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ANNIE PENDA
Participant
Post count: 8

Reflect on your experience of more transformative, learning centred approaches to assessment that are congruent with ESD learning objectives.

Comment on your the following questions and share your thoughts, reflection and concerns with your fellow students and facilitators.

How would you go about assessing the cognitive learning objectives?
What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
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)?
How could you include the above in an inclusive end of course examination?
To what extent does your assessment reflect assessment of significant learning?
Dr Penda Annie
Kwame Nkrumah University-Zambia
LEARNING ACTION FOUR POST 1
• How would you go about assessing the cognitive learning objectives?
By engaging students during teaching practice and lecturers during the braille and sign language training in critical, creative, and practical thinking and action, e.g., engaging in a change project. By letting them plan, research and present in the case of students .then lecturers trough embossing braille and sign language.
Value added: Allows other kinds of learning to become useful for capacity building.
• What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
By assessing lecturers and students showing empathy and compassion towards students with visual and hearing impairment, this is done by observing them teaching these students during peer teaching and lecturers teaching during the normal lecture hours.
Value added: Capacity building of lecturers and students during peer teaching.
What assessment approaches would you use to assess the behavioral learning outcomes,
especially those that reflect values?
The method of learning how to be a better student, and lecturer how to engage in inquiry,
or how to become a self-directed learner.
Value added: Enables students and lecturers to continue learning effectively in the future
• How would you assess social learning outcomes associated with the SDG, especially the involvement of learners working with communities on sustainable development actions (as emphasized in Learning Action 3)?
By allowing students and lecturers learn about self, others, and appreciating personal and
societal value of what is learned using inquiry, storytelling and picture methods.
Value added: Informs students and lecturers about the human significance of what they are
learning and having positive attitude towards learners with disabilities (visual and hearing
impairment).
• How could you include the above in an inclusive end of course examination?

Through examining new feelings, interests or values that reflect caring about something or
someone who disabled and these are students with visual and hearing impairment, by
checking on how the skills are applied, such as social, cognitive skills and poverty is
addressed.
Value added: Inspires students to want to learn more and make it a part of their lives. of educating students with visual and hearing impairment.
• To what extent does your assessment reflect assessment of significant learning?

Learning about self and the disabled, and appreciating personal and societal value of what
is learned in terms of braille and sign language skills..
Value added: Informs students and lecturers about the human significance of what they are learning. Positive attitude, granting of human right to education to the disabled , inclusiveness and capacity building.