Abstract 3, Introduction 3, Context of the research and student profiles 4. Figure 1 breakdown of data sample two cohorts 5, Figure 2 Student age profiles. Figure 3 Part time students experience of assessment in Education Training 6. Figure 4 Full time students experience of assessment in Education Training 6. Research methodology 7, Forming teachers competence or competency 7. Revised Assessment model Constructivist principles 9. Using portfolios for assessment 10, Research Findings 11. Analysis of reflection diaries 11, Table 1 Learning diaries positive comments 12 13. Table 2 Learning diaries negative comments 14, Analysis of observations of performance and behaviours 15. Table 3 Assessment performance Patterns 16, Online questionnaire and evaluation 16. Figure 5 FT students preferred mode of assessment after module 17. Figure 6 PT students preferred mode of assessment after module 18. Figure 7 PT students change in assessment perceptions 19. Figure 8 FT students change in assessment perceptions 20. Conclusion 21, References 22, Justin Rami Francesca Lorenzi John Lalor Dublin City University 2. The application of constructivist assessment practices in a. teacher training programme a tool for developing professional. competencies, Justin Rami Francesca Lorenzi John Lalor Dublin City University. Traditional forms of assessment such as essays and end of term examinations are. still widely used in higher education in Ireland as the sole assessment methods. These forms of assessment while they may be valid and reliable methods for. collecting evidence of acquisition of theoretical knowledge they rarely afford. students the opportunity to apply knowledge to key professional scenarios. The authors draw on their experience as Lecturers and course designers for the. module Curriculum Assessment which is offered to both traditional full time. undergraduates and part time professional educators This paper describes the. introduction of an assessment portfolio designed with the aim of promoting the. development of professional competence among student teachers and fostering. professional development among more experienced teachers and trainers in relation. to assessment theory and practice, Introduction, The introduction of a new assessment format needs to be carefully planned and. evaluated The suitability of the assessment format should be evaluated in terms of. the student population the learning objectives and the learning context However it. proposes that innovation should also be firmly grounded in the enhancement of the. learning experience and the sustainability of such learning even beyond the academic. context Boud 2000, While it is acknowledged that lecturers and students engaging in portfolio. assessment are treading unfamiliar territory that may lead to resistance non. completion and student and lecturer overload Tisani 2008 the learning outcomes. achieved through this form of assessment appear to out weigh some of the common. problems associated with this form of assessment The structure of the portfolio for. this particular module has allowed students to become assessment designers. markers and self and course evaluators After an initial unease with unfamiliar. territory the reproduction of authentic professional scenarios and the emphasis on. critical application of theory has led to a shift in self perception from student to. teacher role among student teachers More experienced teachers and trainers have. also benefited from greater relevance of assessment to their professional needs and. from the opportunity to apply theoretical knowledge to their specific context to. develop their professional practice, Justin Rami Francesca Lorenzi John Lalor Dublin City University 3. The research demonstrated that many traditional forms of assessment used in. Higher Education often do not consider the application of knowledge to key. professional scenarios even though they may be valid and reliable methods for. collecting evidence of acquisition of theoretical knowledge This research is based on. the implementation of a portfolio based assessment approach to a teacher training. module on Curriculum Assessment Analysis of the data demonstrated that these. students are now positively disposed to assessment in the context of teaching and. Context of the research and student profiles, This research is based on a redesign of an assessment strategy for a module within a. teacher education programme at Dublin City University Ireland The progarmme is. delivered on a full and part time basis Although the module outcomes are the same. the student profiles differ quite considerably In previous years this module was. assessed using a final summative written exam Although pass rates were quite high. further evaluations discovered that the content of the module was not scaffolded. with any other parts of existing knowledge That is to say that students approached. the assessment in the traditional mode of memorisation without much consideration. to developing their own attitudes to assessment as a teaching and learning. methodology Our initial research showed us that there was an opportunity to. redesign the whole module and accent the learning process more effectively. Figure 1 below shows the breakdown of students studying the Curriculum. Assessment module, Figure 