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    • Wilma
      Keymaster
      Post count: 13

      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?
    • Charles
      Participant
      Post count: 7

      • 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.

    • LintleMJ
      Participant
      Post count: 3

      To assess cognitive development, I would create a situation whereby student teachers employ their skills to come up with an end product that speaks to saving our environment.
      For socio-emotional learning, I would bring in the aspect of cultural celebrations whereby student teachers would celebrate one anothers culture and share thier knowledge and cultural heritage so that they understand one another and realise that we have to leave harmoniously with one another.

      I would assess value by observing student teachers ability to strive for peaceful environment which is free of life hazards.

    • Claire
      Participant
      Post count: 9

      1. How would you go about assessing the cognitive learning objectives?
      The 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.
      2. 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.
      3. 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”
      4• 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,

      Below are some of the approaches that can 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 results; 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.
      5• 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.
      6• 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. The reflection on one’s teaching has a multitude of benefits for instructors, such as the development of rationale for teaching practices.
      The LIBES 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

    • Tsépo Sekaleli
      Participant
      Post count: 9

      How would you go about assessing the cognitive learning objectives?
      In order to determine the learner’s understanding of the subject, i’ll set a test or an examination of questions that require the learner to reflect on their understanding of the subject or issue at hand.

      What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      For learners to show competency in socio-emotional aspect i’ll give them an assignment to critique a cultural issue in the community within their locality and then assess their human and ecological approach and views regarding the care, if any, of the people and the environment in that community.

      What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
      This requires the learners to carry a task which could be a change project at school that will reflect a change in behavior towards an issue. For example, after learning about water scarcity, one would expect a change in behavior of the learners and this will be assessed through a new technologies to safe water that they will develop, either minimizing tap-water loses or come up with water harvesting technologies.

      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)?

      I’ll assess the applicability of the issue in relation to the community that the learner was working with. Its possible that the outcome may not be what the community is expecting in relation to their cultural norms.
      Integration of knowledge by the students will be assessed, that is, is the learner able to use knowledge from different subjects to address an issue?

      How could you include the above in an inclusive end of course examination?
      Using questions that will enable student to critique, apply and synthesis knowledge, and evaluate different scenarios.

      To what extent does your assessment reflect assessment of significant learning?
      Presently, i’d say that my assessment touches on critiquing of issues, application of learnt knowledge and synthesis of knowledge (though to some extend). I have not incorporated ubuntu aspect to evaluate the caring capacity of my students

      • Tsépo Sekaleli
        Participant
        Post count: 9

        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)?

        The ability to collaborate and show empathy will also be assessed

    • 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.

    • ANNIE PENDA
      Participant
      Post count: 8

      DR PENDA ANNIE
      KWAME NKRUMAH UNIVERSITY – ZAMBIA

      Reflect on your experience of more transformative, learning centred approaches to assessment that are congruent with ESD learning objectives. Use the examples below from the UNESCO Education for SD Learning Objectives document to work with (e.g.):
      • Suggested learning objectives for SDG 6: Clean Water and Sanitation
      • Suggested learning objectives SDG 5: Gender Equity
      (you can also choose any of the other SDG Learning Objectives in the publication – choose ones that are most relevant to your Change Project focus)

      SDG 4 PROVIDING QUALITY EDUCATION/ Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’

      Learning objectives for SDG 4 “Providing Quality Education” Cognitive learning objectives 1. The learner understands quality education as a fundamental condition of life itself, the importance of quality education and inclusiveness, and consequences of having education which is not inclusive with no quality. 2. The learner understands that inclusive quality education is part of many complex global interrelationships and systems. 3. The learner knows about the global unequal access to quality education which is inclusive 4. The learner understands the concept of inclusive education which promotes access to quality education in a sustainable manner
      Socio-emotional learning objectives 1. The learner is able to participate in activities of braille and sign language skills training . 2. The learner is able to communicate about accessing quality education through inclusive education 3. The learner is able to feel responsible for providing quality education to the students with visual and hearing impairment. 4. The learner is able to see the value in positive attitude, access to quality education.
      Behavioural learning objectives 1. The learner is able to cooperate with local authorities in the improvement staff capacity for inclusive education. 2. The learner is able to contribute to quality education at the local institution level. 3. The learner is able to reduce their individual negative attitude to students with visual and hearing impairment. 4. The learner is able to plan, implement, evaluate and replicate activities that contribute to promoting quality education. 5. The learner is able to evaluate, participate in decision-making on management strategies of local, national and international skills that promote inclusive and quality education.

