Assessment Strategies Aligned with Learning Theories
Formative Assessments: The course emphasizes formative assessments, offering learners opportunities to revise and resubmit work based on feedback. This approach connects to constructivist theories by supporting iterative learning and adaptation, similar to project-based courses focused on ongoing feedback and development.
Summative Assessments: Summative assessments, such as final evaluations at the end of units, align with behaviorism by measuring final performance against set standards. This is characteristic of traditional lecture-based courses.
Self-Assessment: Self-assessment is encouraged through blogging, reflecting, and peer discussions, aligning with cognitivist theories by fostering self-regulation and connecting new knowledge to existing schemas. This method is common in courses that emphasize active learning and personal growth.
Missing Elements in Assessment
Peer Assessment: The course does not explicitly mention peer assessment, which could enhance collaborative learning and reinforce constructivist principles.
Diagnostic Assessments: There is no mention of diagnostic assessments, which are often used in language or skill-based courses to tailor instruction based on learners’ prior knowledge.
Comparison with Other Courses
Traditional Lecture-Based Courses: These courses may lack the emphasis on formative feedback and self-assessment, relying more on summative assessments.
Active Learning and Project-Based Courses: These courses share similarities with the current course in using formative assessments and reflections to support learning.
Conclusion
By integrating various assessment strategies, the course aims to create a comprehensive and supportive learning environment, enhancing student success through well-aligned assessments and learning activities.
Hi Kale,
I really enjoyed your insightful analysis of the course’s assessment strategies. You effectively highlight how formative assessments align with constructivist principles by promoting iterative learning, while summative assessments reflect behaviorist approaches by measuring performance against set standards. Your emphasis on self-assessment fostering cognitivism through self-regulation and schema connection is spot-on. I agree that incorporating peer assessment could enhance collaborative learning and constructivist principles, and diagnostic assessments could tailor instruction to learners’ prior knowledge. Overall, your blog eloquently illustrates how these strategies create a supportive and effective learning environment. Great job!
Best,
Leeching
I appreciative how you touched on the various assessment strategies in your post, and how you connected formative assessment to the Constructive Learning Theory.
It seems to me that, the course made mentioned of peer assessment, which I think is through members of a Learning Pod/Group having access to your blog/block post for us to read and comment on, which serves as a feedback to you.
Great job!
Hi Kale,
Your post provides a detailed analysis of the assessment strategies used in the course and their alignment with different learning theories. I appreciate the emphasis on formative assessments and their connection to constructivist principles through iterative learning. The comparison with traditional lecture-based courses and project-based courses highlights the benefits and limitations of various approaches. While the course’s focus on self-assessment and reflections is commendable, integrating peer assessment and diagnostic assessments could further enhance the learning experience by promoting collaborative learning and tailoring instruction to individual needs. Overall, the course’s assessment strategies appear well-designed to support active learning and personal growth.