topic in an increasingly transforming and competitive market. It has turned out to be a governing component in the strategies of companies to enhance organizational profitability and productivity. SCM incorporates the management of all elements and activities in the SC (supply chain). It is a complex topic since it involves managing numerous activities and encompasses several role-players across organizations and divisional functions. Research has revealed that studying logistics and supply chain management is a suitable investment as far as a career is concerned. It enables an individual to work around the technology. Additionally, it allows the learner to benefit from implementing new technology into the company’s current operations. It is because these improvements in technology minimize costs in addition to streamlining the processes. In the article at hand, I will provide a simplified view of supply chain management that can guide future scholars and researchers in gaining an understanding of the field.
Assessment is an essential element of learning as it helps students in their learning endeavors. Assessment in universities evaluates what an individual student can do, knows, and affects the entire institution. Higher learning institutions have to collect information in the quest to understand the student’s learning process and discover patterns of weaknesses and strengths among the students. When students can see what they have been doing in class, they get the power of determining whether or not they have understood the course material all along (dos Santos et al., 2020). Assessment can also help in motivating students, just as it does to teachers. Students are more inspired to hit the books when assessment is carried out. Assessment can be referred to as the evaluation of students’ understanding in light of the objectives of a course or a lesson (Thawabieh, 2017). My assessment has helped my students in getting exposure to logistics and supply chain management. On top of that, it has helped them understand the link between warehousing, procurement, logistics, and supply chain management.
My assessment can be completed with what I have taught my MBA students and additional research they can reasonably complete using credible internet resources and the university library. My lesson plan got students thinking and gave them sufficient space to ask questions, interact, build new skills, and tap into their background knowledge. It incorporated three essential elements: the objective, the body, and a reflection. I came up with an active intent that allowed the students to figure out the course content together with me. I created lessons that allowed the students to investigate various possibilities – even the answers that were deemed not correct – so that they can be in a position to comprehend why something is considered to be accurate. I then planned the body of the lesson providing the students with class notes and outside sources they had to look in the school library and the credible internet sources. Additionally, the reflection part of the lesson plan involved asking the students what they had learned throughout the lesson and what they thought would have been done differently. The answers helped me to close the lesson thoughtfully. As a result, I am confident that my students could use the notes I provided in class and consult other credible sources to ultimately grasp all that was required in the course at the end of the day.
My assessment can be accurately measured with the rubric I created. To excel in any atmosphere – athletics, work, or school, to name a few – assists in having a clear and mutual understanding of the expectations between the parties involved. When the expectations are not spelled out or vague, it can be stressful, and receiving feedback to be a bad experience. As far as evaluating students on a performed task is concerned, most teachers know that giving them a “pass” or a “fail” would not be an appropriate representation of what was accomplished throughout the course or giving good feedback that will prompt learning end of the day. Learners complete tasks as unique persons across a continuum of performance levels ranging from more than prospects of the learning objective to not meeting prospects at all. Rubrics were intended to be an answer to the issue mentioned above for students and teachers. They can be excellent tools to use when evaluating students’ work for several reasons. In other words, rubrics are used in evaluating work and assign scores based on the ability to meet expectations across a variety of performance standards. Students need to learn from their work – from what they did well and where they fell short at the end of the day.
Students are supposed to be improving every time they complete a task and should be aware of the goals they ought to achieve when pursuing a master’s degree in logistics and supply chain management. Bearing in mind that the learning objectives for the course at the University of Sparkwimville are: Identify the elements of a supply chain; Describe the challenges of coordinating a supply chain; Explain the role of the supply chain in enabling business competitiveness; Recommend a framework for supply chain management; and Analyze contemporary trends and issues in effective supply chain management, my rubrics were in a position of helping the students to learn from their tasks by providing them with feedback regularly (Muhamamd et al., 2017). Research has revealed that feedback is one of the most potent mechanisms that a teacher can use to help the students achieve their set goals in any given task. On the other hand, it is essential to note that not all feedback is created equal. High efficient feedback is actionable, prioritized, and goal-oriented – and therefore directly connected to the expectations set in the rubric.
My rubric is constructed so that I can quickly provide clear, helpful feedback to your students. It is important to note that feedback can result in learning if the learners are provided with using it. One of the best approaches I helped my students learn to use feedback is by building opportunities for them to use it fairly soon after receiving it. The “long view” of feedback, using the metaphor of a lens of a microscope, helped me remember to focus on the outcomes of feedback. The effectiveness of the feedback is measured by assessing whether it “feeds forward” – if the learner uses it to improve their performance (Menéndez-Varela & Gregori-Giralt, 2018). I spent some time upfront reviewing the rubric with my students. I ensured that they all understand the prospects enunciated in the rubric, and I checked that there was no confusion in the language I had used for each scoring level. I used my rubric to prioritize my feedback, remain objective, set clear expectations, and link my feedback to the expectations.
As a result, my students were able to measurably improve each time they had an opportunity of working on assigned tasks. It is important to note that it is crucial to provide the students with ample time to revise their work after receiving feedback on each assigned task. Feedback has to be actionable, organized, and specific to work. I provided my students with the required skills to completely understand, analyze, and critique the feedback. Feedback rubrics are used to encourage the learners through assessment (Camarata & Slieman, 2020). My feedback rubrics acted as the training wheels that kept the students on track as they reviewed their colleagues’ feedback (Alzaid, 2017). Consequently, both students benefited at the end of the day: the reviewer engaged more extensively with the work, and the reviewee got a more meaningful critique as far as their work was concerned.
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dos Santos, I. T. R., Barreto, D. A. B., & de Oliveira Soares, C. V. C. (2020). Formative assessment in the classroom: the dialogue between teachers and students. Journal of Research and Knowledge Spreading, 1(1), 11483.
Kim, B. (2018). Supply chain management: A learning perspective. Cambridge University Press.
Menéndez-Varela, J. L., & Gregori-Giralt, E. (2018). The reliability and sources of error of using rubrics-based assessment for student projects. Assessment & Evaluation in Higher Education, 43(3), 488-499.
Muhammad, A., Lebar, O., & Mokshein, S. E. (2018). Rubrics as Assessment, Evaluation, and Scoring Tools. International Journal of Academic Research in Business and Social Sciences, 8(10), 1417-1431.
Thawabieh, A. M. (2017). A Comparison between Students’ Self-Assessment and Teachers’ Assessment. Journal of Curriculum and Teaching, 6(1), 14-20.