From what you’ve seen of the course so far and in the course outline, which of the assessment strategies in your reading this week are being used in this course?

Throughout our course, a range of assessment techniques are used. One that stands out to me is formative assessment, a crucial component that can deliver feedback repeatedly during the class. The chance to produce the best project is provided by getting helpful feedback on our initial assignments before moving on to the next. Summative assessments are utilized more toward the ending of the course, while this is used more at the start. Specifically, the final grade. But is not integral throughout the course.

Additionally, the course incorporates peer and self assessments, which support the student’s development of self-awareness in their work. We regularly publish blog entries, which are an excellent method to get feedback from both our instructor and fellow students. This may also prove advantageous in collaborative settings.

The well-defined course outline functions as a guide for the evaluation process. These include determining learning theories, contrasting design strategies, deciphering constituent parts, and creating materials. While not stated clearly, it is believed that feedback methods are important, with ongoing comments on projects and assignment drafts directing the progress of learners. This all-encompassing method of assessment encourages a culture of ongoing development, real-world application, and engaged student interaction.

Which strategies are not being used in this course? What is the comparison with other courses?

The Education and Curriculum courses differ significantly from traditional courses where assignments are assessed through definitive grades with limited feedback or revision opportunities where students work more independently. This type of strategy can be beneficial to a certain extent but it can be intimidating for a student who is not used to working in a community.

A few methods of instruction are either underrepresented or not used at all throughout the course. As I previously indicated, summative assessments are the primary tool used to determine the final grade at the end of the course. But instead of tests, quizzes, or final exams, the course focuses more on formative evaluations.

Additionally, the course does not make use of an array of examination approaches. As the primary output for evaluation, it mostly concentrates on the interactive learning resource. This course does not fully support Conrad and Openo’s (2018) recommendation that multiple assessment methods be used in order to accommodate varying learning styles and give a more thorough evaluation of students’ learning.

What learning theories (from Week 1) do these connect to?

The learning theories connect to the various learning theories behaviourism, cognitivism and constructivism. Peer evaluation and discussion throughout the course adheres to behaviourist principles, giving students marks from instructors, targeted comments, and encouragement that works to help them form productive study habits.

Coursework in the curriculum, such blog posts and documents, clearly demonstrate cognitivism. These projects give students controlled chances to put what they’ve learned into practice and encourage them in making connections between new and prior knowledge.

The course heavily incorporates constructivism, particularly in the creation of the Interactive Learning Resource and Blueprint. The constructivist idea that learners develop their personal knowledge via practice and interaction is supported by these exercises, which call on students to effectively participate with the material and integrate what they have learned.

Constructivist philosophy is mostly aligned with the course’s evaluation procedures, which emphasize making sense of experience. Learners are able to become involved with the subject through interactive, participatory exercises and collaborative assignments, which align with constructivist ideas.