American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2016, 4(9), 695-700
DOI: 10.12691/education-4-9-9
Open AccessArticle

The Implications of Learning Theories to Assessment and Instructional Scaffolding Techniques

Agaton P. Pattalitan Jr.1,

1Secondary Education Department, College of Teacher Education, Quirino State University, Main Campus

Pub. Date: June 18, 2016

Cite this paper:
Agaton P. Pattalitan Jr.. The Implications of Learning Theories to Assessment and Instructional Scaffolding Techniques. American Journal of Educational Research. 2016; 4(9):695-700. doi: 10.12691/education-4-9-9

Abstract

Learning theories, which provide a profound coherence and understanding in changing teaching practices and standards, are imperative to the choice and employment of assessment and instructional scaffolding techniques. The paradigm shift of assessment “of” learning to assessment “for” learning has brought diversity to educational practice especially in the propagation of creativity and critical thinking among students. Faculty members are to embrace this challenge of systematization of assessment and instructional scaffolding techniques if they are committed to effective teaching and learning. Hence, they need to extend feedback and feed-forward mechanisms and model situations for the learners to engage in appropriate action which lead them to the closure of the gap between current and good performance.

Keywords:
learning theories assessment assessment for learning assessment as learning assessment of learning instructional scaffolding

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Shepard, L.A. (2005) The Role of Assessment in a Learning Culture. Educational Research. Vol 29, No 7, pp 4 – 14.
 
[2]  O’Farrell, C. A Enhancing Student Learning Through Assessment: A Toolkit Approach. Dublin Institute of Technology. http://www.dit.ie/DIT/learningteaching/contacts/index.html.
 
[3]  Sanpedro, M.J. (2012). Feedback and feedforward: Focal Points for Improving Academic Performance. Journal of technology and Science Education. 2(2), 77-85.
 
[4]  Underhill, A.F. (2006). Theories of Learning and their Implications for On-line Assessment. Turkish Online Journal of Distance Education. Vol 7, No. 1.
 
[5]  Cornford, Ian R. (2005). Cognitive and Metacognitive Strategies as a Basis for Effective Lifelong Learning: How Far have we Progressed? University of Technology, Sydney.
 
[6]  Flavell, John H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive Development. Stanford University.
 
[7]  Earl, L. (2003). Assessment As Learning: Using classroom assessment to maximize student learning. Experts in Assessment series. Corwin Press, inc., Thousand Oaks, California.
 
[8]  Harlen, W. (2006). 'Assessment for learning and assessment of learning.' In: Harlen, W. (Ed) ASE Guide to Primary Science. Hatfield: Association for Science Education.
 
[9]  Jonson, J. (2006) Guidebook for Pragmmatic Assessment of Student Learning Outcomes. University of Nebraska Lincoln.
 
[10]  Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
 
[11]  Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.
 
[12]  Gardner, J. (2005). Assessment for Learning: A Practical Guide. The Northern Ireland Curriculum.
 
[13]  Hodgson, C. and Katie Pyle (2010). A Literature Review of Assessment for Learning in Science. National Foundation for Educational Research.
 
[14]  Jonson, J. (2006) Guidebook for Pragmmatic Assessment of Student Learning Outcomes. University of Nebraska Lincoln.
 
[15]  Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated leaning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
 
[16]  Black, P. and Harrison, C. (2004). 'Self- and peer–assessment and taking responsibility: the science student's role in formative assessment', School Science Review, 83, 302, 43-49.
 
[17]  Brown, S. (2005) Assessment for Learning. Learning and Teaching in Higher Education. Issue 1, No.5
 
[18]  Taras, M. (2005) Assessment-Summative and Formative – Some Theoretical Reflections. British Journal of Educational Studies. Vol 53, No. 4.
 
[19]  Chickering, A. W. and Zelda Gamson. Seven Principles of Good Practice in Undergraduate Education. http://www.uis.edu/liberalstudies/students/documents/sevenprinciples.pdf.