    • Chilufya
      Participant
      Post count: 6

      The cognitive learning objectives would be assessed through asking questions such as subjecting learners to suggest to adopt and adapt strategies that would have worked effectively in given communities.

      The socio-emotional learning objective would be assessed by tasking learners with activities such as designing a plan or an approach to implement in order for a given community to realise advantages of sustainability.

      One of the ways to assess behavioral learning outcomes, especially those that reflect values is to ask learners to come up with ideas that would lead members of a community to make a realistic shift to promote values that would result into sustainability.

      Education for Sustainable Development is about transformation; therefore, I would direct the assessment towards relating social lives to sustainability.

      An end of course examination would cover the different objectives for the SDG’s. I would further include the application aspects to to promote autonomy as learners address the subjective assessment items.

    • ahamwiinga
      Participant
      Post count: 7

      How would you go about assessing the cognitive learning objectives?
      These will assessed through question and answer. for instance, they will be asked to state the advantages and disadvantages of conservation farming, green energy etc. how would the environment be restored and protected? Suggest methods we can recommend to to our surrounding villages in restoring the environment. Learner will answer such questions and then we will be able to tell

      What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      These would be assessed through a project learners can do in a form of field work. Villagers around the college who are planting trees and keep bees would be put in groups and each learner or two are assigned to be monitoring, supervising, and advice these community members. At the end of it all, they submit a written document on the same.
      What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
      I would identify a place or community which is not sensitive to nature, i.e poor methods of farming, poor disposal of waste, use alot of chemicals in gardens and fields so that i see how they will react having gained all the necessary knowledge about ESD. Then from their reactions, ask them to reflect upon what they ahve seen and suggest how such a community or place can be helped.
      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)?
      By providing a lot of sessions where learners will interact among themselves in ESD activities and those that demand them to mix with the community members. Furthermore, in the written examinations, scenarios that a social in nature would be added to see how they can deal with different situations.

      How could you include the above in an inclusive end of course examination?
      To what extent does your assessment reflect assessment of significant learning?
      By bringing out various learning objectives from ESD material in their examination which are well aligned to the concepts covered in class and those they have participated in doing themselves together with Lecturers and community members.

    • 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.

    • Shimuunza
      Participant
      Post count: 3

      1.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?
      The cognitive learning objectives in assessment would be assessed by designing assessment tasks that compel students to recall and reproduce factual information as they were given to them during the course. For example, in the specific case of our change project, students could be asked to state the various tree species that are being planted around the college.
      2. What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values? This could be assessed by using a project method in which students are assigned, for example to tend a number of trees and then evaluate the level of commitment depending on how well they manage to take care of the plants. The health status of the plants signifies the extent of behavior change by the students on an ESD related task.
      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)? This could be done by assigning students to cooperative tasks in which they have to cooperate with other learners or indeed community members for them to produce desirable results. For example, in the case of our change project, students could be put to work in teams, and construct some beehive shelves. The extent to which they succeed spells out how much they have obtained social learning.
      How could you include the above in an inclusive end of course examination?
      This can only be effectively included in an end of course examination by combining long term projects, portfolios and research projects.
      To what extent does your assessment reflect assessment of significant learning?

    • Aubrey
      Participant
      Post count: 5

      SDG 13: Life and Land
      – protect, restore and promote sustainable use of terrestrial ecosystem, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss.

      Cognitive objectives – work on what learners know. Deal with factual information – what knowledge do they have on the trees being cut for charcoal/firewood/on bad cultivation practices in terms of using inorganic fertilizers. Therefore, set tests on the effects of man’s actions on the environment when preparing land for farming, cutting tees for fuel (charcoal or firewood), applying artificial fertilizers on soils in fields and orchards, etc. Test what really is their understanding of something.

