Assessment in a Situated Learning Environment: A Conceptual Framework
Written for: EDUC 530, Diane Janes, UBC, 2008
Excerpt
The challenges of constructivist assessment
Planning assessment in a cooperative setting presents interesting challenges for instructors. To implement effective evaluation strategies, teachers must be clear on what tasks will be assessed, what procedures will be used, and how the tasks and assessment procedures will correspond. Three types of assessment are typically used (Johnson, Johnson, & Holubec, 1998):
- Diagnostic assessment (pre-testing): refers to student’s actual level of knowledge and skills
- Formative assessment: monitors students’ progress toward learning goals
- Summative assessment: provides data to judge the final level of students’ learning
This table is an example (taken from my own situated learning assessment experimentation) of the relationships between the three main assessment types and tasks designed to create a public service announcement (PSA) in a digital film communication Grade 10 class.
Table 1: Relationship between tasks and assessment types
Task |
Assessment Type |
Activity
|
||
PSA | diagnostic | formative | summative | Students work in crews |
Brainstorming | √ | Accessing previous knowledge | ||
Initial presentationof concept to class | √ | Integrating feedback throughcollaboration | ||
Research | √ | Analysing data: widening cognitive references | ||
Script writing | √ | Reconstructing andconsolidating concepts | ||
Story board development | √ | Presenting concepts visually | ||
Filming | √ | Applying technology to construct evidence of knowledge | ||
Editing | √ | Applying technology to construct evidence of knowledge | ||
Written pitch | √ | Synthesising knowledge | ||
Oral pitch / Public Screening | √ | Pitching film to audience &articulating concepts | ||
Final productPSA (1 min) | √ | Screening & presenting finished film |
(Drolet, C., Digital Film Communication Program, C.H.S., 2008)
This type of production can be conducted in the spirit of a situated learning philosophy. The students are exposed to other student films as an introduction to the project (Tomas, 2000). They become part of a community of practice by participating in film festivals and sending their films as entries.
(To read the complete paper, click: ETEC530-cdrolet-A1)
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