Unit 7
ASSESSMENT AND LEARNING MODELS
ASSESSMENT AND LEARNING MODELS
PROJECT-BASED LEARNING.
Project-based learning is a form of learning model that helps to create independent thinkers and learners, with learners solving real-world problems by constructing their own knowledge through research, planning, organizing, implementation, and finalizing by presentation (Vidergor,2022).
The selection of project-based learning was inspired by my first-hand experience of curating a cultural project for Grade 1 students in K-12 education. The goal of the project was to help students learn more and appreciate their cultural heritage through a hands-on project. The topic for the project was 'How do you celebrate Family cultural Traditions?' Before assigning the project, the topic of different cultures and traditions had been discussed in the classroom by reading books and watching videos of how different cultures are celebrated. The students were split into three groups, with each group member focusing on a different aspect of their family traditions, such that one member focused on clothing and the others on food, games, music, and festivals.
The students were encouraged to discuss with their families to learn about their culture and acquire information about food, clothing, games, music, and festivals. It was required to attach images and drawings, with the option of role-playing with the information gathered. The project was to be presented in the classroom, with each student sharing what they learned and showcasing all the different traditions.
In the context of authenticity, the project topic was used to explore and acquire information about people's real-life experiences. For the project, the guidelines included the use of visuals like images or drawings, or role-playing, such as singing a song or presenting in a traditional outfit, to explain each theme of information. The guideline was sent home in a printed sheet with each student, followed up with emails to encourage family involvement and to assist their students in bringing the project alive.
ASSESSMENT
Assessment helps educators to scale how much learning has occurred and the adjustments that need to be put in place to make the learning process better and effective (Popham, 2009). For this project, both formative and summative assessments were used to assess the learning scenario.
Formative assessment is a type of assessment that is used to observe and identify students' difficulties during ongoing teaching and learning experiences. Formative assessment provides feedback for both teachers and students to identify how instructions need to be adjusted for effective teaching and learning(Dixson & Worrell, 2016). Formative assessment was used to observe the students' progress through the span of the project to know their involvement in the research and how much they had learnt during the classroom presentation and discussion with their peers. I used a Question-and-answer session to know their progress by asking about what they had learnt from other peers' cultural traditions. I asked the students to share anything about their discovery and gave timely feedback on what needs to be done by acknowledging their input and fostering effective collaboration with their peers.
Summative assessment is a type of assessment that is used to measure the progress and overall teaching and learning experience to become an independent and confident demonstrator of knowledge acquired (Zentner, 2022). Summative assessment was also utilized at the end of the project to evaluate the students' presentation of the project to the class, with the use of rubrics to analyze the accuracy, and to evaluate students' clarity of the information presented, and how well the students were able to be creative and collaborate based on the guidelines provided for their project presentation. The students' final project was individually presented, and the drawings, photos of each group were attached to a poster cardboard and placed on the classroom wall.
Authentic assessment is a deliberate type of assessment that is used to gain insight into learners' skill set and disposition and to help instructors understand learners' direction of growth (Seitz, 2023). Authentic assessment was used to assess the learning scenarios by assessing the students' presentations to measure the accuracy of the cultural information, the level of learners' understanding of their cultural traditions, their engagement, and reflection, which was observed during the project presentation. The creativity of students is seen in the context of labelling, coloring, or drawing a picture of their cultural themes. This authentic assessment focuses on the students' deep learning and understanding of their culture by relating it to real experiences they have witnessed.
CONNECTION TO LEARNING THEORY.
The learning scenario is most prominent with the constructivist learning theory by highlighting the work of Jean Piaget and Lev Vygotsky. Piaget’s emphasis on assimilation can be extracted from the learning scenario as students build more information based on the existing knowledge of their culture (Sanjeef, 2022).
Vygotsky’s postulation of social interactions and the construction of knowledge through experience in learning was highlighted through the students' collaboration with their family members, peers, and teachers (Clark, 2018).
REFERENCES
Clark, K. R. (2018). Learning Theories: Constructivism. Radiologic Technology, 90(2), 180–182.
Dixson, D. D., & Worrell, F. C. (2016). Formative and Summative Assessment in the Classroom. Theory Into Practice, 55(2), 153–159. http://www.jstor.org/stable/43894028
Seitz, H. (2023). Authentic Assessment: A Strengths‑Based Approach to Making Thinking, Learning, and Development Visible. Young Children (YC), 78(1), 6–11.
Thampinathan, Sanjeef. (2022). The application of the constructivism learning theory to physician assistant students in primary care. Education for Health (Abingdon, England), 35(1), 26–30. https://doi.org/10.4103/efh.EfH_333_20
Vidergor, Hava E. (2022). Effects of innovative project-based learning model on students’ knowledge acquisition, cognitive abilities, and personal competencies. The Interdisciplinary Journal of Problem-Based Learning, 16(1). https://doi.org/10.14434/ijpbl.v16i1.31183
W. James Popham. (2009). Formative Assessment: Monitoring Instruction and Learning: A Chapter from Instruction That Measures Up. ASCD.
Zentner, A., (2021). Data Analytics: Qualitative Data Analysis. In SAGE Skills: Business. SAGE Publications, Inc., [https://doi.org/10.4135/9781071865859]