      Socio-emotional – assess them on what they think must be done to stop the indiscriminate cutting of trees. What alternative farming practices can be employed to save the ecosystem/environment and do away with prevailing cultural practices.

      Behavioural – give projects to learn that will help re-afforest the environment. Let them come up with projects that will ensure trees are replaced and protected. What must be done to the soil to retain nutrients naturally and protect underground organisms by applying animal manure.

      Social Learning Outcomes – Partner with community to replant trees as windbreakers in order to increase rainfall activities, which will help plant growth. Encourage the use of improved braziers in communities which do not use a lot of charcoal…just five or six dry sticks to cook many pots…also encourage use of dry cowdung (cattle waste) as charcoal; and the use of animal waster and compost as fertilizer instead of a conventional fertilizers.

      Including the above in an inclusive end course examination? – Give examination questions which focus on describing the process, analyzing the process, critiquing or criticizing the process of good environmental protection farming practices. Also evaluating the advantages of good farming practices in the community.

      Extent assessment reflects assessment of significant learning? – This assessment has covered many areas of concern to ensure significant direct and indirect learning for all on protecting the land and its life.

    • chutu
      Participant
      Post count: 7

      How would you go about assessing the cognitive learning objectives?
      By asking them questions (oral or written) to find out how much they know about SD. Design other questions related to the change project. The questions will range from low order thinking questions to higher order thinking questions.

      What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      By observation, give the students a practical task such as caring for fruit trees and observe how committed they are to the task and how they interact with others in the process of carrying out their task

      What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
      Asking to design a plan of how they hope to increase production from the fruit trees. Also continue observing their commitment towards taking care of the orchards.
      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)?
      By looking at how learners are collaborating with the community for instance in planting trees and how open they are to indigenous knowledge provided by the community

      How could you include the above in an inclusive end of course examination?
      designing questions that include both theory and practical activities

      To what extent does your assessment reflect assessment of significant learning?
      it is holistic. it assess the cognitive, emotional and practical aspects

    • KOLOTI
      Participant
      Post count: 6

      How would you go about assessing the cognitive learning objectives?
      I will ask student teachers questions that are related to the principles of SD and ESD that are reinforced in the reviewed curriculum. Ask them about what they already know and what is taught about our change project. For example, they will be asked to mention materials that are available in their environment and can be used in their classrooms, how they design and use materials.

      What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      I would use observation, interviews which include focus groups and report cards. They will be observed in the use of locally available materials and interviewed about their impact on education. They will have to report about their contribution to the society and how they involve community. Encourage them to be motivated with what they do.

      What assessment approaches would you use to assess the behavioural learning outcomes, especially those that reflect values?
      Continuous and formative assessment forms overall part of students end of year results. There are courses that practical. In these courses self and peer assessment will be used. Test and examination will be related to the students’ projects as well. This should be included in the programme that we are reviewing.

      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)?
      Assess how the student teachers involve community in school activities that are related to curriculum implementation such as storytelling and cultural activities.

      How could you include the above in an inclusive end of course examination?
      In the end of course examination students will write detailed report on how the community was involved in school activities.

    • Edgar
      Participant
      Post count: 3

      To test cognitive, I would encourage aspects of memorizing short list of words, identification of the picture of animals for example and copying a shape or object

    • Joalane
      Participant
      Post count: 6

      1. How would you go about assessing the cognitive learning objectives?
      I would ask questions where learners would be expected to recall and remember some information related to water and sanitation and also to use information for application purposes.
      2. What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      I would use methods that would assess a learner’s ability to communicate, negotiate and collaborate. This could be in the form of questionnaires.
      3. What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
      I would use formative assessment, self and peer assessment methods. I would also make use of practice presentations.
      4. 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)?
      Large-scale assessment, national assessments and self assessment.
      5. How could you include the above in an inclusive end of course examination?
      In the end of course examination I would include questions that would assess how learners interact with the community in issues related to sustainable development.
      6.To what extent does your assessment reflect assessment of significant learning?
      Assessment would provide feedback to learners.

