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Assessment Drives The Learning: Raising The Bar. Dr Rozz Albon Curtin University of Technology [email protected] ADL. 3 Premises _______________________________. Learning – epistimological and cognitive views Feedback Time Learning implied

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assessment drives the learning raising the bar

Assessment Drives The Learning: Raising The Bar

Dr Rozz Albon

Curtin University of Technology

[email protected]

3 premises
3 Premises_______________________________
  • Learning – epistimological and cognitive views
      • Feedback
      • Time
  • Learning implied
  • Learning involves socially organised activity
ist premise theoretical frameworks
Ist premise: Theoretical Frameworks____________________________
  • Deep processing
  • Strategy level of Oliver’s Taxonomy
  • Situative-sociocultural
  • Sociocognitive and information processing
traditional short extended essay
Traditional: Short & Extended essay_________________________________
  • Short
      • Linear: teach, learn, assess
      • Purpose= assessment
  • Learning involved
      • Extensive reading, synthesis, deductive reasoning, debate, argument, etc
  • Limitations
      • breadth, integration,
      • transferability
      • Anathemagenic
      • Solitary – minimal discourse
extended
Extended_________________________________
  • Learning
      • Self-initiated problem
      • mediation
      • More endurance & transformational value
  • Limitations
      • Solitary – minimal discourse
      • Minimal transformational value
      • Limited situativity
reconceptualising assessment in order to learn
Learning circles expanded

Learning as dual purpose

Motivation mastery

Sociocultural – constructivist – problem based

Reconceptualising assessment - in order to learn_________________________________

Separate items of assessment considered as evidence of learning at specific intervals following learning

Content of unit delivered by lecturer/teacher

Learning Cycle

Class/lab work, usually completed weekly/in modules

3 principles
3 Principles________________________________
  • Beginning of learning cycle
  • Purpose of learning
  • Mediation is central
slide9

Situative & Social constructivism

Deep approach

  • Processes
        • Creating rich, complex, challenging tasks.
        • Socialisation
  • Valuing a product
  • Open ended
  • High expectations
  • Feedback
  • Time management

DRIVES

Learning

question 1
Question 1___________________________________

Imagine I wanted to replicate this assessment online:

  • How can I apply mediation to online assessment tasks to ensure the approach in which assessment drives the learning and raises the bar occurs?
question 2
Question 2__________________________________

What would enhance, develop and promote this approach for individuals learning online but who must approach the task to include the situative sociocultural perspective?

slide15

Cognitive Activity

(The degree the task requires metacognitive processes & use of dual channels for learning)

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