Discussion #1: BPA is powerful!
Thanks week 10 for a wonderful presentation!
What is my impression of the PBA? I have always been a firm believer of PBA and have really enjoyed this program for allowing us to share what we have learned through more ways than just exams and tests. I do agree that giving tests and exams motivate some students to learn and cram in all the information they believe will appear, while others shut down and don’t both studying because they feel they wont remember the information anyways.
For me, because I have NEVER been a good test taker or exam writer, showing my learning through papers, media and other forms has always been something that I enjoy and promote. I think that through PBA, students are able to express what they truly learned, not just what a few questions have them answer. PBA allows students to be creative, motivate and engaged in the way they want to display their learning!
How have I found BPA in my MET courses so far?
· Creating different kinds of media
· Collaborating with others through discussions, posts and group assignments
· Engaging with learning
· Critical thinking (through course and other students)
· Interact freely with content
Jenaca
Posted in: Week 10: Product-Based Assessments
hall 1:08 am on November 9, 2011 Permalink | Log in to Reply
Hi Jenaca,
Great points on PBA in MET, I agree with them. I am support your point that PBA allow students to express what they truly learned, not just what a few questions have them answer. I have always felt that written tests and examinations do not test the true potential of a person and are not a good way of identification the mastery of a concept. Although 85% of assessments I have done prior to MET program were written tests and examinations, I prefer PBA. I think this is way that most colleges and universities must test their students’ competencies of concepts.
Kristopher 6:24 am on November 9, 2011 Permalink | Log in to Reply
Hi all,
In the discussion you mention that the potential of others is more harnessed and not just the limited questions that appear on an exam. I would add as well that PBAs also open a link to the content that encourages the learner to explore the topic in more depth. What do you think?
verenanz 9:17 am on November 9, 2011 Permalink | Log in to Reply
Hi Jeneca,
I noticed your feelings of frustration over test taking and exam writing. Do you think that PBA could offer students a less “anxious” learning environment? Perhaps taking the focus off the “standardized” assessment practices and encouraging personalized learning opportunities?
Although I still think that a “blended” approach is always best…learning in different ways….
I sense that PBA learning might have given you the opportunity to express yourself as a learner AND to discover your “real” strengths – and weaknesses – as a learner?
As Kristopher pointed out…PBA encourages learners to discover the content for themselves….Often, they learn more than they ever thought possible, because the “limit” of the content is based on the individual, and not the “teacher” or facilitator….All this learning may be giving you the confidence to be more creative in your “output”?
Thank you for your post,
Verena:)
mcquaid 4:04 pm on November 13, 2011 Permalink | Log in to Reply
I wonder how often a choice is given to students… that they can write a test if they wish or create a product. They’re two very different displays of learning, though. Tests are (sad, but true, I guess) low-end regurgitation tasks, and products can (not necessarily do) show the application and understanding of things that were learned.
I guess what I’m ultimately wondering is if students who do better with creating products could be considered a learning group / style, like kinesthetic learners?