TAQA Assignment T2 – Jim Davies 16/08/12 1. What are the functions, concepts and principles of assessment in learning and development? Functions of assessment Assessment is often confused with evaluation, assessment relates to the learner and is specific to the learner’s achievements and how they can improve, whereas evaluation relates to the programme or qualification the learner is taking. There is also a difference between ‘assessment of learning’ and ‘assessment for learning’. Assessment of learning is summative and can confirm that learning has taken place, but assessment for learning is a formative process which determines the learners progress so far and can be used to plan any further learning or development that may be required.
Learning and Cognition PSY 390 Learning and Cognition Learning is a complex subject to define. It is one of the cognitive processes that have been studied by psychologists extensively. To define learning it is important to look at many events that occur when learning as well as the outcome after they are learned. For the most part, witnessing a change in behavior is the foundation to studying cognitive processes. It is no different when examining learning we find as individuals learn they show a change in behavior.
Information can be shared quickly and easily. Saves time and travel costs.Less bulky than paper records to store. The use of passwords limit access. | Lack of computer skills may restrict communication via computer. Record could be accidently deleted Security could be comprorised | Backing up work in case it is lost | The use of passwords limits access and maintain confidentiality.
Cognition encompasses perception, imagination, judgment, memory, and language - the processes people use to think, decide, and learn. Education - not only the formal curriculum in schools but also informal learning - is part of this domain as well." (Berger, pg.12) Piaget considers adaptation the "essence of intelligence". (Berger, pg. 165) Learning is an active process which leads to the creation of schemas.
Understanding the principles & practices of assessment Unit 1 1:1 Explain the function of assessment in learning and development The main function of an assessment is to ascertain if learning has taken place and that the learner has obtained the required knowledge, skills and understanding. Assessment needs to be a constant process which should take place every time you see the learner, either by watching what they are doing, asking questions or carrying out short coaching or training sessions. It should also focus on improving, re-enforcing learning and measuring achievement showing how the learner is developing and areas they need to improve on. Assessment can be formal which is when you use assessments, assignments, tests and workplace observation to assess learning and informal which can be by asking a few questions. When assessing learning it is important to have an understanding of initial assessment, formative assessment and summative assessment.
They also agree that children's speech is an important part of their cognitive development and that it occurs in distinct stages. Piaget's views differ from Vygotsky's in several different areas. Piaget believes that learning occurs from a succession through stages of cognitive development through the implementation of maturation, discovery methods, and some social communication that occurs through assimilation and accommodation. Piaget's view of learning is based on an understanding of construction modes. Individuals construct their own meaning
Responding is the area of listening that involves giving feedback or answering a question. I tend to give more feedback than is required. I imaging I am my subconsciously trying to control the conversation, but I need to be more aware of the other parties goals of the communication process. For instance, I can talk to my girlfriend about a topic and a few minutes into the conversation she can recall exactly what was said and I cannot. Like an argument about who’s turn it is to do the pamper change.
Vygotsky focused on Cognitive Development and “according to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills” (Learning Theories Knowledgebase). Vygotsky's theories of Sociocultural and Zone of Proximal Development are dominantly demonstrated in the classroom as well as seen in everyday situations. By using scaffolding, people are able to build upon skills that they already posses with a little help from people around them.
Piaget’s focus on the process of the child thinking promoted the development of the stages of cognitive development. Teachers use the stages in today’s classroom as a way to gauge a child’s cognitive functioning. This permits the development of activities and learning experiences that are at the correct cognitive development stage for the child’s ability to learn. Piaget recognised that children must be self-initiated and actively involved in learning activities. A current application of this concept today can be found, many of the
Bruner ( 1974) developed a social constructivist model of development in which the child is actively engaged in meaning making through their interactions with people and the environment. Bruner developed the term Language Activating Support System (LASS) to describe the socialising process that drives children towards language learning. In this model Bruner considered the practitioner-child relationship to be a critical factor in language development. Bruner ( 1974) believed that individuals only reach their full potential through social and cultural interactions. These interactions allow individuals to make sense of the world, shaping ideas and beliefs and providing the opportunity to use language to express thoughts.