Don, how can some of that one-on-one time be used as an evaluative exercise so that more specific measurement of learning can take place?
This time, first help evaluate a students strengths and weakness. Many times we find that math or reading is an issue, but other times its as simple as tests taking skills. Many of our tests are "Tech A" - "Tech B" with answers being A or B or Both or Neither in the questions. Teaching a simple skill of indicating a true or false answer next to "A" and then reading "B" and then indicating T or F next to that answer allows a student to then properly pick the right answer. I have seen many improvements in grades immediately after showing this method.
I'm not really sure the method you are referring to here, Don. How does this method check for understanding?
First it helps me in understanding that the student doesn't know how to take test. For the student he/she gains a better method for taking tests and having improved grades.
All our tests are multiple choice with A - B -
C (which is always both answers A and B) and D (which is neither A or B)
Sometimes when a student reads and agrees with B they forgot about their answer for A. Many times A was also true, but because the forgot they marked B when they should mark C (both). Indicating on the test sheet next to A and B a T or F helps with marking the correct answer therby improving their grade.
Thanks for the clarification, Don. Are you able to set some critcal problems that would require the students to not just choose and answer but to create a solution in response...?
No, not really, I can only hope that they clear their mind on each possible answer so that they make the right choice and not be confused on the final outcome.
However, is there another way to find out that there is no confusion, Don? Problem solving is a great approach for this...
Learning outcomes for a course generally involve complex knowledge and/or tasks. The process of learning involves many steps, and since we are talking about blended learning, several methods of delivery. If we simply give the learner a bucket of resources: e-learning programs, lectures, lab work, text books, and wish them good luck, the outcome will probably not be satisfactory. The instructor should design the path or process to reach the learning outcomes. Evaluation at the many steps of the process will enhance learning insure that the process leads to the desired learning outcomes.
Roger, how involved do you see students in the design of their own learning path?
Mastering the process of learning is a more "applicable" skill, in some cases, that just meeting specified learning outcomes. The learning process with it's emphasis on critial thinking and application of contepts can be applied to more areas than just a student discipline; making them a more learned individual.
In the courses I instruct I need to know that the students have grasped the process so more complex processes can evolve toward the desired learning outcome so evaluation is extremly important
Can you expand on this a little, Faysha? You are raising some interesting points....
Why is it important to evaluate the process of learning in addition to the learning outcomes?
The outcome must be realized before the process begins. If lesson plans are structured on the outcome then learning takes place as a true and false question, leaving the student to memorize elements of the outcome. The building blocks for learning are the development of the learning process; whereby students can learn the elements within how, what and why. This dynamic form of learning engages the student in an exchange of information with her/his fellow classmates. This exchange in information becomes the application of knowledge that is shared among others. As new knowledge develops, other students translate current knowledge to new applications. This exchange and application to new events becomes a third set of knowledge, whereas the new application of information creates a knowledge based environment. The classroom becomes a nest for educational growth.
Walter, the process of learning is meaningful and should be evaluated because that is what teachers must focus on in their support and facilitation. The outcome is the goal, however, the process of learning is what students have for life.
We are teaching the learning skill. Not just the information necessary for passing that most students already know. We have to break their poor habits from the past and instill new practices.
...while building on what they already know, Thomas, and helping students self-direct their learning process.
JUST TAKING A TEST DOESN'T REFLECT WHAT A STUDENT HAS LEARNED. THE STUDENT COULD HAVE GUESED AT A NUMBER OF ANSWERS OR MIMORIZED THE MATERIAL.BUT,IF THE STUDENT HAD TO SHOW THE PROCESS BY WHICH HE COULD PROVE OR DISPROVE THE ANSWER THIS WOULD SHOW YOU MORE OF THE KNOWLEDGE THE STUDENT HAD RETAINED.
Yes, great points, Carroll. So, the process and the product must be fully evaluated in order to assess if learning has taken place.
Test are important but the types of test should change. Example, hands on verus writen, both are good to demonstrate the amount of information is consumed by the student. Interactive and group based tested should be used to show problem solving a task mastering skills.
Good points, Ryan. The new skills that are developed by using new technolgy can only be assessed using more holistic and problem solving methods.
