Learners, Learning & Assessment
Patricia F Murphy
- The Open University
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Go to College Publishing WebsiteDescription
This textbook provides a theoretical framework for considering past and current developments in research into views of the mind and of learning. Controversial aspects of learning theories are examined, in particular the differing perspectives on the process of knowledge construction. The implications of the various theories for assessment practice are also made explicit. The text illustrates the way different theories lead to particular models of curriculum assessment, using examples from different phases of education. The final part of the book explores learning and assessment processes derived from particular views of learning knowledge.
Learners, Learning and Assessment is a Course Reader for The Open University course E836 Learning Curriculum and Assessment.
Contents
Introduction
Introduction
PART ONE: THINKING ABOUT LEARNING
- On Becoming Labelled - The Story of Adam
PART TWO: VIEWS OF THE MIND
- IMPLICATIONS FOR LEARNING AND ASSESSMENT
- Reconstructing Educational Psychology
- Is Everyone Musical?
- Making up the Mind
- Cognitive Development through Social Interaction
- Vygotsky and Piaget
- Legitimate Peripheral Participation
- Assessment in Context
- Assessment, Learning Theories and Testing Systems
- Where Is the Mind?
PART THREE: LEARNING AND ASSESSMENT
- CURRICULUM IMPLICATIONS
- Problem Solving as a Basis for Reform in Curriculum and Instruction
- The Case of Mathematics
- Assessment Issues in a Performance-Based Subject
- A Case Study of Physical Education
- Outcomes, Competencies and Trainee-Centred Learning
- The Gap between Rhetoric and Reality
- Situated Learning and Transfer
- Implications for Teaching
- When Is Experiential Learning Not Experiential Learning?
PART FOUR: LEARNING AND ASSESSMENT PROCESSES
- Design of MIST - A System To Help Students Develop Metacognition
- Supporting Collaborative Learning
- A Gender Dimension
- The Validity and Reliability of Assessments and Self-Assessments of Work-Based Learning
- Cultural Bridging and Children's Learning
- Anyone for Tennis? Social Class Differences in Children's Responses to National Curriculum Mathematics Testing
- Securing Conceptual Development in Workplaces
Description
This textbook provides a theoretical framework for considering past and current developments in research into views of the mind and of learning. Controversial aspects of learning theories are examined, in particular the differing perspectives on the process of knowledge construction. The implications of the various theories for assessment practice are also made explicit. The text illustrates the way different theories lead to particular models of curriculum assessment, using examples from different phases of education. The final part of the book explores learning and assessment processes derived from particular views of learning knowledge.
Learners, Learning and Assessment is a Course Reader for The Open University course E836 Learning Curriculum and Assessment.
Contents
Introduction
Introduction
PART ONE: THINKING ABOUT LEARNING
- On Becoming Labelled - The Story of Adam
PART TWO: VIEWS OF THE MIND
- IMPLICATIONS FOR LEARNING AND ASSESSMENT
- Reconstructing Educational Psychology
- Is Everyone Musical?
- Making up the Mind
- Cognitive Development through Social Interaction
- Vygotsky and Piaget
- Legitimate Peripheral Participation
- Assessment in Context
- Assessment, Learning Theories and Testing Systems
- Where Is the Mind?
PART THREE: LEARNING AND ASSESSMENT
- CURRICULUM IMPLICATIONS
- Problem Solving as a Basis for Reform in Curriculum and Instruction
- The Case of Mathematics
- Assessment Issues in a Performance-Based Subject
- A Case Study of Physical Education
- Outcomes, Competencies and Trainee-Centred Learning
- The Gap between Rhetoric and Reality
- Situated Learning and Transfer
- Implications for Teaching
- When Is Experiential Learning Not Experiential Learning?
PART FOUR: LEARNING AND ASSESSMENT PROCESSES
- Design of MIST - A System To Help Students Develop Metacognition
- Supporting Collaborative Learning
- A Gender Dimension
- The Validity and Reliability of Assessments and Self-Assessments of Work-Based Learning
- Cultural Bridging and Children's Learning
- Anyone for Tennis? Social Class Differences in Children's Responses to National Curriculum Mathematics Testing
- Securing Conceptual Development in Workplaces
Reviews
December 1998 | 368 pages | Sage UK
| Format | Published Date | ISBN | Price |
|---|
This textbook provides a theoretical framework for considering past and current developments in research into views of the mind and of learning. Controversial aspects of learning theories are examined, in particular the differing perspectives on the process of knowledge construction. The implications of the various theories for assessment practice are also made explicit. The text illustrates the way different theories lead to particular models of curriculum assessment, using examples from different phases of education. The final part of the book explores learning and assessment processes derived from particular views of learning knowledge.
Learners, Learning and Assessment is a Course Reader for The Open University course E836 Learning Curriculum and Assessment.
Table Of Contents:
- Introduction
- PART ONE: THINKING ABOUT LEARNING
- On Becoming Labelled - The Story of Adam
- PART TWO: VIEWS OF THE MIND
- IMPLICATIONS FOR LEARNING AND ASSESSMENT
- Reconstructing Educational Psychology
- Is Everyone Musical?
- Making up the Mind
- Cognitive Development through Social Interaction
- Vygotsky and Piaget
- Legitimate Peripheral Participation
- Assessment in Context
- Assessment, Learning Theories and Testing Systems
- Where Is the Mind?
- PART THREE: LEARNING AND ASSESSMENT
- CURRICULUM IMPLICATIONS
- Problem Solving as a Basis for Reform in Curriculum and Instruction
- The Case of Mathematics
- Assessment Issues in a Performance-Based Subject
- A Case Study of Physical Education
- Outcomes, Competencies and Trainee-Centred Learning
- The Gap between Rhetoric and Reality
- Situated Learning and Transfer
- Implications for Teaching
- When Is Experiential Learning Not Experiential Learning?
- PART FOUR: LEARNING AND ASSESSMENT PROCESSES
- Design of MIST - A System To Help Students Develop Metacognition
- Supporting Collaborative Learning
- A Gender Dimension
- The Validity and Reliability of Assessments and Self-Assessments of Work-Based Learning
- Cultural Bridging and Children's Learning
- Anyone for Tennis? Social Class Differences in Children's Responses to National Curriculum Mathematics Testing
- Securing Conceptual Development in Workplaces
Recent Product Reviews:
too academic an approach for the purpose intended. Good reference text for tutors and those wishing to delve more deeply into assessment. We wanted something more practical to relate theory and practice for trainees
Dr Sarah Askey, Education Deanery, Liverpool Hope University
i found this to be particularly difficult to read for my course. it contains lots of useful information but is quite difficult to process the information. the explanations are quite complicated but aspects of the content are good.
Miss Lisa Holland, Education , Tameside College
This is a well written text and it is presented in a logical format. A number of the chapters fit very nicely into the themes and contexts of our level seven qualification.
Mr Derek Allford, Learning Centre, Business To Business (B2B)
A good book for assessment. It is an essential read for both students and teachers.
Dr Seidu Salifu, Teacher Training, NESCOT
A book written for new and existing teachers or assessors. It is easy to read and understand and encourages teachers to use different forms of assessments to assist their learners in achieving their goals.
Mrs Cheryl Hine, Teacher Training, Leeds City College