Assignment: Constructivism and Strategies to Evaluate Student Performance
Assignment: Constructivism and Strategies to Evaluate Student Performance
One of the major theories studied in this course was constructivism. Utilizing the principles of this theory, how will we know if students have achieved the desired results? What will we accept as evidence of student understanding and their ability to use (transfer) their learning in new situations? How will we evaluate student performance in fair and consistent ways? Please the essay format rather than answering each question.
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Constructivism and Strategies to Evaluate Student Performance
The desired outcomes of learning processes include improving learners’ understanding of conceptual aspects that underpin the course and enhancing knowledge acquisition and retention. However, these outcomes are dependent on the applied theory of learning. In this sense, behaviorism and constructivism theories exhibit different influences on students’ performance and participation in classroom and out-of-classroom activities. According to Seifert & Sutton (2019), the constructivist model endorses the dimension that learners can create (construct) knowledge out of experiences by mentally organizing and reorganizing information. Equally, this theory emphasizes relationships and interactions between learners and more knowledgeable and experienced individuals as profound sources of knowledge.
The belief that learners can construct knowledge from experiences or interactions establishes the rationale to perceive students as active stakeholders in the learning process. As a result, instructors provided opportunities for problem-based, cooperative, inquiry-based, and reciprocal learning, including fieldwork and group-based interactions (Kumar Shah, 2019). These instructional methods require teachers to use unique assessment techniques that drift from the common summative performance assessments.
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Evaluating Learners’ Performance
Constructivists believe that learners actively participate in all learning processes while relying on experiences and social interactions to construct knowledge. Therefore, teaching activities and instructions should promote experiences and support learners’ active role in knowledge acquisition, retention, and assimilation (Kumar Shah, 2019). Teachers should use formative assessment strategies to assess students’ understanding and ability to use their learning in new situations.
Assessment strategies that are consistent with the constructivism model include providing opportunities for self-reflection, prompting learners to formulate questions through inquiry, and encouraging group work by using peers as learning resources (Seifert & Sutton, 2019). Improved group-based performance, learner’s ability to develop inquisitive questions, enhanced self-reflection competence, and the student’s ability to solve problems using the acquired knowledge can justify and confirm their understanding and ability to use or transfer their learning in new situations.
References
Kumar Shah, R. (2019). Effective constructivist teaching learning in the classroom. Shanlax International Journal of Education, 7(4), 1–13. https://doi.org/10.34293/education.v7i4.600
Seifert, K., & Sutton, R. (2019). The learning process. Pressbooks.pub. https://pressbooks.pub/uwgedpsych/chapter/the-learning-process/