NotesFAQContact Us
Search Tips
ERIC Number: ED354249
Record Type: Non-Journal
Publication Date: 1992-Nov
Pages: 9
Abstractor: N/A
Reference Count: N/A
Assessment of Relevant Learning Processes.
Kim, JinGyu
Criteria for relevant classroom assessments are discussed, and a biofunctional model of learning assessment is presented. In classroom assessment, the following criteria must be considered: (1) assessment approach (process-oriented and outcome-oriented); (2) assessment context (knowledge and higher-order thinking skills); (3) assessment method (paper and pencil tests and performance assessments); and (4) assessment form (objective and subjective). Distinctions among these criteria are important in describing the array of assessment alternatives. The biofunctional model of learning clarifies how the brain engages in double-activity functioning. It assumes that learners have external (stimulus-regulated), dynamic (subsystem-regulated), and active (person-regulated) sources of control that regulate intellectual activity in the nervous system. Level of learning is defined in terms of the extent of simultaneous involvement of control and learning processes. Using this model, A. Iran-Nejad, B. Chissom, and J. Burry (1989) have suggested a biofunctional model of learning assessment, proposing that active synthesis is an unspecified function of the interaction between active control and dynamic control. The biofunctional model can open a new perspective for distinguishing between what is relevant and irrelevant in classroom assessments. (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A