    • Mushinga wa Mooto
      Participant
      Post count: 5

      How would you go about assessing the cognitive learning objectives?
      – by setting tasks that seek to check the earners abilities on use of basic knowledge on the material to be taught or learnt

      What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      – the assessment should include activities that will make use of collaboration, negotiation, communication and self reflection.

      What assessment approaches would you use to assess the behavioural learning outcomes, especially those that reflect values?
      – it should contain aspects that require the learners to plan, implement, evaluate and influence

      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)?
      – By giving tasks that requires the learners to collaborate, negotiate, communicate and self reflection. These tasks should based on the identified SDG and the manner of realization

      How could you include the above in an inclusive end of course examination?
      – looking at the abilities of students to work with other teachers at the schools of their practice to implement SST activities. The assessment should also include the abilities to engage with the learners and communities around the school for successful realization of SDG

      To what extent does your assessment reflect assessment of significant learning?
      – the extent is very minimal in that it does not fully cover and measure the involvement of the students in aspects of social emotional learning as well as detailed behavioral transformation.

    • Sarah
      Participant
      Post count: 7

      How would you go about assessing the cognitive learning objectives?
      I would prepare tasks such assignments, tests in order to assess learners understanding of subject matter. However, I would ensure that the questions reflect the various levels of cognitive objectives. The knowledge level through to the highest level creating/synthesis.
      What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      These objectives are affective in nature, hence I would use methods such as peer-assessment, role play, hands-on activities in order accord learners an opportunity to show values such as awareness, respect for their friends views and feelings.
      What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
      Formative assessment would be appropriate so that different activities are used. I would use a range of activities such as demonstrations, illustrations, field work, hands-on science approach and other classroom and out of class actions. This will help learners to come up with alternative ways of doing things and in the process foster values such as awareness, appreciation and curiosity.
      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)?
      The learning outcomes is action orientated, I would activities such as discussions, forums, field work and any other that promote learner-teacher, learner-learner and learner community interactions. I would create opportunities for my learners to work with communities on sustainable development actions through projects. For example, tasking them to identify a local concern develop a project work with the community as part of their course work.
      How could you include the above in an inclusive end of course examination?
      I would use scenarios in theory examination questions that highlight SDG and community engagement. For practical examinations I can structure it in such a manner that they have a hands-on experience of different issues in the community. Apply their SDG understanding and knowledge to answer the examination.
      To what extent does your assessment reflect assessment of significant learning?
      To some extent due to the largely assessing cognitive objectives and somewhat behavioral objectives. However progress is being made to also assess socio-emotional learning and social learning ultimately significant learning.

    • Kalumiana Mwangala Connie
      Participant
      Post count: 7

      How would you go about assessing the cognitive learning objectives?
      by setting test that require learner’s to understand the importance of the subject that is been taught at hand.
      What variety of assessment methods could you use for assessing the socio-emotional learning
      By experimentation through this method able to observe. Learner’s are given practical work to do such as making of bio fertilizer. By this way learners can be committed to work.
      What assessment approaches would you use to assess behavioural learning outcomes?
      ask learners to plan a design how they will do increase production when carrying out science technology engineering mathematics in intensive gardening. And through formative assessment this is by giving them a test at the end of the term and through peer assessment.
      How would you assess social learning outcomes associated with the SDG especially the environment of learners working with the communities.
      by looking at the learner’s how they are collaborating with the communities around them.what is dance movie asked to go into the community and ask elders about it indigenous knowledge they have been using intensive gardening.And how elder
      have been using the issues of mathematics engineering science and technology into the garden.
      How could you include the above in an inclusive and of course examination?
      Planning questions that include practical and theory.
      To what extent does your assessment reflect assessment of significant learning?
      it assesses cognitive social ,emotional and practical aspects.

