PLO 4, PLO 5 and PLO 6
Redesign- Creating an Effective Assessment
Redesign- Creating an Effective Assessment
There
are several ethical components included in designing a meaningful and
non-discriminatory presentation. This design,
created for a group of in-service teachers, has been created to accommodate all
types of learners. Elements of visual,
verbal, interpersonal, and logical/mathematical elements are included in the
design, to accommodate all possible learners.
In addition, a written copy of the design has been provided to all
teachers to accommodate those that are hearing impaired. The verbal description of the presentation
accommodates all learners including those that are visually impaired.
For this redesign, specifically,
cognitivism was the principle of design implemented. This theory, supported by
claims that the learner should be actively involved in learning, where the
learner is responsible for the outcome of the lesson based on their ability to
process the information provided, helped to shape the re-design of this model
(Dabbagh,N., 2014). Specifically,
Keller’s ARCS Model of Motivation was implemented in this redesign initially
grabbing interest by asking learners to reflect on what assessments mean to
them. This model accommodates learners and extenuates best teaching practices
in many schools across the country. Furthermore, this attention grabber related
the relevance to everyday life as a professional and as a student. Positive implications
about the ability of the in service teachers were incorporated throughout the
presentation, leaving learners the opportunity to embrace the learning. Lastly, an open forum was provided at the end
of the presentation for questions and clarity.
Contact information was provided if further questions arose.
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