Pedagogical challenges
المؤلف:
Marilyn A Campbell & Denise Frost & Joanna Logan
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P445-C37
2025-08-19
379
Pedagogical challenges
The internal and external teaching and learning environment poses pedagogical challenges. In previous years, deep learning did not seem to be occurring - as evidenced by the poor quality of the assignments. The results of assignments and student feedback had indicated that although students were completing the required tasks, many of them had not constructed their own mental models of the counsellor's assessment process nor engaged with the professional literature. A contributing factor was the information overload that students experience when a semester's learning is delivered in five days. Furthermore, students reported feeling isolated while completing their assignments, having lost the collegiality of the community of learners which had formed during the intensive block period. In addition, there was no specific support provided as the students became distance learners.
It is interesting to note that one of the assignments set in the previous years was actually extremely authentic. Students were required to select a child in a school with a learning or behavioral problem, carry out assessments and submit a detailed report of the assessments and intervention required based on their findings. Gulikers, et al. (2004) propose that authenticity in assessment operates on a continuum, with at one end, for example, multiple choice questions, with performance of an actual complex professional task in the work force at the other. If this proposition is accepted, then this previous assignment was extremely authentic. However, one of the aims of the course was to teach students to form hypotheses and assess, rather than use a 'test' battery approach to all problems which is the cultural norm in the workplace. In fact, this was the very practice the course was trying to counteract. Thus, as these students had no contact with the university during their assignment writing, many reverted to known, culturally embedded ways of assessing. Deep learning, a desired student learning outcome, did not appear to be occurring.
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
