Blog Post#1

Intro:  

Since the course’s inception, my understanding has evolved significantly. The course structure, with its four assignments, three of which are group work, has fostered a collaborative learning environment. Together, let’s delve into the intricacies of our course’s evaluation method, explore the trends in learning theory, and compare our educational journey to past adventures.  

The Assessments Strategics:  

The assessment is strategic as we explore which group in four different groups. First, the formative assessments, which usually start with mild ripples, are the discussion and become the only thing that acts like the compass that guides our understanding of each education passion by commenting on each blog we see on each blog that our classmates make. Second, we always face a summative assessment precipice as we go further. Each blog and assignment that the course has is challenging, and those assignments are the millstone of improving our understanding of the course. For example, in the week two video, “Why Grade Should not Exist,” Alfie Kohn points out that people will always do the most challenging thing to get good grades, whereas, in the course, most of the work is asked for the reflection of the weekly course material which gives us more motive willing learn the material that the course provides. 

Moreover, the third assessment is the peer assessment, where our peers serve as trusted guides on the wave of learning. Through peer assessment, we explore uncharted territory together, offering each other insights and guidance. In this shared journey, we discover the transformative power of collaboration and collective growth. The last assessment is self-assessment. In the quiet calm between the waves, we embark on an introspective journey of self-discovery. Blogs, comments and assignments are anchors to gain insight into our learning experiences. Through self-assessment, we discovered hidden treasures of wisdom and personal growth.  

Learning Theory Navigation  

The constructivism, which our program, in the spirit of constructivism, appreciates that learning is recursive. Formative assessment creates a milieu for knowledge construction and helps us build meaning through active involvement. Moreover, the theory of Cognitive Load is dangerous territory that our curriculum cautiously meanders through. The intention is to avoid summative assessments that crush our ability to think cognitively and help us navigate the ocean of understanding. Finally, Social Learning Theory, in which peer assessments promote collaboration between students because they enable them to share their lessons with others. We foster a sense of community and mutual support through shared experiences.  

Comparative Curriculum:  

The emphasis is on continuous assessment. Contrary to periodic assessments, we have been guided by formative evaluations. This feedback is so useful and keeps our program focused and clear. Integration of Peer Assessment, on the other hand, peer assessment is the symbol of collaboration as against other programs where lone navigation is a standard feature. Our peers help us use peer feedback to maximize their knowledge together to enrich our learning experiences. Finally, Embracing Reflective Practice stands out because it includes reflective journals and essays that allow us to inquire deeply into how far we have come with learning. In this aura of reflection, we gain new insights and set ourselves on a path toward personal transformation.  

Conclusion:  

Considering our educational journey, we thought the assessment strategies that have influenced our curriculum. Sailing on each assessment, we piloted through the learning ocean, intending to gain knowledge and insights. 

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