Accessing Learning

I as from the generation who was measured by mainly examinations for attainments of learning, I don’t like the methods of assessment. It is because it creates high sensitive and completive learning environment, usually in this environment, students see their peer students as not collaborators but as competitors. And they are labeled with their grades, although the exam method can measure only a snapshot of learners’ cognitive knowledge.

As learning theories advanced from cognitivist to constructivist and to experientialist theory, assessment methods has been developed from the traditional way to contemporary way. Now a days, for example essay, portfolios, projects methods are more recommended for accessing higher education students learning experiences. According to the constructivism based learning objectives, students should learn skills like Social & Communication skills, Collaboration skills,  Problem solving skills and Critical thinking skills, which are needed in the world of work. It means that learning should take place as a social contexts and students are encourage to learn and perform or demonstrate their skills and knowledge in collaborative team environments.  In that sense, portfolio is a good method to access students learning progress, weaknesses and strengths, and achievements from their reflective point of view.

When I considering my field of subject as ICT, I need to use some other methods for increasing efficiency and effectiveness of teachings. What kind of assessment methods will be used for my training? I need to think about the dependencies of who are the target students? what are the objectives? how to achieve the objectives? who will assess? and so on. If I have concrete learning outcomes for the target students, it would not so difficult to choose assessment methods. But how to ensure the fairness and validity of assessments, how to motivate students with the chosen assessment methods will be remained as challenges.

References: Jarvis, P. Holford, J. & Griffin, C. 2003.The theory & practice of Learning, Routledge. 157-170