scholarly journals Validity, Lasting Outcomes and Fairness of Learner Assessment from the Perspective of Educational Neuroscience

2017 ◽  
Vol 9 (1) ◽  
pp. 67
Author(s):  
Chandana Watagodakumbura
Keyword(s):  
Cerebral Hemisphere ◽  
Learning Processes ◽  
Educational Neuroscience ◽  
Learner Characteristics ◽  
Disciplinary Boundaries ◽  
Emotional Sensitivity ◽  
Visual Spatial ◽  
Right Cerebral Hemisphere ◽  
Learner Assessment ◽  
Teaching Learning

from the standpoint of educational neuroscience are discussed in this article. Learnerassessment performed in any teaching-learning environment should produce valid and lastingoutcomes. The validity of assessment indicates that the results generated represent the learnercharacteristics reliably using any strengths and weaknesses. The lasting feature of assessmententails that the results are associated with learner characteristics rather the environmentalfactors. When learner characteristics are identified in this manner, appropriate measures canbe taken to improve on any weaknesses identified while at the same time relying or stayingmotivated on the strengths. It is imperative that educators make use of the findings from theemerging field of educational neuroscience to design and construct assessment producingvalid and lasting outcomes. In educational neuroscience, how the human brain and relatedstructures engage in learning processes is studied. By incorporating this useful informationinto teaching-learning processes, learners can be put on a path to creating useful, lastingmemories, across disciplinary boundaries, to lead them to higher levels of humandevelopment yielding wisdom and consciousness. When assessments produce valid andlasting outcomes, they essentially become fair for all types of learners including the giftedlearners who demonstrate right cerebral hemisphere oriented visual-spatial characteristics thatinclude higher sensitivities such as emotional sensitivity.

VISUAL-SPATIAL AGNOSIA ASSOCIATED WITH LESIONS OF THE RIGHT CEREBRAL HEMISPHERE

Brain ◽  
1950 ◽  
Vol 73 (2) ◽  
pp. 167-190 ◽  
Author(s):  
J. McFIE ◽  
M. F. PIERCY ◽  
O. L. ZANGWILL
Keyword(s):  
Cerebral Hemisphere ◽  
Visual Spatial ◽  
Right Cerebral Hemisphere ◽  
The Right

scholarly journals Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience

2017 ◽  
Vol 6 (3) ◽  
pp. 54 ◽  
Author(s):  
Chandana Watagodakumbura
Keyword(s):  
Curriculum Design ◽  
Evidence Based ◽  
Learning Support ◽  
Educational Neuroscience ◽  
Policy Makers ◽  
Education Professionals ◽  
Gifted Learners ◽  
Visual Spatial ◽  
Teaching Learning ◽  
Design And Construction

With the emergence of a wealth of research-based information in the field of educational neuroscience, educators are now able to make more evidence-based decisions in the important area of curriculum design and construction. By viewing from the perspective of educational neuroscience, we can give a more meaningful and lasting purpose of leading to human development with enhanced consciousness or wisdom as the goal of a curriculum. We can better decide on the essential contents of a curriculum that is carried out within a limited time, using the emerging and validating information. Knowledge of educational neuroscience can also be used effectively for instructional design or conveying important messages to learners in the learning support material provided. Further, educators can be better directed in forming appropriate assessment so that learners are prepared for active and deep engagements in the teaching-learning process developing the skills of independence and discovery learning. Educational practitioners, as well as policy-makers, can also promote inclusive practices by directing, designing and constructing a curriculum appropriately especially taking into consideration the characteristics of right cerebral hemispheric oriented visual-spatial or gifted learners. Overall, education professionals can be benefited immensely to take more informed decisions in the process of curriculum design and construction by embracing emerging educational neuroscience principles.

A contingency perspective on learning and instruction in physical education

2021 ◽  
pp. 1356336X2098588
Author(s):  
Jonas Wibowo ◽  
Ben Dyson
Keyword(s):  
Physical Education ◽  
Learning Processes ◽  
Methodological Issues ◽  
Unit Of Analysis ◽  
Contingency Perspective ◽  
Two Factors ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

Impact of quality management systems on teaching-learning processes

2016 ◽  
Vol 24 (3) ◽  
pp. 394-415 ◽  
Author(s):  
Francisco José Fernández Cruz ◽  
Inmaculada Egido Gálvez ◽  
Rafael Carballo Santaolalla
Keyword(s):  
Quality Management ◽  
Student Learning ◽  
School Quality ◽  
Learning Processes ◽  
Management Systems ◽  
Educational Institutions ◽  
Quality Management Systems ◽  
Content Type ◽  
Teaching Learning ◽  
The Impact

Purpose Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change. Design/methodology/approach The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years. Findings The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities. Originality/value As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.

scholarly journals Chapter 21: Teaching Learning Processes-to Students and Teachers

2009 ◽  
Vol 27 (1) ◽  
pp. 401-424
Author(s):  
Pamela E. Barnett ◽  
Linda C. Hodges
Keyword(s):  
Learning Processes ◽  
Teaching Learning
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