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Educational Assessment and Reflection Strategies

The document discusses various approaches to assessment in education including reflective thinking, inquiry-based learning, project-based learning, self-assessment, and assessment of adult learners. It provides models and elements of different assessment types such as three stages of reflective thinking, coding schemes to evaluate reflection, rubrics and peer/self evaluations for project-based learning, and factors that promote effective self-assessment. The document also describes the Northstar Digital Literacy Assessment and identifies areas and modules to evaluate essential computer and software skills.

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Robert Aquino
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40 views3 pages

Educational Assessment and Reflection Strategies

The document discusses various approaches to assessment in education including reflective thinking, inquiry-based learning, project-based learning, self-assessment, and assessment of adult learners. It provides models and elements of different assessment types such as three stages of reflective thinking, coding schemes to evaluate reflection, rubrics and peer/self evaluations for project-based learning, and factors that promote effective self-assessment. The document also describes the Northstar Digital Literacy Assessment and identifies areas and modules to evaluate essential computer and software skills.

Uploaded by

Robert Aquino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

[ROBERT AQUINO]

I.REFLECTIVE THINKING
A. Three-stage model
1. Return to experience
2. Attending to feelings
3. Re-evaluation of experience
B. Coding scheme
1. Attending to feelings
2. Association
3. Integration
4. Validation
5. Appropriation
6. Outcome of reflection
C. Four-category model to assess written work
1. Non-reflection
2. Understanding
3. Reflection.
4. Critical reflection

II.INQUIRY-BASED LEARNING
A. Definition of Terms
1. Inquiry- based instruction
2. Assessment for learning
B. Assessment in Inquiry-based learning
1. Assessment design
2. Communicating student learning
C. Suggestions for Evaluation
1. Digital Portfolios
2. Letter Grades

III. PROJECT-BASED LEARNING


A. Project-Based Learning
1. Common Elements of PBL.
2. PBL Terminology and Project Descriptions
B. PBL Assessment
1. Rubrics.
2. Peer Evaluations.
3. Self-Evaluations and Reflections
C. Benefits of PBL
1. 21st Century Skills
D. Participation Motivation
1. Participation Grades
2. PBL Elements.

IV. SELF- ASSESSMENT


A. Conditions that promote self-assessment
1. Awareness of the value of self-assessment
2. Access to the criteria on which assessment is based
3. The task to be assessed needs to be specific.
B. instructional aids
1. Self-assessment modeling
2. Direct instruction and assistance for self-assessment
3. Cues that help to know when it is appropriate to self-assess.
4. Practice
5. Opportunities to review and improve the process of realizing a task as well as the
final performance

V.STUDENT AFFAIRS ASSESSMENT


A. Theoretical Rationale for Enhancing Self-Assessment
1. cognitive and constructivist theories of learning and motivation,
2. metacognition theory, and
3. self-efficacy theory
C. Implications for Practice
1. Clear Learning Targets and Criteria
2. Self-evaluation
3. Reflection
C. Student Affairs Role in the Assessment
1. Linking Assessment to Institutional Mission and Purpose
2. Understanding the Broader Environment
3. Bridging Accountability and Continuous Improvement
4. Developing and Maintaining Collaborative Partnerships
5. Sharing Expertise
6. Valuing and Providing Leadership
7. Devoting Resources to Assessment
8. Designing and Completing Activities for Sustainable Assessment
9. Implementing Assessment Plans
10. Asking Tough—or Tougher—Questions

VI. NORTHSTAR DIGITAL LITERACY ASSESSMENT


A. Six online, self‑ guided modules
1. Basic Computer Use
2. Internet
3. Windows
4. Operating System
5. Email
6. Word Processing/ Microsoft Word
B. Three main areas
1. Essential Computer Skills,
2. Essential Software Skills, and
3. Using Technology in Daily Life

IV. ASSESSMENT OF ADULT LEARNER TEACHERS’ INSTRUCTIONAL PRACTICES AND


PREPARATIONS, CHARACTERISTICS, AND NEEDS
A. Teachers’ Instructional Practices and Preparations, Characteristics, and Needs
1. Subject Matter
2. Materials
3. Behavior Management
4. Preparation for Teaching Adults
5. Evaluation
6. Attitude and Motivation
7. Understanding and Teaching Adult Learners’ Style
8. Tips for Teaching Adults

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