Blog Post#1

For this week’s Reading, Assessment Strategies for Online Education, discusses various assessment strategies for online education. After comparing these methods to our course, Designing for Teaching in a Proliferating Technology Environment, I found some interesting similarities and differences. These assessment strategies are closely related to behavioral, cognitive and constructivist learning strategies.

First of all, we use a lot of evaluation tools in our program. Formative assessment is a way for students to improve their learning through continuous feedback. In our system, students are required to write weekly blogs and comment on other students’ books. This system not only promotes interaction between students, but also helps students to identify and improve their knowledge gaps through real-time feedback. For example, reading and commenting on my fellow students’ blogs allowed me to gain different perspectives and expand my knowledge. This assessment strategy is closely related to constructivist learning because it emphasizes building knowledge through social interaction and feedback.

Second, general assessment is also an important part of our approach. A summative assessment is conducted at the end of the course to assess whether students have achieved the learning objectives. There are two integrated research projects in our courses – Learning Design and Secondary Learning Resources. The Guide to Learning requires students to develop a comprehensive learning plan, while social learning resources are social learning tools that have been developed. These activities assess students’ overall ability through a specific activity to ensure that they have understood the course material. This assessment method is important in behavioral education because it relies on the assessment of certain behaviors to determine the effectiveness of learning.

In addition, the assessment strategies used in our program include observation and peer review. Self-assessment and peer assessment allow students to reflect on the learning process by comparing their own work with that of others. During this lesson, we will review other students’ learning strategies and provide constructive feedback. This type of assessment not only improves students’ thinking skills, but also promotes deeper understanding and application of knowledge. When I reviewed other work, I was able to clearly see the flaws in my work and improve it. This approach is also related to constructivist learning theory because it emphasizes the development of creative knowledge through self-reflection and social interaction.

However, some estimation strategies were not used in our system. For example, automated monitoring tools are not included in our program. Automated assessment tools typically include online tests and flexible learning strategies that reinforce students’ learning practices through real-time feedback. This type of assessment system is a key element associated with behavioral learning instruction because it relies on structured testing and immediate feedback to enhance student learning.
Additionally, although our studies include project work, they do not rely on a project-based learning (PBL) approach. Project-based learning focuses on supporting learning through practical work and problem solving. This process typically occurs throughout the semester, not just in the course. This assessment strategy is closely related to constructive learning because it promotes deeper learning of knowledge through practical work and problem solving.

A comparison of the assessment strategies used in our discipline with those described in the Assessment Strategies for Online Learning reveals that our discipline frequently uses strategies such as formative assessment, summation and tool-less self-assessment, direct analysis, and project-based assessment. These strategies are central to the constructivist approach to learning, which emphasizes interaction, feedback, and self-assessment to support knowledge construction. This is different from the behavioral and cognitive assessment strategies I have encountered in other economics studies. It involved standard tests and final examinations that stressed accuracy and application of knowledge in economics courses, while on the other hand, analytical strategies and economics research involve research and written analysis that stress understanding and application of deep economic concepts.

Clearly, with regard to the application of assessment strategies and learning concepts in various courses, it is evident that the different assessment methods become useful in various areas of learning. An understanding of the relationship between these concepts enables one to employ them in such a way as to enhance learning.

links to my peers’ posts: