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PBLO-C - Coggle Diagram
PBLO-C
Culture creation
Landson-Billings (1994) identify the important role culture creation plays in allowing learners to communicate and receive information while simultaneously shaping the thinking process within the group of learners.
The need for Culturally Relevant and Responsive Pedagogy to recognize, incorporate, and value the cultural beliefs, values, and traditions within the learning environment to ensure all learners have a place and equitable access to engage in the learning (Landson-Billings, 1994).
Culture creation through storytelling. Connelly and Clandinin (1990). Stories of experience and narrative inquiry. Educational Researcher, (June-July) 2-14.) promote the notion and use of narrative inquiry knowing that human beings are "storytelling organisms" (p.2) and promotes the inclusion of diverse lived experiences to enrich the learning environment.
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it is widely recognized that traditional testing limits the assessment of higher-order thinking skills and other essential 21st-century competencies due to the nature of the item format (Koh, 2017)
authentic assessment refers to a process that is based on reflection on the teaching, learning, achievement, motivation, and attitudes of both teachers and students during the teaching and learning process (Karim et. al 2018).
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Results from authentic tests can be used to assist and guide students in their development and learning processes (McAfee and Leong 2007)
Test are used to determine if students can apply the knowledge they have acquired in a real world setting (Frey and Schmitt)
Authentic Assessment is considered an effective measure of intellectual achievement or ability because it requires students to demonstrate their deep understanding, high-order thinking, and complex problem solving through the performance of archetypal tasks (Sahera et al. 2022)
Authentic assessment and tasks move away from the current state of assessment and the emphasis on the final product. In the current state, the teacher holds the control and the learning experienced by the learner(s) throughout is lost. Summative assessment to-date according to Boud (2000), notes that it "provides a mechanism of control exercised by those who are guardians of particular kinds of knowledge over those who are controlled by assessment" (p. 155)
Differentiating between self-assessment and self-evaluation is necessary to move from a final grade. When self-assessment is embedded into the learning as a formative assessment process, the learners reflect and revise work based on feedback and discourse with peers and the instructor (Kearney, 2013).
Making assessments authentic and moving from traditional. Burns et al. (2020) identify that assessment knowledge for authenticity is much more limited and traditional.
According to Dr. Barber (personal communication, 2021), value is added to learning when participants can "pluck knowledge from other areas" and be "critical consumers of that knowledge". Research by Cahill (2013) notes the importance of transcultural perspectives that support interrogating differences and raising critical questions.
Leveraging diversity to support perspectives and enhance learning from multiple perspectives giving value added benefits in FOLC's and PBL environments. Home languages possessed by learners is a benefit and learners should not feel they have to abandon them to "fit in" to the Western learning environment (Hammond, 2020).
Critical reflection is embedded and necessary to develop solutions, investigate perplexities and problems, and promote growth among learners towards the establishment of a collaborative learning community (Mitchell & Sackney, 2000).
Culture shift: co-learners (including facilitator) which requires the facilitator to relinquish power and control.
Research indicates that the ideal student feedback provides data on subject areas that may require more focus, teaching competence, and alignment between assessment and curriculum (Plante, Lesage, Kay, 2022).
Authentic assessment can serve as a powerful tool for assessing 21st Century competencies in the context of global educational reform. Authentic assessment allows students to transfer their knowledge and skills to numerous real-world scenarios (Sahera et al., 2022)
Herrera et al., (2013). Assessment accomodations for classroom teachers of culturally and linguistically
diverse students. Boston: Pearson.), express that authentic assessments support the building of student strengths, drawing on their previous experiences, lived experiences and grasping of concepts that support the learning process.
Relinquishing power, no longer being the "gate keeper" of the knowledge to allow learning to occur in multiple ways, drawing on diverse experiences and allowing learning to occur authentically. Establishing high quality learning environments (Kirkwood and Beavers, 2013). Create an Authentic, Inclusive Early Childhood Learning Environment for Teacher Candidates. Dimensions of Early Childhood, 41(2), 3–9) support the learners and the educators to successful establish opportunities for authentic learning to take place.
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