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Leonard Nkhata
Participant
Post count: 11

Answer the following questions and write your answers down in your course notebook:

How would you go about assessing the cognitive learning objectives?
This could be done through working out the factual knowledge (remember) to understanding, application of knowledge (using procedures to carry out a task), analysis, Evaluate (making judgements) and create (putting materials to make a new product) (Anderson & Krathwohl, 2001). With reference to our change project, the factual content would have to 21st C skills and selected SD competences. The mastery of learning of these would go through these different levels of the taxonomy.

What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
The first action point here could be the selection of topics to measure and gather the necessary data from the students. This will enable the analysis of strengths and areas of growth. These objectives could be measured using self scoring rubrics, problem-solving activities/skills, games, and observation protocols.

What assessment approaches would you use to assess the behavioural learning outcomes, especially those that reflect values?
Observations could be used (e.g. being able to follow directions); and questionnaires for behaviours in the past.

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)?
For our change project, social learning could be assessed by having defined goals, benchmarks and tools. Our project deals with 21st C skills and SD competences. Therefore, intrapersonal skills (e.g. intellectual openness, work ethic and positive self-evaluation) and interpersonal skills (e.g. teamwork and collaboration) (Denham, S, 2016) are important. Selfassessment, scoring simulated scenarios, observations (Elias, M.J., 2019) are some ways that our change project could implement to assess social learning outcomes.

How could you include the above in an inclusive end of course examination? Our social learning approach recognises social learning as continuous and cannot be memorised. The inclusion of these in an end of course examination may not be applicable in one sitting. Instead, a series of progress monitoring activities over a period of time will have to be compiled to track skill acquisition. However, the end of course examination of social learning could be in the form of a scenario based evaluation whose weight age should not overshadow efforts made over the duration of the course. This is because test/assessment conditions may also influence performance and this may not be the best predictor of having mastered the skill in question.

To what extent does your assessment reflect assessment of significant learning?
Our assessment does reflect assessment of significant learning to a certain degree in our TEI.
For example, foundational knowledge and application are addressed and are explicitly stated. However, human dimension, caring and learning how to learn categories are not explicitly stated most syllabi and this is a challenge for our change project.