1 breakdown of data sample two cohorts. Students studying the full time programme follow the module as ES204 This. programme is designed for learners who wish to work in the field of education and. training They are a large group of 75 full time students mostly school leavers with. 10 mature students They have little or no experience of teaching or training or. assessment design experience, Justin Rami Francesca Lorenzi John Lalor Dublin City University 4. Conversely students studying the part time programme follow the module as ES222. They are mainly already working as NQTs Non Qualified Teachers in adult and. continuing education as trainers in community settings youth workers or working. with people who have disabilities Around 40 are working in the public or private. sector training fields These students join the course to support their continuing. professional development with the provision of knowledge and skills to enhance. their professionalism and help them gain a recognised qualification They re a. relatively small group of post experience mature students all studying part time. evenings and weekends They all have professional teaching and training experience and. some assessment design experience some have administered assessment it is also. important to note there was a diverse range of experience of working with and. designing assessment within the two cohorts Figure 2 demonstrates that the age. profile was quite varied, Figure 2 Student age profiles. The diversity within the cohort studying this module was reflected in their. experience of using designing and implementing assessments or assessment. strategies The following chart outlines the experience learners have had with. curriculum assessment, Justin Rami Francesca Lorenzi John Lalor Dublin City University 5. Figure 3 Part time students experience of assessment in Education Training. Figure 4 Full time students experience of assessment in Education Training. Justin Rami Francesca Lorenzi John Lalor Dublin City University 6. Figures 3 4 show the different levels of experience that the two cohorts had in. relation to assessment 24 of the part time students had experience of marking. and or grading assessments as opposed to only 8 of the full time group Only 4 of. the full time students had any experience of designing assessments compared to 14. of the part time cohort Interestingly 24 in both cohorts had no experience of. implementing assessment in education training, Research methodology. The authors of this paper view research as an integral part of teaching and learning. Therefore a constructivist approach to both teaching and learning and conducting. research is essential, Using a multi method research approach the authors research was conducted using. both quantitative and qualitative tools A primary focus of the research used student. reflection reflective diaries to generate relevant data suitable for triangulation this. was then coupled with observations of performance and behaviours and finally with. online questionnaires and evaluations Mixed methods design excels at bringing. insights derived from diverse methods to the analysis of a given phenomenon In this. research the indicators themselves such as research diaries observations and. responses to survey questions may be examined and compared across the different. respondents thus offering some kind of comparison Mixed methods are therefore. central to the development and testing of theory Sieber 1973 It is through this. mixed method approach that the concept of triangulation comes in We have. adopted the between method triangulation that involves contrasting research methods. as in our research questionnaire and observation Altrichter et al 1996 contend. that triangulation gives a more detailed and balanced picture of the situation. p 117 According to O Donoghue and Punch 2003 triangulation is a method of. cross checking data from multiple sources to search for regularities in the research. Forming teachers competence or competency, The issue of teachers professional competence is a thorny one While often. presented in an unproblematic fashion the concept of competence is closely related. to core considerations regarding what the teacher role should and will entail in. specific work environments It is important to establish a link between the learning. goals that should be pursued by teachers and specification of the professional profile. of those suited to guiding the achievement of those goals In a European context the. identification of common professional standards to facilitate work mobility has to. some extent led to emphasizing more objectively observable and quantifiable. characteristics of the teaching profession This model has been driven by concerns. Justin Rami Francesca Lorenzi John Lalor Dublin City University 7. with employability of graduates and visibility of institutions Lemairtre et al 2006. and has emphasised the efficient delivery of comparable learning objectives as a. means to increase accountability On the strength of this market driven orientation. since the late 1960s and 1970s a competency based model of teacher training has. increasingly gained currency Van Huizen et al 2005 Competency or rather. competencies constitute the skill base and essentially represent the technical. dimension of the