June 20, 2010
June 20, 2010
June 23, 2010
15.211.1 - 15.211.31
Assessment of Environmental Education
All scholars and educators agree that assessment practices throughout the country are experiencing a state of rapid transition. It is also possible that many techniques used in assessment may not examine how classroom practices have played significant roles in contributing towards specific student learning outcomes. Educational psychologists and leading scholars have also indicated that assessment techniques should actually analyze and examine the interaction between the two key players, namely the student and instructor. Nevertheless, many tools used in assessment of learning often try to document students’ knowledge. However, these traditional methods for evaluating teaching typically examine only the instructional practices. These techniques often ignore how those instructional practices have actually contributed toward influencing students’ intellectual development. Therefore, one of the main objectives of assessment practices should be to document the desired competency and strengthen students’ professional development. Furthermore, it should also promote to instill a desire and motivate an ambition for lifelong learning. Other scholars have also arrived at similar conclusions and have emphasized the importance of creating learner-centered environments. In this presentation, the author attempts to outline specific methods to record, report and review assessment data that can help instructors document certain specific aspects of students’ learning and educational accomplishments. The author also provides an example for assessing certain chosen aspects of environmental education.
Assessment will be productive if the instructional module is well designed to facilitate student learning through a process of discovery. Pascarella and Terenzini (1991) have conducted massive review of research on the development of students in college, and have focused on the consequences of decisions on students’ development. They have also called for a new standard of quality, one based on the quality of student development. Pascarella and Terenzini have also concluded that there is an urgent need for a shift in the decision-making orientation of administrators toward learner-centered management. The main objective of the instructional module generated by instructors must be to ensure that the subject matter content is effectively integrated with the presentation format (Grasha, 1990, 1996). In other words, the task in front of the instructor would be to blend the content and presentation in theory as well as practice (Gagne, 1992; Briggs, 1991). Here, the instructor assumes the role of a facilitator and effectively utilizes modern technology to experiment on innovative ideas that can lead to new classroom instructional strategies (Tozman, 2004). Furthermore, in order to understand the process of learning, one has to examine every aspect of student life (Kolb, 1985). The entire resource bank of the university should bear responsibility for creating a new configuration that can help the learning process of the entire student population (Claxton & Smith, 1984).
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