Learning Technologies: Design & Applications

Multifaceted evaluations

It is always a challenge to evaluate from various points of view. In languages, we have the oral component, the written aspect, the cultural dimension, etc. These different linguistic perspectives allow for the creation of a wide range of evaluation strategies.

In my film classes, we focus a lot on the process (filming, editing contributions) and the final product, of course. However, the audience also assesses the films. This gives a somewhat more objective point of view to the overall measurement of knowledge acquisition.

I don’t know about you, but I constantly refine my assessments! I usually ask the students’ assistance… which helps keep the evaluations relevant and meaningful to them.

However, getting it “right” is not something that I aim for…

It is an organic process, and, although some of the evaluations are quite to the point, others will always need to be reevaluated due to the fact that we change our genres or our themes…

Student feedback:

After each term, I ask students to evaluate the course / the teacher… just as I give them their report cards, they give me mine! I compile their comments and present them to the respective classes (it’s mostly constructive, really).

At that time, we talk about the assessment procedures. Over the years, they have given me very good ideas. It empowers them to take responsibilities for their own learning process.

Automated essay corrector

As a teacher with an expertise in writing, what do you think of the “automated essay writing corrector” mentioned in the article…

I couldn’t help but wonder how that would work… Perhaps for basic skills, like grammar and punctuation, it could be effective.

But what about correcting the style?

The creativity?

The benefits and challenges of constructivist assessment

When assessment is well designed, it provides a potent motivation for students and fosters study habits correlated with the educational goals of the course. Other advantages of constructivist assessment instrumentation consist in valuing personal knowledge construction; acknowledging proficiency gained with peer support; and appreciating the relationship between the learner and the teacher. Assessment is therefore a “mutual monitoring system” cultivating enthusiasm for learning (Roos & Hamilton, 2004, p.9).

Conversely, without referring to the assessment parameters of the syllabus, teachers in a constructivist educational context may end up trapped in past transmission models of teaching using excessive rote learning strategies in order to cover the mandated curriculum.

One of the biggest challenge facing constructivist practitioners is to insure the correspondence between the way they teach and the validity of the evaluation procedures they design. The situated learning theory is a defensible educational model as long as the assessment criteria effectively measure the learner’s competence in relation to instructional processes and outcomes.

References

Anderson, T. (2008a). Towards a Theory of Online Learning.  In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.

Module 3: Interaction and Assessment Tools

RE: Interactions to support learning

I found Anderson’s article fascinating.

As a media teacher, when I think of learner-centered, I think of:

• students choosing the themes for which they will write a script and ultimately make a film
• my role as a facilitator, who encourages each individual to explore their strengths as they produce the film
• products (films) that we screen for the benefit of other students

Knowledge-centered, for me means:

• students using the “grammar of movie making” while producing their films
• students communicating to others what they are doing technically & conceptually
• filmmakers with a level of autonomy, allowing them to find solutions without the constant assistance of the teacher

Community-centered:

• students teach each other
• students work in crews and must compromise and cooperate
• students create a film as a way to contribute too their peer group (awareness; inspiration; knowledge… )