Taking Teaching to (Performance) Task: Linking Pedagogical and Assessment Practices

Chun, Marc

doi:10.1080/00091381003590795

Cited by 53 publications

(41 citation statements)

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“…The required link between 'teaching' and 'assessment' is missing in contemporary assessment studies. In this context, Chun (2010) states that "it is an empty exercise to assess student learning without providing a means to adjust teaching in response to deficiencies revealed through the information gleaned from that assessment". Also, according to Kuh and Ewell (2010), "while there is considerable assessment activity going on, it does not appear that many institutions are using the results effectively to inform curricular modifications or otherwise to enhance teaching and learning".…”

Section: Attainment Of Student Learning Objectives Through 'Ci'mentioning

confidence: 99%

A 'continuous improvement'-based approach for the assessment of student learning

Vanteddu

Somarajan

2012

IJIOME

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Student learning is primarily a function of teacher centric and institution centric processes. For sustained gains in student learning, it is important to have a feedback mechanism between 'teaching' and 'assessment', which we have addressed through the adoption of continuous improvement (CI) philosophy. In this paper, through assessment of student performance, we demonstrate the effectiveness of the application of CI theory for teacher centric processes particularly in attaining student learning related goals by the adoption of plan, do, check and act (PDCA) cycle to one of the quantitative methods courses that we teach. The demonstration of the application of CI theory for teacher centric processes could be easily extended to other facets of student learning not explicitly considered in this research paper for the holistic treatment of the issue of student learning.

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Section: Attainment Of Student Learning Objectives Through 'Ci'mentioning

confidence: 99%

A 'continuous improvement'-based approach for the assessment of student learning

Vanteddu

Somarajan

2012

IJIOME

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“…A number of thought-provoking works on pedagogy have urged teachers to shift from topic-driven or ''content-centered'' approaches to a ''learning-centered'' model (Ambrose et al 2010;Barkley 2010;Barr 2003;Barr and Tagg 1995;Bean 2011;332 B. Junisbai Blumberg 2009;Chun 2010;Fink 2003;Kember and Gow 1994;Pascarella and Terenzini 2005;Weimer 2002;Wiggins and McTighe 2005;Zubizarreta 2009). There are compelling reasons for this shift.…”

Section: What Exactly Is Learning-centered Course Design?mentioning

confidence: 97%

The Promise and Potential Pitfalls of a “Learning-Centered” Approach to Creative Social Inquiry: Lessons Learned from an Undergraduate Seminar on Authoritarianism through Literature and Film

Junisbai

2014

Journal of Political Science Education

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Political science faculty have access to a wealth of innovative pedagogies thanks to a comprehensive literature on teaching and learning in the discipline and related fields. Yet, from among the hundreds of documented possibilities, how does one go about deciding which to incorporate into a given course? Few articles have much to say in response to this basic question, as most begin with a particular method, assignment, or assessment in mind and proceed from there. Drawing on the work of Fink (2003) and Wiggins and McTighe (2005), among others, I argue that, instead of taking the choice of activities as the starting point in course design, teachers-and, by extension, students-would be better served by first contemplating the desired results of the course and only thereafter devoting consideration to content and instructional methods. In making this claim, I reflect critically on my experience teaching a writing-intensive first-year seminar on comparative authoritarianism using ''learning-centered'' and ''backward'' course design. My experience speaks to both the potential pitfalls associated with the learning-centered model and the enormous promise that it represents.

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“…Bunun yanı sıra öğrenciler, pasif olarak yanıtları seçmek yerine etkin biçimde sorun çözme sürecine katılmaktadırlar (Chun, 2010). Yine, öğrenciler kendi öğrenme süreçlerini oluşturmak ve gerçek yaşamla ilişkili olan sorunlara yenilikçi çözümler üretmek için cesaretlendirilmektedirler (Strimel, 2014).…”

Section: Otantik Görev Temelli öğRenme Ortamlarıunclassified

“…In addition, students take active part in the process of solving problems instead of choosing among the options in a passive manner (Chun, 2010). Also, students are encouraged to create their own learning processes and to produce innovative solutions to daily life problems (Strimel, 2014).…”

Section: Authentic Task-based Learning Environmentsmentioning

confidence: 99%

The reflection of the attitudes and learning processes to learning environments with authentic tasks in life science class

Gündoğan

Gültekin

2018

Pegegog

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The purpose of this study was to determine the reflections of authentic task-based learning environments upon students’ learning processes and attitudes regarding the course of Life Science. In the study, which was designed in mixed model, the embedded experimental design was used. The study was carried out in an elementary school third-grade class and conducted in five weeks. The research data were collected via the Attitude Scale for Life Science Course, observations and video records, and semi-structured interviews held with the teacher, students and parents. In this respect, the results demonstrated that authentic task-based learning environments had positive influence on the students’ attitudes towards the course of Life Science. In addition, it was found that in authentic task-based learning environments, the students applied higher-order thinking skills, developed different viewpoints, shared their real-life experiences, made related reflections, benefited from the primary sources, studies cooperatively, maintained communication with their friends out of class environment, undertook multiple roles, associated the authentic context with their own lives, and made use of experts’ experiences in real life. Besides all, it was concluded that the students and their parents generally reported positive views about the use of authentic task-based learning environments and found the current application effective.

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Taking Teaching to (Performance) Task: Linking Pedagogical and Assessment Practices

Cited by 53 publications

References 0 publications

A 'continuous improvement'-based approach for the assessment of student learning

A 'continuous improvement'-based approach for the assessment of student learning

The Promise and Potential Pitfalls of a “Learning-Centered” Approach to Creative Social Inquiry: Lessons Learned from an Undergraduate Seminar on Authoritarianism through Literature and Film

The reflection of the attitudes and learning processes to learning environments with authentic tasks in life science class

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