A PLC Plan Essay

Learning settings in international forums have become more competitive than ever. International schools incorporate learning institutions that offer educational services to students across the world.

They enroll students from different parts of the world, thus enhancing multicultural diversity that leads to the exchange of values. Importantly, the performance of international schools varies from that of local schools. Usually, international schools are modernized and have a greater influence on the student's performance. Besides, these schools employ educators that offer specialized services to students. The enrollment of students and teachers across the different nations of the world influence the formation of enhanced learning cultures that support learning. However, though this learning culture enhance learning, it reduces the collaboration of students and educators. Thus, since learning in international schools is dynamic, conducting internal and external assessments in these learning settings is helpful to determine their effectiveness in offering educational services. Chiefly, the correlation between internal and external evaluations in international learning institutions is significant because the practice helps reflect effective teaching and learning practices in these schools.


The Importance of Internal and External Assessments in International Schools
Plan 1: Learning the Internal and External Assessments
Both internal and external assessments are essential practices in educational settings. The methods help ensure that school administrators determine and evaluate the performance of students. Notably, these assessments are crucial because most students are new to the international settings. In other words, when students across the world enroll in foreign schools, it becomes problematic for them to learn. Chiefly, this is true because most of these students use the third language in education. Therefore, it becomes difficult for them to engage in effective learning because they are required to learn new languages which require considerable attention.

In line with that, educators find it difficult to teach and help students because of language barriers (Whittle, Benson, & Telford, 2017). Therefore, learning of new concepts in the class becomes a challenge. Above all, social and cultural differences between the students and educators affect the learning culture. The practice make it difficult for the learners to adopt the established culture due to cultural differences. This is so because cultures across the world nurtures different values and customs that hinder their interactions with others. Thus, conducting internal and external learning assessments is a critical practice in international learning setting to determine effective learning and teaching methods that are capable of improving the performance of students irrespective of their racial or cultural backgrounds.

Additionally, conducting internal and external assessments is a strategic function of the school administrators and education industry at large because the practice help determines learning gaps. In the local learning setups, the enhanced interactions between the students, parents, educators, and school administrators make it easier to identify gaps in learning. The students share their views and opinion with each other, parents, and government agents; thereby, it becomes easier to determine how to improve learning in these setups. However, in international schools, collaborative learning is limited because of racial and cultural disparities. Therefore, it is ideal for the responsible agencies to conduct both internal and external assessments to improve the teaching and learning techniques.

Plan 2: The Correlation between Internal and External Learning Assessments
Primarily, there exists a correlation between the internal and external assessments in the international learning settings regarding the active learning and teaching styles. Internal assessments incorporate practices scheduled within a facility, such as the activities affecting the organization (Abdollahipour & Psotta, 2017). In international learning settings, internal assessments include activities such as interrogating students to determine strategies of improving learning. Besides, the practice involves assessing them to realize the challenges that they are facing in education. In such a way, it becomes easier to determine effective means of enhancing learning. In line with that, the practice involves examining teachers to determine the challenges they encounter when teaching as well. Using this information, the school administrators realize strategies to eradicate these problems. Likewise, assessing teachers’ opportunities helps improve and promote teaching. Overall, internal assessments seek to enhance efficiency of education by learning the opinions and views of both students and educators who are the primary stakeholders in schools and making informed decisions using this information.

By contrast, external assessments entail activities that affect external organizational stakeholders. In learning setups, external assessments involve basing investigations concerning effective teaching and learning on the parties that affect learning indirectly. In other words, the method entail gathering information from the external learning environment. First, they interrogate government agencies to determine the economic and cultural factors affecting learning. Usually, financial restrictions make it difficult for schools to offer comprehensive educational services because they lack enough funds to acquire enhanced learning tools. Therefore, assessing government agencies helps determine whether such challenges affect learning in the international forums. Additionally, examining private agencies helps scholars realize the factors that influence education. Evaluating these parties is ideal because the parties offer impartial conclusions since they have no direct attachment with the school.
Examining schools’ shareholders is an important external assessment practice because shareholders are the real owners of the school. Shareholders entail individuals who have invested their money in the organization. Thus, assessing them is ideal since shareholders aim is to generate income from the school; they offer information concerning strategies of streamlining teaching and learning. Lastly, members of the public are essential external parties involved with school assessment programs. The public offers in-depth information concerning challenges and opportunities experienced in international learning institutions. As revealed in the above discussion, there is a correlation between internal and external assessments in the international schools. The following review provides an in-depth examination of the importance of internal and external evaluations in these schools.

Plan 3: How Internal and External Assessments Impact Learning and Teaching
As discussed above, internal and external assessments are used to streamline learning in most international learning environments. Both the strategies aim at examining factors that can improve education in international schools. They seek to determine challenges faced by students when learning, how they respond to these problems, and remedies to these issues. Moreover, the strategies help identify issues that hinder teachers from offering professionalized educational services (Mohamed & AbuBaker, 2018). Above all, external assessment allows the determination of factors that affect learning from external settings. Therefore, school administrators realize improved platforms for enhancing schooling. However, independently, these strategies are unable to understand and offer adequate ideas concerning effective teaching and learning styles. Therefore, there is a need for enhancing their collaboration to promote educational excellence. The following discussion offers a comprehensive plan concerning enhancing effective learning and teaching methods in international schools.

Eradicating Bias in Learning and Teaching
First, the collaboration of these assessments help eradicate bias in learning and teaching. Both internal and external parties tend to offer different ideas concerning learning and teaching. Students provide information that favors their interests, such as brutality of teachers, yet they do not expose their errant behavior that offend teachers. Likewise, teachers tend to issue complaints such as salary increase in the attempt of improving their economic wellness. Therefore, relying on evidence from one side leads to research bias. Thus, it is essential to conduct both internal and external evaluations to realize actual measures of improving education. The practice helps to ensure impartial gathering of information from students, teachers, school leaders, government, private agencies, and members of the public. The practice is ideal because it influence the making of informed decisions that improves learning and teaching.

Embracing Internal and External Evaluations
Additionally, embracing the relationship between internal and external evaluations in international schools is an important practice. Chiefly, this is true because the practice help reflects effective learning and teaching methods in schools capable of enhancing student’s engagement. The practice helps make improved relationships between the students, educators, school administrators, government, and private agencies. Therefore, if there is an issue in the school, students can report the incident to the teachers. For example, students who have learning challenges can report the problem to the school administrators.

Enhancing the relationship between internal and external assessments in international learning environments has considerable benefits. The collaboration influences the identification of effective teaching and learning methods. Chiefly, internal assessment ensures that educators and learners offer their views on way of improving learning and teaching. On the other hand, external evaluations involve third parties who provide their recommendations concerning ways of improving education. Nonetheless, a combination of the two methods is ideal because these practices help support the realization of an effective learning and teaching styles. Therefore, contemporary governments should enhance the collaboration between the internal and external evaluations in international schools to enhance education.

References
Abdollahipour, R., & Psotta, R. (2017). Is an external focus of attention more beneficial than an internal focus to ball catching in children? Kinesiology: International journal of fundamental and applied kinesiology, 49(2), 235–241.
Mohamed, H. M. A., & AbuBaker, H. M. (2018). Teacher student interaction in grade 10 and 11 English classrooms in international schools at Khartoum locality: A case study. Ahfad Journal, 35(2), 18–44. Retrieved from http://165.193.178.96
Whittle, R. J., Benson, A. C., & Telford, A. (2017). Enrolment, content and assessment: A review of examinable senior secondary (16–19 year olds) physical education courses: An International Perspective. Curriculum Journal, 28(4), 598–625.