Assessment of Learning Based on the Principles of Discovery and Metacognition

Mysore Narayanan

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Assessment
Tagged Division: Entrepreneurship & Engineering Innovation
Page Count: 22
Page Numbers: 23.227.1 - 23.227.22
DOI: 10.18260/1-2--19241
Permanent URL: https://sftp.asee.org/19241
Download Count: 733

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Paper Authors

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Mysore Narayanan Miami University

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DR. MYSORE NARAYANAN obtained his Ph.D. from the University of Liverpool, England in the area of Electrical and Electronic Engineering. He joined Miami University in 1980 and teaches a wide variety of electrical, electronic and mechanical engineering courses. He has been invited to contribute articles to several encyclopedias and has published and presented dozens of papers at local, regional , national and international conferences. He has also designed, developed, organized and chaired several conferences for Miami University and conference sessions for a variety of organizations. He is a senior member of IEEE and is a member of ASME, SIAM, ASEE and AGU. He is actively involved in CELT activities and regularly participates and presents at the Lilly Conference. He has been the recipient of several Faculty Learning Community awards. He is also very active in assessment activities and has presented more than thirty five papers at various Conferences and Assessment Institutes. His posters in the areas of Assessment, Bloom’s Taxonomy and Socratic Inquisition have received widespread acclaim from several scholars in the area of Cognitive Science and Educational Methodologies. He has received the Assessment of Critical Thinking Award twice and is currently working towards incorporating writing assignments that enhance students’ critical thinking capabilities.

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Abstract

Assessment of Learning Based on the Principles of Discovery and Metacognition Leading educators and scholars in the area of cognitive science agree that a newparadigm for assessment called a learning paradigm must be generated to observe, measure, anddocument the success of creative, new educational methods and practices. Educators haveunderstood the implications and importance of Bloom’s Taxonomy and have tried to changetheir teaching styles to create a learning environment. Teachers have recognized that the studentsmust be provided with an opportunity to develop their problem-solving skills in addition tomastering a particular body of information. Furthermore, many of our educational institutionshave tried to move away from emphasizing the establishment of strong knowledge-base. Themodern trend is to develop an interactive problem-solving pedagogy that encourages thedevelopment of learners’ creativity, understanding, and written and oral communication skills. In a learning paradigm, it is observed that evaluation is holistic, and student successoutcomes are what is measured. Many scholars have recommended and supported a value-addedconcept of education by doing assessments before, during, and after a course. In his book“Learning Paradigm College” John Tagg identifies six essential features for generating such aparadigm and provides a flexible guide and a blueprint for implementing specific changes.Other scholars have argued that achievement of educational objectives is becoming less and lessmeasurable, whereas the need for accountability is rising to the surface more frequently. Theliterature supports our intuitive belief that education in a new learning paradigm will preparestudents for the work ahead of them. Almost all scholars believe that in order to lead in apostmodern world, students need flexibility and problem-solving skills more than they need tomaster any particular body of information. In this presentation, the author attempts to provide guidelines for articulating learningobjectives using a discovery approach and promotes the use of certain set of assessment methodsin conjunction with appropriate rubrics that could benefit the learner as well as the instructor.

Citation
Format

Narayanan, M. (2013, June), Assessment of Learning Based on the Principles of Discovery and Metacognition Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19241

TY  - CPAPER
AB  -  Assessment of Learning Based on the Principles of Discovery and Metacognition        Leading educators and scholars in the area of cognitive science agree that a newparadigm for assessment called a learning paradigm must be generated to observe, measure, anddocument the success of creative, new educational methods and practices. Educators haveunderstood the implications and importance of Bloom’s Taxonomy and have tried to changetheir teaching styles to create a learning environment. Teachers have recognized that the studentsmust be provided with an opportunity to develop their problem-solving skills in addition tomastering a particular body of information. Furthermore, many of our educational institutionshave tried to move away from emphasizing the establishment of strong knowledge-base. Themodern trend is to develop an interactive problem-solving pedagogy that encourages thedevelopment of learners’ creativity, understanding, and written and oral communication skills.         In a learning paradigm, it is observed that evaluation is holistic, and student successoutcomes are what is measured. Many scholars have recommended and supported a value-addedconcept of education by doing assessments before, during, and after a course. In his book“Learning Paradigm College” John Tagg identifies six essential features for generating such aparadigm and provides a flexible guide and a blueprint for implementing specific changes.Other scholars have argued that achievement of educational objectives is becoming less and lessmeasurable, whereas the need for accountability is rising to the surface more frequently. Theliterature supports our intuitive belief that education in a new learning paradigm will preparestudents for the work ahead of them. Almost all scholars believe that in order to lead in apostmodern world, students need flexibility and problem-solving skills more than they need tomaster any particular body of information.        In this presentation, the author attempts to provide guidelines for articulating learningobjectives using a discovery approach and promotes the use of certain set of assessment methodsin conjunction with appropriate rubrics that could benefit the learner as well as the instructor.
AU  - Mysore Narayanan
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Assessment of Learning Based on the Principles of Discovery and Metacognition
UR  - https://sftp.asee.org/19241
DO  - 10.18260/1-2--19241
ER  -