Dictionary

Assessment

To determine the extent that learning has taken place or to estimate the value of learning.

Assessment Methods

Tools used to determine the extent of learning. The tools can be a number of activities such as creating a project, taking a test, writing a paper and more. Any type of activity that demonstrates whether or not students have mastered the materials.

Performance-Based Objectives

Each objective is a description of performance you want learners to be able to exhibit before you consider them competent. Each objective is specified as a measurable behavior and an Acceptable level of correctness or behavior has also been specified. They refer to course goals that:

1. specify the information and/or skills to be mastered AND
2. specify what students will do to demonstrate mastery.

Also identify:
3. How will performance be observed?
4. What criteria will be used in the objective?
5. What are the conditions under which the objective will be measured?

Formative Assessment

Measurements of learning that should be given frequently during the course of instruction (not just at the end of the semester) and are designed to provide information and feedback to an instructor about how the students are performing up to that point in the instruction.

Formative Evaluation

Measurment Tools (survey or questionnaire) given frequently during the course of instruction. They are designed to provide information and feedback to an instructor about their teaching and the course materials for the purpose of learning, developing, and improving the course.

Learning Styles

A theory that each student experiences information in a different way and instruction should be created to include each type of experience. Use the follow link to find out more information:

http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

Constructivist

A theory of classroom management where the emphasis is placed on the learner or the student rather than the teacher or the instructor. It is the learner who interacts with objects and events and thereby gains an understanding of the features held by such objects or events. The learner, therefore, constructs his/her own conceptualizations and solutions to problems. For more information try:

http://www.funderstanding.com/constructivism.cfm

Gagne’s Events of Instruction

This is a theroy of classroom management that identifies several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. The purpose of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction. For more information try:

http://ide.ed.psu.edu/idde/9events.htm