    • Job Stephen Kyamogi
      Participant
      Post count: 12

      Cognitive learning objectives would be assessed through measurement instruments such as tests and summative exams to gauge understanding. My socio-emotional learning objectives’ variety of assessment would include observing learners’ hands on engagements with ESD issues through oral discussions, debates and observing daily lived manifestations. Assessing values would entail assessing what learning is doing for the learner by analysing learners contribution to self and society that is the learners’ ability to apply learning in real life to make society a better place. this would involve assessing action competences to assess how exposure has influenced choices and actions. Assessing social learning outcomes and SDGs in communities would involve assessing the impact of their activities to improve the standard and quality of life wrt eradicating poverty, eradicating hunger through promoting education and assessing how learners impact the physical environment through their activities. Including the aforementioned forms of assessment in an inclusive end of course examination would mean having to create weights in such a way that part of the final mark is weighed from continuous assessment that includes components of the above forms of assessment e.g. written exams would have a weight of 60% while CA 40%. Part of the 60% would have simulations of what was carried out in the CA activities graded over the 3 years of a Pre-service teacher’s preparation at the Teacher Training institution. Currently, my assessment reflects very little if any amount of significant assessment.

    • David Maguza
      Participant
      Post count: 12

      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.
      It makes use of authentic assessment methods and offers many opportunities for students to develop their skills through formative assessment

    • Dumile
      Participant
      Post count: 10

      The multidimensional nature of the learning process requires multidimensional assessment, where skills, knowledge, competencies and values are also assessed. the framework for assessing learning puts down 6 dimensions that need to be learnt and assessed subsequently. Competency based education in South Africa was affected by a missing a corresponding multidimensional assessment system. cognitive assessments include the conventional method of assessment that teachers are well skilled in. this includes knowledge and understanding, which should not be an end to itself, but only a groundwork for other kinds of learning(Fink,2003). Socio- emotional learning and assessment is a bit elusive for teachers because it touches on the affective domain. However it can be assessed through observation of learners while they are exposed to cultural events, music etc. this domain is better assessed using interviews where learners open up more about their affective characteristics. other methods would be focused group discussions. Behavior changes can also be noted through observations while learners are engaged in social events. Behavior assessments are best done by peers, and self. Formative assessments are good because they give learners the opportunity to change, so they are important for behavior teaching/ learning.
      Social learning outcomes related to SDGs can be assessed as situated in communities, which emphasises contextualisation rather than generalisation of assessment. large scale assessments can be used at different levels, e.g. country, community, institution, classroom and individual.
      Assessing oneself is a skill that everyone needs because it is very key in transformative learning. transformative learning is all about change that comes from within in terms of values, norms, terms of reference etc. in order to experience that change, one needs a significant experience which challenges her to reflect critically on the relevance of one’s values. once values change, behavior and insight will change and so will the whole person.

    • Azaria Simelane
      Participant
      Post count: 10

      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?
      I would use Blooms Taxanomy

      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 assessment approaches would you use to assess the behavioural 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)?
      I would use the Self Reflective questionare

      How could you include the above in an inclusive end of course examination?
      ask the students to design the form and questions.

      To what extent does your assessment reflect assessment of significant learning?
      Will assesses cognitive social ,emotional and practical aspects and give feedback to learners.

    • Sandra@94
      Participant
      Post count: 7

      What assessment approaches would you use to assess the behavioural learning outcomes, especially those that reflect values?

      Blended learning -Because it mixes traditional face-to-face education with technology, has become increasingly popular in educational institutions over the years. This style of learning provides a way for faculty to engage students through visuals and online interaction.
      Project based learning – is appropriate where students demonstrate their knowledge and skills by creating a public product or presentation for a real audience. This helps students develop deep content knowledge as well as critical thinking, collaboration, creativity and communication skills. Project Based Learning develops a contagious, creative energy among students and teachers.

    • Busisiwe
      Participant
      Post count: 10

      How would you go about assessing the cognitive learning objectives?
      This could be assessed by using questions that will require learners to display knowledge of concepts. They should apply critical thinking, problem solving, analysis, synthesis and evaluation. Learners should demonstrate knowledge by giving facts and figures and then apply them where relevant. They will be given questions that will demand critical reflection of the concepts.

