![\"\"](\"https:\/\/blogs.ubc.ca\/etec522sept11\/files\/2011\/11\/blooms_revised_taxomony.jpg\")
<\/a>Creating is the highest form of learning and product based assessment ensures that this higher order thinking takes place<\/p>\nThis looks like a very interesting topic! \u00a0I am quite passionate about the topic of assessment, as I am experiencing first-hand, the difference in product-based assessment vs traditional assessment formats in our MET program. \u00a0As I am completing the courses and creating a variety of products, my colleagues in other Masters programs are cramming for exams – we know how much we retain from those experiences!<\/p>\n
My products for assessment purposes so far have included: \u00a0videos, concept maps, wikis, blogs, Picasso creations, and yes, a paper or two. \u00a0But overall, I find this assessment to be authentic, engaging and without a doubt, challenging. \u00a0I realize that to gather a true understanding of a student’s learning, we need triangulation – a combination of product, observation, and conversations – but the product has so much more meaning than the pencil and paper quiz and exam. \u00a0When I think of the revised Blooms taxonomy, creation is at the highest order of thinking, so product based assessment is more challenging than most other assessments.<\/p>\n