Reply To: Reflection

[Charles]

#2749

• How would you go about assessing the cognitive learning objectives?
Cognitive objectives are designed to increase an individual’s knowledge. Cognitive objectives are designed to increase an individual’s knowledge. Cognitive objectives relate to understandings, awareness, and insights. Starting with basic factual knowledge, the categories progress through comprehension, application, analysis, synthesis, and evaluation.

Knowledge – Remembering or recalling information.
Comprehension – The ability to obtain meaning from information.
Application – The ability to use information.
Analysis – The ability to break information into parts to understand it better.
Synthesis – The ability to put materials together to create something new.
Evaluation – The ability to check, judge, and critique materials.
Thus, the assessments will measure the six different areas in cognitive development.
• What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
Social and emotional learning (SEL) plays a key role in student’s academic readiness and success. SEL assessment can be administered using multiple methods, including questionnaires/surveys, observations, performance assessments, report cards and interviews or focus groups. Basically, the methods measure students’ SEL competencies, specifically interpersonal and intrapersonal knowledge, skills, attitudes, and mindsets.
• What assessment approaches would you use to assess the behavioural learning outcomes, especially those that reflect values?
Assessment helps focus attention on the learning progress and outcomes of each student. Collecting student assessment information is essential to improve teaching and learning strategies and meet information needs at the level of students, parents, teachers, school leaders, policy makers and the general public. Thus, Formative assessment would be the most ideal to assess behavioural learning outcomes and may include activities such as classroom interactions, self- and peer-assessment. questioning and feedback.
Formative assessment builds students’ “learning to learn” skills by: Placing emphasis on the process of teaching and learning, and actively involving students in that process; Building students’ skills for peer- and self-assessment; and Helping students understand their own learning, and develop appropriate strategies for “learning to learn”
• How would you assess social learning outcomes associated with the SDG, especially the involvement of learners working with communities on sustainable development actions (as emphasised in Learning Action 3)?
Sustainable development requires the participation of diverse stakeholders with diverse perspectives, as well as the ideal of reconciling different, if not opposing, values and goals in order to create a new synthesis and global challenges solutions. Social learning requires adaptive management, participatory processes, and stakeholder engagement as a means to cope with complexity and the resultant uncertainty. Community-based learning is important for sustainable development and active citizenship. It enables people to take direct, practical action to tackle the challenges of a rapidly changing, increasingly global world. It also helps people gain new knowledge and skills to improve their lives in sustainable ways,

The following approaches could be used with a community involvement perspective: large-scale assessments for learning outcomes; assessment of learning outcomes at the individual level; national assessments more aligned with national educational priorities; contextualized school and institutional assessments to improve implementation and delivery; the development of formative assessment practices to empower teachers to gauge specific pedagogical practices in classrooms; and personal self-assessment of individual progress.
• How could you include the above in an inclusive end of course examination?
In assessing social learning outcomes associated with the SDG, the involvement of learners working with communities on sustainable development actions is very important. Hence, the end of course examinations should have elements of students being assessed on how they interact with the community in relation to SDGs.
• To what extent does your assessment reflect assessment of significant learning?
Nothing we do to, or for our students is more important than our assessment of their work and the feedback we give them on it. The results of our assessment influence students for the rest of their live. The measurement of student learning through assessment is important because it provides useful feedback to both instructors and students about the extent to which students are successfully meeting course learning objectives. Critical reflection on one’s teaching is an essential part of developing as an educator and enhancing the learning experience of students. Critical reflection on one’s teaching has a multitude of benefits for instructors, including the development of rationale for teaching practices.
The UNZA assessment reflect Assessment for significant learning as it focuses on the opportunities to develop students’ ability to evaluate themselves, to make judgements about their own performance and improve upon it. It makes use of authentic assessment methods and offers many opportunities for students to develop their skills through formative assessment.