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Assessment Drives The Learning: Raising The Bar

Assessment Drives The Learning: Raising The Bar. Dr Rozz Albon Curtin University of Technology R.Albon@curtin.edu.au. ADL. 3 Premises _______________________________. Learning – epistimological and cognitive views Feedback Time Learning implied

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Assessment Drives The Learning: Raising The Bar

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  1. Assessment Drives The Learning: Raising The Bar Dr Rozz Albon Curtin University of Technology R.Albon@curtin.edu.au

  2. ADL

  3. 3 Premises_______________________________ • Learning – epistimological and cognitive views • Feedback • Time • Learning implied • Learning involves socially organised activity

  4. Ist premise: Theoretical Frameworks____________________________ • Deep processing • Strategy level of Oliver’s Taxonomy • Situative-sociocultural • Sociocognitive and information processing

  5. Traditional: Short & Extended essay_________________________________ • Short • Linear: teach, learn, assess • Purpose= assessment • Learning involved • Extensive reading, synthesis, deductive reasoning, debate, argument, etc • Limitations • breadth, integration, • transferability • Anathemagenic • Solitary – minimal discourse

  6. Extended_________________________________ • Learning • Self-initiated problem • mediation • More endurance & transformational value • Limitations • Solitary – minimal discourse • Minimal transformational value • Limited situativity

  7. Learning circles expanded Learning as dual purpose Motivation mastery Sociocultural – constructivist – problem based Reconceptualising assessment - in order to learn_________________________________ Separate items of assessment considered as evidence of learning at specific intervals following learning Content of unit delivered by lecturer/teacher Learning Cycle Class/lab work, usually completed weekly/in modules

  8. 3 Principles________________________________ • Beginning of learning cycle • Purpose of learning • Mediation is central

  9. Situative & Social constructivism Deep approach • Processes • Creating rich, complex, challenging tasks. • Socialisation • Valuing a product • Open ended • High expectations • Feedback • Time management DRIVES Learning

  10. Question 1___________________________________ Imagine I wanted to replicate this assessment online: • How can I apply mediation to online assessment tasks to ensure the approach in which assessment drives the learning and raises the bar occurs?

  11. Question 2__________________________________ What would enhance, develop and promote this approach for individuals learning online but who must approach the task to include the situative sociocultural perspective?

  12. Cognitive Activity (The degree the task requires metacognitive processes & use of dual channels for learning)

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