Cel IT™
Exploratory Learning Environments Assessment for Learning
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HUMANISM, CONSTRUCTIVISM
AND POSTMODERN ASSESSMENT - ASSESSMENT FOR LEARNING
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Activity
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What humanism,
constructivism and postmodern bring to ELE
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What ELE brings
to assessment
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| Supportive Environment | Students construct meaning from what they understand if they are engaged in 'doing the activity'. An environment in which learning is an integrated whole and their understanding as a life long project. | Assessment opportunities are created to observe how students apply their understanding in new and unfamiliar situations. |
| Exploration | Learning is a problem solving process. When engaged in purposeful learning problems are encountered and explored in detail | Assessment is continuous and activities are open ended, providing students with opportunities to demonstrate the extent of their learning and understanding |
| Experimentation | Through experimentation the students are actively involved in searching for meaning and the construction of their own realities. Reconstructing what they know and can do and to take on new challenges provided by the new experiences. Synergy gained from meshing, the past with issues of the present and future. | Assessing understanding involved providing opportunities for students to demonstrate what they know and to put their learning into practice, i.e. their own reality. Thus assessment challenges students' past, present understanding and experiences and may be translated into a potent instrumentality for creating their own realities.. |
| Discovery | Students are encouraged to learn on their own; to discover and to act upon the discovery, to plan, investigate and make choices rather than carry out plans, investigations and choices of others. | Assessment is in itself a central learning experience and that inquiry is more student centred, it focuses on student investigation where they access all the information they can find and create knowledge. |
| Imagination | Students derive satisfaction from self constructed knowledge and curiosity about contexts. Learning results from the experience - the experiential continuum. | Assessment encourages students to invent imaginary simulations real-world to make meaning and connect with the real world and at the same time appreciate their own culture. |
| Critical Dialogue | Encourages students to become more critical toward commonly accepted truisms. Assists students determine or focus their contexts | Assessment encourages students to question and reflect on their learning As part of the reflective process students make connections between the unknown and the known. |
| Reflection and Culture as a process of meaning | Creates situations for students to examine, understand and value differences as well as experiences that extend the range of contexts. | Assessment facilitates self-evaluation by the educator and student, of posing potential quesitons, of challenging outcomes, of supporting and recognising differences |
| Feedback | Feedback on the students' performance is given and contributes to assessment for learning. | Assessment promotes the development of students who are flexible, and who can connect and adapt to the changes in the real world. |
| Cooperative Learning | Students work in groups to negotiate and solve problems. For the teacher to recognise the importance of the experiences and perspectives of the student in learning | Assessment includes evidience of the work of groups as well as individuals. Group or class discussions enable codiscoveries and make for exploring other interests |
| ICT's | Assist students in the organisation and presentation of information | Assessment includes the use of ICT's as a tool for learning and understanding. |