Well for sure if we're spending time to learn new processes, outcomes must be observed to check effectiveness. That seems like teaching a student and never grading their work. We must seek outcome.....
So how can you ensure that throughout the learning process that the learning objective is clear for your students? Is this something indicative of technology use, Clive, or simply a general challenge for good instructional design and delivery?
Process learning enables the student to pass through multiple check points to get the awnser the instructor is looking for. However too often the objective is either of poor quality or lacks the breath and depth of what the instructor is seeking.
I agree our students need to know how to properly build a product.Most shop or team owners are not concerned with the metalurgical aspects of how they weld or fabricate but the end results. I am glad that the labs count for a higher percetage of the final grade than the classwork.
Excellent points, Steven, Therefore, using technology well to evaluate learning does not simply mean electronic tests or quizzes but actually creating environments of assessment within which students must use critical thinking skills to solve real problems.
I believe that the "testing" process does not fully gauge the total effectiveness of being taught how to do something. Learning or developing critical path analysis will ultimately allow someone to be able to make a decision on a process that has a better outcome than if it was learned in a book or lecture only. For instance, in my line of work I had specialized in automotive electrical diagnosis. This requires years of development in critical path analysis. I now teach this necessary concept to young students. Some grasp how important it is and others cannot. Multiple choice testing for theory is fine but hands on evaluations on skills is what will get them by in the real world.
You do this so you can keep on top of the technology curve and keep up to date with the students knowledge of new technology as well.
Yes, Gil, and the checkpoints are what are vital. How do you ensure you have the most effective checkpoints throughout the process?
Good points, Warren. So, focusing on the process, what would you say are the most vital aspects to evaluate in terms of the learning that has taken place (e.g. thoughts, discussion/exchange, application)?
You must constantly evaluate your process of learning to be sure you incorporate all styles fo learning.You may think that you are getting the message across with your technique but find out later that no one understands how to think through to the answer.Teaching how to figure out the answer to a problem, can be helpful in future endeavors!
Any student can produce a final objective. However too often the objective is either of poor quality or lacks the breath and depth of what the instructor was seeking.
It's the process of learning that tells the instructor how students meet the objective. Process learning enables the student to pass through multiple check points to get instructor feedback and to be sure the student is enriched by the total learning process not just the satisfaction of a final grade.
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And how do you measure this kind of growth in your students, Donna?
As the module stated, "thinking, interaction, collaboration, communication, and application all represent areas of process." Progess and growth in these areas can be just as or maybe more valuable than some content areas.
Hi Franz,
Your focus on assessment is important in order to evaluate effective learning. That is, assessment of student learning, and self assessment of effective teaching methods. What methods of assessment do you use in your classes?
I this in perfict world we need to check are work if it is bulding something or teaching someone how to do things. If we never check are work we never really know if we are doing the job to the best we can.
Great example, Jeffrey, of how this combination of technology and delivery methods can enrich the learning experience as well as provide opportunity for the demonstration of knowledge.
One of my labs involves doing compound ratios, transmissions, and it has to be performed in a specific way. This lab is done in preparation of doing the transmission lecture. I start with teaching them the rules of calculating simple ratios and progress from there. By the time we finish the ratio lab, the students are suprised to see how much they have learned about transmission operation. If they learn compound ratios properly, they have also learned how the powerflow works in the transmission and all I have left to do is demonstrate how the sub-components work. This is a blended approach that starts with a fifteen minute lecture and progresses to the white board and from there to work sheets and practice and finally testing.
Yes, I like your thinking here. Giving value to the process is a wonderful way to encourage learner autonomy and also develop a greater understanding of how one learns.
We often have lab tasks that involve math and simple calculations. The students are encouraged to “show how you got to the answerâ€, often we can see they had the correct process but made a math error or transposed numbers. If the answer is incorrect but the process was correct we’ll give partial credit. If the answer is incorrect and there is no process then we have to count the entire portion wrong. Sometimes knowing how to get the correct answer is the answer
Good questions,Jason. It is "messy" in some ways to be holistic in evaluation rather than use simple test methods. The main challenge is to create and design assignments that can be evaluated based on learning outcomes so that it is clear what is being assessed. Rubrics can also help particularly with larger groups of students.
