Complex learning methods bundle together ideas about learning into a shape that can be adopted across a wide variety of cases. Connected to creating student centered learning and authentic assessments there are several projects or complex learning methods, which are described in the following document, including a practical project application.
Assessment is the measurement of what students are learning. Student achievement is defined as how well they have mastered certain target skills. Assessments provide educators with both objective and subjective data in order to ascertain student progress and skill mastery. (Ronan, 2015)
We are face on five Assessments
Authentic assessments analyze and evaluates the students’ knowledge in the function outside of the school or academic environment. It summarizes the subjects and topics learned in school, practiced by an implemented situation of practical application. This situation mirrors the real life problem simulated by inducing an assignment presenting a life situation.
Authentic Assessments are those that allow an instructor to see how well learners can apply what they have learned. A more traditional assessment can be seen in a multiple choice test; authentic assessments require learners to perform in a way that more closely resembles a real-world use of knowledge and skills, such as in a simulation or through the developing of a portfolio.
Experiential learning is the process of learning through experience, and is more specifically defined as "learning through reflection on doing". Hands-on learning is a form of experiential learning but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to but not synonymous with other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning. (Wikipedia, Experiential learning, 2017)
Experiential Learning allows for learners to be more actively involved in the learning process and values process of learning over product (end result) of learning. Students have the opportunity to learn from "natural consequences" of decisions they make during the experience, and the instructor facilitates students' learning and ensures students reflect on experiences to gain understanding.
Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based, rote memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems or scenarios. (Wikipedia, Project-based learning, 2017)
Project-Based Learning is a learning experience wherein learners spend an extended amount of time working to solve a complex challenge, problem, or task and learn new knowledge and skills as they work. Learning is demonstrated during the course of a unit, not just assessed at the end.
Formative assessment is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. (Coffey, 2013)
Five Attributes of Effective Formative Assessment
Learning Progressions: should clearly articulate the sub-goals of the ultimate learning goal.
Learning Goals and Criteria for Success: should be clearly identified and communicated to students.
Descriptive Feedback: Students should be provided with evidence-based feedback and criteria for success.
Self- and Peer-Assessment: are important for providing students an opportunity to think about their learning.
Collaboration: A classroom culture in which teachers and students are partners in learning.
Summative assessments are cumulative evaluations used to measure student growth after instruction and are generally given at the end of a course in order to determine whether long term learning goals have been met. (Coffey, 2013)
Summative assessments are often created in the following formats:
Coffey, H. (2013). Retrieved from Formative assessment, Summative assessment: http://www.learnnc.org/lp/pages/5212
Ronan, A. (2015, April 29). Retrieved from Every Teacher’s Guide to Assessment: http://www.edudemic.com/summative-and-formative-assessments/
Wikipedia. (2017, June 3). Retrieved from Experiential learning: https://en.wikipedia.org/wiki/Experiential_learning
Wikipedia. (2017, September 12). Retrieved from Project-based learning: https://en.wikipedia.org/wiki/Project-based_learning
Wilberg, M. (2013, April 19). Retrieved from Authentic Assessment in Action: https://www.edutopia.org/blog/sammamish-4-authentic-assessment-in-action-mark-wilbert
© 2017, Andreas Holzer - Learning Theories