      What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      Group discussion, surveys, interviews and field work will be used for assessment so to allow learners to demonstrate the social skills and display their psychological health. Assessment will also be based on communication skills where learners will need to communicate about issues surrounding the topic under study and argue with others. They will need to develop personal commitment to topics learned and encourage others to make informed decisions.

      What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
      Question and answer, higher order questions, role play will help show the level of behavoural change amongst learners. They will be required to plan, implement, evaluate and replicate strategies enhancing the topic under study and the community. They should perceive when other need assistance and seek help for themselves and the rest. Learners will be involved in processes of policy development for the institution and the community as well as nationally.

    • THEODOZIA BANDIYA
      Participant
      Post count: 12

      How would you go about assessing the cognitive learning objectives?
      By asking the student teachers questions that related to the principles of Sustainable Development that are reinforced in the reviewed curriculum. Ask them what they know and what is in our change project and how to implement our change project using the available resources

      What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      I would use observation, interviews which include focus groups and report cards. They will be observed in the use of locally available materials and interviewed about their impact on education. They will have to report about their contribution to the society and how they involve community. Encourage them to be motivated with what they do.

      What assessment approaches would you use to assess the behavioural learning outcomes, especially those that reflect values?
      The use of study tour, focused group discussion, Observation and enquiry that will enable to get the required results. Test and examination will be related to the students’ projects as well

      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)?
      Assess how the ability of student teachers to involve community in college and school activities that are related to curriculum implementation such as narrating of stories, engaging in cultural and customs activities.

      How could you include the above in an inclusive end of course examination?
      At the end students write the report on how the community was involved in different college and school activities, looking at the abilities of students to work with other teachers at the schools of their practice to implement SST activities. The assessment should also include the abilities to engage with the learners and communities around the school for successful realization of SDG

    • DJLMP
      Participant
      Post count: 5

      How would you go about assessing the cognitive learning objectives
      I will make sure that my students should be given questions about their previous knowledge as well their present knowledge which they acquired onSD and ESD

      What variety of assessment method could you use for assessing the social-emotional learning objectives
      By involving the students to work with the community as a team where the students and the community will be put in groups in which they will be carrying an activity of planting seedlings of trees and their method of preservation/controlling from fire

    • sphelelelukhele@gmail.com
      Participant
      Post count: 8

      How would you go about assessing the cognitive learning objectives?
      This could be assessed by using questions that will require learners to display knowledge of concepts. They should apply critical thinking, problem solving, analysis, synthesis and evaluation. Learners should demonstrate knowledge by giving facts and figures and then apply them where relevant. They will be given questions that will demand critical reflection of the concepts.

      What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      Group discussion, surveys, interviews and field work will be used for assessment so to allow learners to demonstrate the social skills and display their psychological health. Assessment will also be based on communication skills where learners will need to communicate about issues surrounding the topic under study and argue with others. They will need to develop personal commitment to topics learned and encourage others to make informed decisions.

      What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
      Question and answer, higher order questions, role play will help show the level of behavoural change amongst learners. They will be required to plan, implement, evaluate and replicate strategies enhancing the topic under study and the community. They should perceive when other need assistance and seek help for themselves and the rest. Learners will be involved in processes of policy development for the institution and the community as well as nationally.

    • Busi Shongwe
      Participant
      Post count: 8

      How would you go about assessing the cognitive learning objectives?
      cognitive objectives are designed to increase an individual’s knowledge, assessing it will require one to display knowledge of the concepts. This will involve starting with basic factual knowledge, the categories progress through comprehension, application, analysis, synthesis, and evaluation. Questions will involve students displaying understanding and reflection and critically analysis the situation.

      What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      measuring student social and emotional competencies can be done through questionnaires, observations, performance assessments, reports, and interviews and focus groups

      What assessment approaches would you use to assess the behavioural learning outcomes, especially those that reflect values?
      Students learning behavioural learning I can use could be both direct and indirect . Direct may include homework, quizzes, exams, reports, essays, research projects, case study analysis, and rubrics for oral and other performances that require higher order thinking. And indirect assessment may include is gathering information through means other than looking at actual samples of student work. These include surveys, exit interviews, and focus groups.

