ERIC Number: EJ1150214
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Beyond Measurement-Driven Instruction: Achieving Deep Learning Based on Constructivist Learning Theory, Integrated Assessment, and a Flipped Classroom Approach
Bernauer, James A.; Fuller, Richard G.
Journal on Excellence in College Teaching, v28 n2 p111-132 2017
The authors focus on the critical role of assessment within a flipped classroom environment where instruction is based on constructivist learning theory and where desired student outcomes are at the higher levels of Bloom's Taxonomy. While assessment is typically thought of in terms of providing summative measures of performance or achievement, it can also serve as a powerful tool for guiding both teaching and learning if it is artfully incorporated into the teaching/learning process; the authors refer to this as "integrated assessment." This integrated assessment/constructivist learning approach is described within the context of a flipped classroom environment and is consistent with student-centered teaching, less reliance on direct instruction, and the attainment of higher-level or deep learning.
Descriptors: Blended Learning, Educational Technology, Technology Uses in Education, Homework, Video Technology, Constructivism (Learning), Cognitive Processes, Metacognition, Student Attitudes, College Students, Transformative Learning, Student Motivation, Student Evaluation, Evaluation Methods, Tests, Higher Education, Computer Software, Integrated Learning Systems
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A