June 23, 2013
June 23, 2013
June 26, 2013
Entrepreneurship & Engineering Innovation
23.227.1 - 23.227.22
Assessment of Learning Based on the Principles of Discovery and Metacognition Leading educators and scholars in the area of cognitive science agree that a newparadigm for assessment called a learning paradigm must be generated to observe, measure, anddocument the success of creative, new educational methods and practices. Educators haveunderstood the implications and importance of Bloom’s Taxonomy and have tried to changetheir teaching styles to create a learning environment. Teachers have recognized that the studentsmust be provided with an opportunity to develop their problem-solving skills in addition tomastering a particular body of information. Furthermore, many of our educational institutionshave tried to move away from emphasizing the establishment of strong knowledge-base. Themodern trend is to develop an interactive problem-solving pedagogy that encourages thedevelopment of learners’ creativity, understanding, and written and oral communication skills. In a learning paradigm, it is observed that evaluation is holistic, and student successoutcomes are what is measured. Many scholars have recommended and supported a value-addedconcept of education by doing assessments before, during, and after a course. In his book“Learning Paradigm College” John Tagg identifies six essential features for generating such aparadigm and provides a flexible guide and a blueprint for implementing specific changes.Other scholars have argued that achievement of educational objectives is becoming less and lessmeasurable, whereas the need for accountability is rising to the surface more frequently. Theliterature supports our intuitive belief that education in a new learning paradigm will preparestudents for the work ahead of them. Almost all scholars believe that in order to lead in apostmodern world, students need flexibility and problem-solving skills more than they need tomaster any particular body of information. In this presentation, the author attempts to provide guidelines for articulating learningobjectives using a discovery approach and promotes the use of certain set of assessment methodsin conjunction with appropriate rubrics that could benefit the learner as well as the instructor.
Narayanan, M. (2013, June), Assessment of Learning Based on the Principles of Discovery and Metacognition Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19241
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