      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)?
      I would use activities such as discussions, forums, field work and any other that promote learner-teacher, learner-learner and learner community interactions. I would create opportunities for my learners to work with communities on sustainable development actions through projects. For example, tasking them to identify a local concern like the one of waste management as part of their course work or community engagement project.

      How could you include the above in an inclusive end of course examination?
      I can pose a question that will require them to thinking critically and apply the skill that they have learnt while doing the ESD project that involved the community. require they to apply the information gained in the developmental stages of the projects.
      To what extent does your assessment reflect assessment of significant learning?
      I will assess the cognitive aspects(social, emotionally etc.) and give the learners feedback.

    • Cpwe
      Participant
      Post count: 9

      How would you go about assessing the cognitive learning objectives?
      Cognitive learning objectives- This will be done with factual information. For example, what knowledge do they have about the recycling of papers. This can be tested by designing assessment tasks that will force the students to answer questions orally or written about the change project.
      What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      multiple methods such as group discussion, interviews, observation, reports would be used for assessment to allow students to demonstrate social skills. These methods measure students social and emotional learning competencies especially interpersonal and intrapersonal knowledge, attitudes, and skills
      What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
      The change project will carry a task that will reflect a change in behaviour towards an issue. For example after learning paper waste management, the student would change in behaviour and the students will also use the finished products to plunge into a number of entrepreneurial ventures. For learning materials, students would use recycled paper for making some teaching aids
      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 different stakeholders whereby they will participate in different tasks that require them to collaborate, negotiate and communicate
      How could you include the above in an inclusive end-of-course examination? Students would write reports on how the change project involves the community and state activities that took place during the change project
      To what extent does your assessment reflect assessment of significant learning?

    • Bonsile Dlamini
      Participant
      Post count: 4

      1. How would you go about assessing the cognitive learning objectives?
      This could be assessed by using questions that will require learners to display knowledge of concepts by asking the student teachers questions that are related to the principles of Sustainable Development that are reinforced in the reviewed curriculum. I would also prepare tasks such assignments, tests in order to assess learners understanding of subject matter. However, I would ensure that the questions reflect the various levels of cognitive objectives. The knowledge level through to the highest level creating/synthesis.

      2. What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      I would use observation, interviews which include focus groups and field work will be used for assessment so to allow learners to demonstrate the social skills and display their psychological health.

      3. What assessment approaches would you use to assess the behavioural learning outcomes, especially those that reflect values?
      Ask learners to plan a design productivity when carrying out intensive gardening and use formative assessment, self , peer assessment and make use of practice presentations.

      4. 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. I would also use activities such as discussions, forums, field work and any other that promote learner-teacher, learner-learner and learner community interactions. I would create opportunities for my learners to work with communities on sustainable development actions through projects.

      5. How could you include the above in an inclusive end of course examination?
      At the end students will write the report on how the community was involved in different college and school activities, looking at the abilities of students to work with other teachers at the schools of their practice to implement SST activities. I would also use scenarios in theory examination questions that highlight SDG and community engagement.

      6. To what extent does your assessment reflect assessment of significant learning?

      To a greater extent because 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.

    • Newton Isaac Nyondo
      Participant
      Post count: 10

      How would you go about assessing the cognitive learning objectives?
      By setting questions that measure all levels of the cognitive domain.

      What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
      I will use assessment methods such as peer and self-assessment, peer feedback, as well as a portfolio to assess the socio-emotional learning objectives

      What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
      I will use both, assessment for learning as well as assessment of learning.

      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 setting tasks that require learners to work collaboratively for themselves and with the community and give peer feedback.

      How could you include the above in an inclusive end-of-course examination?
      By setting the end of course examinations in such a way that it includes elements of interaction with the community in relation to SDGs.

      To what extent does your assessment reflect the assessment of significant learning?
      To a greater extent, my assessment has reflected the assessment of significant learning, because most of the types of significant learning (foundational knowledge, application, integration, human dimension, caring, and learning how to learn) are captured in my assessment.

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