New Insights Into Learning and Teaching and Their Implications for Assessment

By Menucha Birenbaum. 2003

197 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b1c28b432a73fc2ad01af8d25f3671fbe5dc9c07

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks (2007, background): “assessment results, without translation from theory into practice (Dierick & Dochy, 2001; Frederiksen and Collins, 1989). Frederiksen and Collins note that “any indirectness in the measure will lead to a misdirection of learning effort by test takers” (p. 30). Linn et al. (2001) write that direct as”
NEW ASSESSMENT MODES WITHIN PROJECT-BASED EDUCATION - THE STAKEHOLDERS (2006, background): “…can be seen as an "umbrella term" (Gijbels, 2005) or a "broad position" (Fox, 2001; Phillips, 1997), educational theories within this position share the same assumptions about learning: learning is actively constructed by the learner (Birenbaum, 2003; Harris & Alexander, 1998; Tynjälä, 1999).”
RELATIONS BETWEEN STUDENT PERCEPTIONS OF ASSESSMENT AUTHENTICITY, STUDY APPROACHES AND LEARNING OUTCOME (2006, unknown): “In the industrial era, working class people were educated for efficient functioning as skilled workers at the assembly line (Birenbaum, 2003).”
Understanding the effects of constructivist learning environments: introducing a multi-directional approach (2008, background): “In other words, the numerous perspectives on constructivism could be grouped around a fundamental assumption about learning: Knowledge is actively constructed by the learner (Birenbaum 2003; Harris and Alexander 1998; Tynjälä 1999).”
The Wheel of Competency Assessment: Presenting Quality Criteria for Competency Assessment Programs. (2006, background): “The past ten years can be characterised by a transition from a testing culture to an assessment culture ( Birenbaum, 1996, 2003 ), with the concomitant development of new assessment methods promising a panacea for the determination of competencies.”
Authenticity is in the eye of the beholder: student and teacher perceptions of assessment authenticity (2008, background): “With respect to the second explanation for different student and teacher perceptions, it is widely accepted that previous experiences colour the way current learning environments are perceived (Biggs 1989; Birenbaum 2003; Sternberg 1999; Wesselink, Biemans, and Mulder 2007).”
Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment (2009, background): “However, the alignment of these three components (teaching, learning, and assessment) is intricate and should become a central goal for teachers and educational researchers (Birenbaum 2003).”
Assessment and instruction preferences and their relationship with test anxiety and learning strategies (2007, background): “Furthermore, it has been contended that students’ preferences regarding instruction and assessment reflect their perception of the learning environment, their learning conceptions, and their approaches to learning that consequently affect their achievement (Biggs 2003; Birenbaum 2003; Struyven et ”
Aspects of Competence-Based Education as Footholds to Improve the Connectivity Between Learning in School and in the Workplace (2010, background): “Constructivism is an umbrella term for perspectives that share the basic assumption that knowledge is actively constructed by the learner (Birenbaum 2003; Harris and Alexander 1998; Tynjälä 1999).”
A conceptual framework for integrating peer assessment in teacher education (2006, background): “Performance assessment focuses on the ability to use combinations of acquired skills and knowledge, and therefore fits in well with the theory of constructive alignment and powerful learning environments (Birenbaum, 2003; Linn, Baker, & Dunbar, 1991).”
How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts? (2005, background): “The importance of a built-in detailed formative and summative assessment process that accompanies the development and implementation of each stage of the project is vital (Birenbaum, 2003; Black, 1995; Dori & Tal, 2000; Dori, 2003).”
Authentic assessment: creating a blueprint for course design (2018, background): “…(Baeten, Struyven, and Dochy 2013) involving a transformation from a culture of objective and standardised tests that are focused on measuring portions of atomised knowledge, towards a more complex and comprehensive assessment of knowledge and higher-order skills (Shepard 2000; Birenbaum 2003).”
New Learning Environments and Constructivism: The Students’ Perspective (2006, methodology): “The NLE used in this study was a variant of PBL, which is claimed to be consistent with constructivist features (Russell et al., 1994; Savery & Duffy, 1995; Hendry et al., 1999; Segers et al., 1999; Birenbaum, 2003).”
Unravelling peer assessment: Methodological, functional, and conceptual developments (2010, background): “In the past two decades a conceptual shift has occurred in the practice of assessment, from a teacher-directed perspective to one that involves students in the assessment process (Boud, 1995), or in other words the shift from a testing culture to an assessment culture (Birenbaum, 2003).”
Constructivist learning environments and the (im)possibility to change students’ perceptions of assessment demands and approaches to learning (2008, background): “We see constructivism as an umbrella term that groups learning perspectives with the same basic assumption about learning: Namely the understanding that knowledge is actively constructed by the learner (Birenbaum 2003; Harris and Alexander 1998; Tynjälä 1999).”
The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements (2010, methodology): “Although formative assessments are expected to improve learning they can occasionally fail if students do not know how to accomplish a task (Birenbaum 2003).”