teaching profession Lyotard warns against the risks of Universities. becoming subservient to the best performativity of the social system 1992 p 48 and. teacher education embracing a market driven orientation can irreparably lead to the. narrowing of concept from teacher competence and equating it exclusively to a. fragmented set of competencies, Nel Noddings 2004 p 161 argues that it is not the job of teachers simply to. secure demonstrable learning on a pre specified set of objectives and that the. teacher role cannot be reduced merely to a set of skills Hogan 2004 p 20 adds. that teaching is to be understood as a human practice not just as a repertoire of. competencies to be mastered transmitted and shared Skills or competencies. should be an essential component of teacher education but a more holistic approach. should be taken to ensure that attitudinal and personal values are also cultivated If. with Schelter 1968 we espouse the view that teaching does require training in the. manner in which to teach but also intention and reasonabless we can go beyond. the notion of competent teacher as skilled practitioner The teaching profession. requires principled action in order to respond to the uncertainty of teaching. scenarios The phronesis or practical wisdom in Aristotelian terms is what is called. for Carr 1993 p 254 claims that teachers should be competent by virtue of their. intelligent application of their knowledge and understanding in effective practice and. intelligent application encapsulates skills reflection and commitment to the teaching. Pre service teachers should be offered the opportunity to experience professional. scenarios that in addition to the development of specific skills helping them to. function effectively in the day to day teaching activities challenge their perceptions. foster awareness of their own values and cause attitudinal shifts It is therefore. important that pre service teachers are introduced to scenarios that reproduce real. life contexts that allow them to reduce the practice shock Van Huizen et al 2005. Such learning scenarios should require them not only to perform skilfully but also to. express their creativity individuality and most importantly their principled. judgement Integrated learning environments and whole learning tasks replicating. authentic situations Janseen Norodman 2006 in a structured and sequenced. fashion may serve this purpose Assessment portfolios provided that they are not. constructed simply as a collection of artefacts assembled together Tisani 2008 but. rather as a purposeful collection of student work that tells the story of the student s. efforts progress or achievement in a given area Arter Spandell 1992 p 36 may.
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theories of constructivist learning Constructivism is best understood in terms of how individuals use information resources and help from others to build and improve their mental models and their problem solving strategies Woolfolk 2007 The constructivist model of teaching enables learners to
Constructivist Approach Improving Social Studies Skills 4 Abstract This report describes a program designed to enhance social studies skills and knowledge The target areas for enhancement are geography economics history and core democratic values The need for strengthening these skills was documented by literature and surveys An
LESSON PLAN BASED ON CONSTRUCTIVIST APPROACH Date dd mm yy Class VIII Subject Mathematics Age of the pupils 14 yrs Topic Area of Total Surface of Cuboid Duration 40 minutes Unit Area of Total Surface of 3 D Figures 1 Defining a cuboid 2 Deriving the formula for finding lateral surface area as well as total surface of a cuboid 3 Apply the formula in world problems INSTRUCTIONAL
A summer session math methods course for elementary teachers incorporates hours of instruction that emphasizes 1 strategies 2 hierarchical levels of increasingly abstract assessment of student le arning planning and teaching and 6 culminates in a math camp for rising first through sixth grade students who come to the university campus The student robotics camp with the math portion
LEARNING IN A VIRTUAL REALITY IN RELATION TO THE FISTE COMENIUS 2 1 PROJECT G The constructivist learning theory was introduced by Jean Piaget and views children or individuals as active in constructing their knowledge of self and the environment by using the biological or inherent endowment they are born with Instruction is a process that supports construction of knowledge rather than
A DIALECTICAL CONSTRUCTIVIST VIEW OF THE CREATION OF PERSONAL MEANING LESLIE S GREENBERG and JUAN PASCUAL LEONE Department of Psychology York University Toronto Ontario Canada A dialectical constructivist approach based on a theory of constructive operators TCO is presented This theory explains human psychological functioning as pro
Inspiring Creative Constructivist Play Abstract Inline with the BSCS 5E instructional model, we are using constructivist learning to teach physics in a heavily modified Minecraft game server. However, not all players like to be creative or are good at it. Because of this, we are creating three inspiration interventions to study their impact on learning and creative outcomes. Our model of ...
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