From birth onward we learn and assimilate what we have just learned into what we already know. Learning in the Geosciences, like all learning, can be catagorized into the domains of concept knowledge, how we view ourselves as learners and the skills we need to engage in the activities of geoscientists. As early as Educational Psychologist Benjamin Bloom divided what and how we learn into three seperate domains of learning. Cognitive Domain Cognitive Domain - This domain includes content knowledge and the development of intellectual skills.
The Types of Portfolios As more and more educators use portfolios, they increasingly recognize that the process has the power to transform instruction.
Some teachers, however, are confused by the many types of portfolios, their different uses, and the practical issues surrounding storage, ownership, and the like.
The three major types of portfolios are: Although the types are distinct in theory, they tend to overlap in practice.
Consequently, a district's program may include several different types of portfolios, serving several different purposes. As a result, it is important for educators to be clear about their goals, the reasons they are engaging in a The functions of assessment in learning essay project, and the intended audience for the portfolios.
It serves as a holding tank for work that may be selected later for a more permanent assessment or display portfolio. A working portfolio is different from a work folder, which is simply a receptacle for all work, with no purpose to the collection.
A working portfolio is an intentional collection of work guided by learning objectives.
Purpose The major purpose of a working portfolio is to serve as a holding tank for student work. The pieces related to a specific topic are collected here until they move to an assessment portfolio or a display portfolio, or go home with the student. In addition, the working portfolio may be used to diagnose student needs.
Here both student and teacher have evidence of student strengths and weaknesses in achieving learning objectives, information extremely useful in designing future instruction.
Audience Given its use in diagnosis, the primary audience for a working portfolio is the student, with guidance from the teacher. By working on the portfolio and reflecting on the quality of work contained there, the student becomes more reflective and self-directed.
With very young children, however, the primary audience is the teacher, with the participation of the student. The portfolio is particularly useful for those parents who do not accept the limitations of their child's current skills or do not have a realistic picture of the way their child is progressing compared with other children.
Process A working portfolio is typically structured around a specific content area; pieces collected relate to the objectives of that unit and document student progress toward mastery of those objectives. Therefore, sufficient work must be collected to provide ample evidence of student achievement.
Because diagnosis is a major purpose of the working portfolio, some of the pieces included will show less than complete understanding and will help shape future instruction.
The working portfolio is reviewed as a whole and its pieces evaluated—either periodically or at the end of the learning unit. Some pieces may be shifted to an assessment portfolio to document student acquisition of instructional objectives.
Other pieces may be moved to a student's own display or best works portfolio or celebration of individual learning. Still other pieces are sent home with the student. As students move pieces from a working portfolio into either an assessment or display portfolio, they describe the reasons for their choices.
In this process of selection and description, students must reflect seriously on their work and what it demonstrates about them as learners. As students and their teachers look through the portfolio, they set short-term objectives for achieving certain curriculum goals.
The portfolio thus provides evidence of strengths and weaknesses and serves to define the next steps in learning.
Display, Showcase, or Best Works Portfolios Probably the most rewarding use of student portfolios is the display of the students' best work, the work that makes them proud. Students, as well as their teachers, become most committed to the process when they experience the joy of exhibiting their best work and interpreting its meaning.practices of assessment Learner Name: Steven Hoyle Understand the principles and requirements of assessment - Explain the functions of assessment in learning and development The main purpose of assessment is to establish a person`s level of knowledge or skill in a particular field.
They also help students see that learning is about gaining specific skills (both in academic subjects and in problem-solving and life skills), and they give students the opportunity to do self-assessment to reflect on the learning process.
An assessment “map”/matrix is a tool to match the student learning outcomes to assessment methods.
This process ensures that all SLO will be assessed using a variety. Explain the functions of assessment in learning and development Essay Initial Assessment Assessment is the means by which decisions are made on the competency of a learner.
The tasks for assessment The functions of assessment in learning and development. In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
Teacher Assessment and Evaluation STEP TWO: be conducted by administrators, mentors, coaches, teachers themselves, or teachers’ Conduct ongoing, formative assessments of teachers’ skills, knowledge, and practices.