Before continuing to explore different forms of assessment for learning evaluating the effectiveness and assessing the impact they have on children’s learning within the classroom. Concluding by addressing the problems with assessment for learning and if not being promoted in the correct manner could cause ineffective learning. (need to put something in just about assessment not just assessment for learning) maybe use a Shirley Clarke quote. Assessment although being a critical part of the teaching and learning cycle may be one of the hardest areas for trainee teachers to address and understand but will crucially have a negative impact on children’s learning within any given classroom if not preformed effectively. The Department for Education and Science (1988:7) states ‘Promoting Children’s learning is a principal aim of schools.
(Oct 2009). Adaptive role playing games: an immersive approach for problem based learning. Educational Technology & Society, 12, 4. p.110(15). Retrieved February 05, 2010, from Academic OneFile via Gale. Schneider, D.K.
The work of the teacher is to find ways or approaches that will motivate learners to construct their knowledge based on prior knowledge, experience and their view of the real world. This theory rests on the assumption that knowledge is constructed by learners as they attempt to make sense of their own experiences (Driscoll, 1994). The theory suggests that pupils, not the teacher, are the center and controller of learning. Instead of acquiring knowledge from the teacher, the pupil has multiple sources of information in the process of constructing knowledge (teacher, students, library, Internet, textbooks, etc.). From the perspective of constructivist theory, the use of technology in learning becomes more essential to fulfilling the demands of a constructivist approach.
Constructivism Constructivism is defined by About.com (2008) as a type of learning theory that explains human learning as an active attempt to construct meaning in the world around us. The site further explains that constructivism divides learning into two types: accommodation and assimilation. The focus is on the individual’s desire and ability to learn, and the teacher or therapist is merely there to help guide self-directed learning. In regards to applying this theory within classrooms teachers must first become competent in what can prevent students from becoming active learners. Why is it that they cannot find meaning in what they learn.
Retrieved April 12, 2005 from, http://www.findarticles.com/p/articles/mi_qa3844/is_200211/ai_n9149722 Stockley, D. (2005). E-learning Definition and Explanation. Retrieved April 12, 2005 from, http://derekstockley.com.au/elearning_definition.html. Tucker, R. (1995). Assessing the Virtual Classrooms: A Progress Report.
Educational accountability in the United States has a great impact on public school assessment practices. There is a tremendous amount of pressure on schools to demonstrate academic progress; this pressure is mainly in the form of standardized testing. Currently the assessment practices that are used are traditional and non-authentic forms of assessment that reveal only if a student can recognize or recall what they have learned. In an effort to redefine learning in our schools, emphasis needs to be placed on authentic educational assessments and standardized testing to improve student performance. An assessment should reflect real world applications of how knowledge and understanding are used.
Tech Trends: Linking Research and Practice to Improve Learning, 54(2), 50-60. Retreieved from Academic Search Complete database. Simkins, M., & Schultz, R (2010). Using web 2.0 tools at school. Leadership, 39(3), 12-38.
(1999). Constructivism in Classroom: Theory into Practice. Journal of Science Teacher Education, 10(2), 93-106. Retrieved from http://link.springer.com.ezproxy.liberty.edu:2048/article/10.1023%2FA%3A1009419914289# Ramesh, B. K. (2013). Child psychology at advertisements and theory of visual constructivism.
Also, the paper will provide research outcomes on the benefits of brain-based learning. Creating stress-free environments, improving complex cognitive skills, and understanding memory become important in brain-based learning. Receiving, encoding, storing, and retrieving information make sense as the memory routes are defined. Assessing student learning becomes the simple task of accessing the same methods that were used for teaching. After all, the more we understand the brain, the better we will be able to educate it.