Final eJournal

Key Takeaways from the Course The main takeaways, for me, were from the module of Assessment Design. Ever since reliability and validity was discussed, I have always been wondering how assessments can be properly valid, reliable, and aligned with instruction. The table of specifications, the categorizations of assessments into their respective knowledge (declarative, process, and…

Module 6: Reporting and Feedback

Feedback Looking back on my high school days, feedback was something teachers did only when necessary. For instance, when students scored below the average or when high achieving students suddenly get low marks. The common trend that prompts for feedback is when teachers observed changes in the student’s performance, particularly when student’s low grades get…

Module 6: Approaches of Adult Education

Dialogue I remember using the dialogue approach during my time under CWTS 2 as a volunteer teacher for the Alternative Learning System (ALS) students in my community. The topic was about English communication. At the time, I had no specific goals in mind. Only that the mobile at the teacher at the time gave me…

Module 5: Critical Consciousness

Dialogue for Critical Consciousness Freire coined “radicals” as people who know and believe in what they know based on evidence. Also, they are open to other interpretations, and will share their perspectives using dialogical and evidence-based means. Dialogue, by contrast to debate, means that there is no “one-upping” another opinion, but rather a peaceful and…

Module 4: In the Workplace

Workplace Learning As someone with zero work experience, I have not resonated well with the readings. The resources introduced some work-related terminologies and concepts that seem rather foreign to me; for instance, the terms “micro-politics” and “networking.” However, I do believe that learning goes beyond the classroom and is relevant particularly in the workplace. In…

Module 3: Acquisition of Knowledge and Expertise

Pedagogical Stance vs. Andragogical Stance A “pedagogical stance” to learning, according to Knowles refers to being highly dependent on the teacher and the subject-matter with little consideration on the students’ backgrounds (Knowles, 2005). This can be applied when I was in elementary school. As children, we were “spoon-fed” the information about the subjects and tasked…

Module 5: Assessment Design

Previous assessments I have taken may not necessarily give me a clear picture on the design or planning involved, but I am able to infer on whether that assessment can be considered good or not. Based on module 5 and even the module 3, it has been underlined that assessments must be aligned with the…

Module 4: Types of Assessment

When I was a high school student, I was primarily exposed to traditional forms of assessment. With regards to affective, were they threatening for me? Well, no. I am one of those students who excelled in the class. So, I did not perceive the traditional assessments to be threatening to me. If the slightest threat…