Assessment Strategies and Learning Theories: Analysis and Comparison

In this week’s readings, we explored various assessment strategies and how they align with different learning theories. This post will analyze the assessment strategies used in this course, those not used, their relation to learning theories, and compare them with other courses I have taken.

Assessment Strategies Used in This Course

  1. Formative Assessment: This course frequently employs formative assessments such as class discussions, draft feedback on assignments, and peer assessments in group projects. These strategies aim to help students continually improve during the learning process by providing timely feedback. This approach aligns closely with constructivist learning theory, which emphasizes students constructing their knowledge through practice and feedback.
  2. Summative Assessment: Project reports are examples of summative assessments in this course. These methods aim to comprehensively evaluate students’ learning outcomes over the entire course, ensuring they have grasped key concepts and skills. This strategy relates to behaviorist learning theory, which focuses on evaluating final outcomes and performance, using reinforcement and feedback to influence learning behavior.
  3. Self-Assessment and Reflection: The course encourages students to engage in self-assessment and reflection through blog posts and learning journals. This strategy is associated with cognitivist learning theory as it encourages students to reflect on their thought processes and learning strategies, enhancing metacognitive abilities.

Assessment Strategies Not Used in This Course

  1. Adaptive Assessment: Although the course provides personalized feedback, it does not employ highly adaptive assessment tools like Computer Adaptive Testing (CAT), which dynamically adjust difficulty based on student performance.
  2. Gamified Assessment: The course does not use gamified assessment methods, such as points, badges, or leaderboards, which can increase student motivation and engagement. This strategy is linked to motivation theory, particularly Self-Determination Theory (SDT).

Connection to Learning Theories

  • Behaviorism: As mentioned, summative assessments align with behaviorist learning theory, reinforcing correct behavior and knowledge through final evaluations.
  • Cognitivism: Self-assessment and reflection activities help students understand and optimize their learning processes, aligning with cognitivist learning theory.
  • Constructivism: Formative assessments, such as peer feedback and group projects, closely relate to constructivist learning theory, emphasizing knowledge construction through interaction and practical application.

Comparison with Other Courses

In other courses I’ve taken, the use of assessment strategies varies. For instance, in a computer science course, assessments heavily relied on programming assignments and automated testing tools. This method emphasizes immediate feedback and multiple attempts, similar to the formative assessments in this course but lacking reflective and self-assessment components.

In contrast, a social science course relied more on essays and final exams, similar to the summative assessments in this course. However, it lacked sufficient formative assessment opportunities, making it harder for students to receive timely feedback and suggestions for improvement.

Conclusion

Analyzing the assessment strategies in this course shows that it incorporates multiple learning theories to comprehensively support student learning. Compared to other courses I have taken, this course excels in formative assessment and self-reflection, providing students with more opportunities for growth and improvement. This integrated assessment approach not only helps students master content but also develops critical thinking and self-regulation skills.