Assessment of Student Learning - Research Paper Example

assessment is crucial in any that seeks out to evaluate the learning process of its body. In this particular study, a new type of assessment is proposed, which is known as hybrid-problem based learning. This new methodology imposes key concepts of critical thinking that traditional techniques lack in their system. Although this approach is unique and exquisite, it defies the status quo of testing that has plagued the educational system in the United States. This paper will define the key theory usage of rubric that is the focal point in the hybrid-problem based learning system that has tremendous benefits for any academic center.

Assessment of Student Learning in a Hybrid PBL Capstone Seminar DEL F. LEVIA JR* & STEVEN M. QUIRING** *Department of Geography & Center for Climatic Research, University of Delaware, USA, **Department of Geography, Texas A&M University, USA The educational system in the United States has witnessed drastic changes over the past decade. In today’s modern world of academics, assessing students is a vital component towards evaluating the students’ performances. The benchmark of assessment is not standard as it varies all across the academic universities in United States and plays a vital role towards the learning process of the student (Raimes 218).

While students can be assessed through participation and homework, testing is at times required to evaluate students. English is one of the most complex languages in existence as it contains many grammatical intricacies and multiple-meaning words. For instance, how does an ESL student distinguish the difference between “farther” from “further” (Choy 108)? However the question remains, which test is a liable benchmark for evaluating the students’ English proficiency level (Choy 108)?

The issue of testing is sensitive towards students. Many students feel that some methods of testing are unjust as they fail to measure the competence levels of their language proficiency that extends beyond a traditional “pen and paper based test.” A good test should take both cognitive and verbal proficiency into account in order to assess the learning process (Raimes 219). One of the critical elements to evaluate student performance is through hybrid problem-based learning. Hybrid problem-based learning is a new and a unique approach that takes several elements into consideration (Levia 217).

For instance, it challenges students’ cognitive thinking as it introduces new ideas of problem-based learning. This new approach is quite intricate and detail oriented as it allows students to induce in problem solving techniques (Levia 218). Another key step of hybrid problem-based learning tests students on outcome statements. Outcome statements are new versions of “if-else statements” as it really influences the students to expand their cognitive skills. Lastly, hybrid-based learning system challenges the student to develop an outline that serves as a benchmark towards analyzing their knowledge skills that they acquired in classrooms (Levia 218).

For instance, a student might be asked to create a rubric about the civil war in which he has to outline key elements such as a timeline, factors, problems, outcomes, etc. Problem-based learning is based upon a collaborative strategy that challenges the students by giving them problems associated with real-world problems (Levia 218). The traditional methods of teaching that impose endless hours of drills and the abuse of repetitive skill-based worksheets all have posed serious obstacles to enhancing the educational services for students (Raimes 440).

The content in this type of learning forces the student to derive knowledge from the base of knowledge as that they already possess. This new methodology enables students to work in small groups as they pinpoint critical points that contest their problem-solving techniques. In essence, students must extend their skills beyond the conventional means of a textbook. Teachers utilize this technique to promote learning and dialogue and practice pronunciation with students (Choy 110). Through comprehensive research and observation, assessment is being defined and critiqued in many ways.

Huba and Freed in this particular study define assessment, “the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning” (Levia 220) . Assessment can be classified into two main categories that are known as summative and formative.

Good assessment consists of engaging both the instructor and the teacher through a collaborative in which feedback is given Levia. The strong bond that is created between the teacher and the student emphasizes the vitality of embedding clear assessment techniques in academic centers. Without a doubt, assessment of student learning must be clear and concise. Tutors genuinely need to formulate statements that contest the critical thinking of skills of the students (Choy 109). Hence, hybrid problem-learning based system can be categorized into many aspects.

These aspects can be categorized into different distinctions that consist of: collaboration, computer literacy, communication, critical thinking, cultural diversity, ethics, information literacy and qualitative literacy (Levia 221). The question remains; how can we use these assessment results to enhance student learning (Raimes 428)? After this testing technique was implemented, students were required to meet with the instructor in group. Each group that was engaged PBL activity was obligated to assess their performance through a rubric (Levia 218).

For instance, the groups were required to address their issues and then propose solutions that would address this issue. Hybrid-problem learning is a genuine effort to remove any deficiencies that students’ might possess (Levia 218). The rubric serves as a supplement towards achieving and excelling in learning objectives. In addition, the rubric is to provide the instructor with the opportunity to also sit down with the students and motivate them about addressing those issues (Levia 219). Rubrics in this particular case are needed to enhance learning proficiency and increase along with meeting their course objectives.

From the students’ perspective, the writing assignments based upon rubrics were fair and challenging (Levia 224). It gives students a chance to express inner thoughts in writing and enabled them to incorporate feedback from problem-based learning experience. Furthermore, the instructors were also quite impressed with this technique as students showed a deeper understanding of subjects. Furthermore, the rubric facilitated the process of evaluation for instructions. Students genuinely appreciate the rubric as it is clear and concise and pinpoints their strengths and weakness (Levia 229).

The ultimate goal of any institution is to be student-centric and use any innovative methods to enhance learning and assessment methods (Raimes 429). Choosing and implementing a right assessment technique will encourage students to work hard and excel in their studies (Raimes 430). The problem-based learning technique will be a strategy that academic centers should take in account for their evaluation needs, as it stimulated the learning process of the future students. Works Cited Levia Assessment of Student Learning in a Hybrid PBL Capstone Seminar DEL F.

LEVIA JR* & STEVEN M. QUIRING** *Department of Geography & Center for Climatic Research, University of Delaware, USA, **Department of Geography, Texas A&M University, USA The TOEFL Test of Written English: Causes for Concern Author(s): Ann Raimes Source: TESOL Quarterly, Vol. 24, No. 3 (Autumn, 1990), pp. 427-442 The TOEFL: Incomplete Test of English ProficiencyAuthor(s): Siew Chee Choy and Betty M. Davenport Source: College Teaching, Vol. 34, No. 3 (Summer, 1986), pp. 108-110Published by: Taylor & Francis, Ltd.

Stable URL: