Assessment of learning can be viewed through different dimensions, primarily encompassing the purpose of the assessment and the underlying learning theory that informs it.
Here's a breakdown of these dimensions:
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Assessment Purposes/Function: This dimension focuses on why the assessment is being conducted. The two main categories are:
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Formative Assessment: Designed to provide ongoing feedback to students and instructors to improve learning. It's often low-stakes and integrated into the learning process. Example: In-class quizzes, peer reviews, and short writing assignments.
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Summative Assessment: Used to evaluate student learning at the end of a unit, course, or program. It's typically high-stakes and designed to assign grades or certifications. Example: Final exams, research papers, and capstone projects.
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Learning Theory: This dimension addresses the theoretical framework underpinning the assessment design and interpretation. Different learning theories emphasize different aspects of learning and influence how assessments are structured and interpreted. Some key learning theories include:
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Differential: Focuses on measuring and comparing individual differences in abilities and aptitudes. Assessments are often standardized and norm-referenced. Example: IQ tests or aptitude tests.
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Cognitive-Associationist: Emphasizes the formation of associations between stimuli and responses. Assessments often focus on recall and application of knowledge. Example: Multiple-choice exams testing factual recall.
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Cognitive-Constructivist: Highlights the active role of the learner in constructing knowledge. Assessments emphasize problem-solving, critical thinking, and application of knowledge in new contexts. Example: Project-based assessments, open-ended essays, and case studies.
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Situative/Sociocultural: Emphasizes the importance of social and cultural context in learning. Assessments focus on collaboration, communication, and application of knowledge in real-world settings. Example: Group projects, simulations, and performance assessments.
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In essence, understanding both the purpose of assessment and the theoretical lens through which learning is viewed provides a comprehensive framework for designing and interpreting assessments effectively.
