Teaching educational psychology: Learner-centered constructivist perspectives.

Following the Drum

Handbook of Research on Program Development and Assessment Methodologies in K-20 Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3132-6.ch012 ◽

2018 ◽

pp. 244-274

Author(s):

Jonathan E. Taylor

Keyword(s):

Adult Education ◽

Adult Learning ◽

Educational Psychology ◽

Motivational Theory ◽

Positive Approach ◽

Learner Centered ◽

Position Learning ◽

Education Psychology ◽

Motivation And Learning ◽

The Relationship

This chapter provides an overview of motivational theory from adult education, psychology and educational psychology, spanning nearly 60 years. The first half of the chapter focuses on the motivational theories in terms of their developmental genesis, while later sections examine the relationship between motivation and learning resistance and engagement. Final sections suggest conclusions regarding the importance of studying learning resistance as a construct over and beyond motivational theory and position learning resistance scholarship as a learner-centered, positive approach to adult learning.

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Following the Drum

Research Anthology on Rehabilitation Practices and Therapy ◽

10.4018/978-1-7998-3432-8.ch012 ◽

2021 ◽

pp. 207-237

Author(s):

Jonathan E. Taylor

Keyword(s):

Adult Education ◽

Adult Learning ◽

Educational Psychology ◽

Motivational Theory ◽

Positive Approach ◽

Learner Centered ◽

Position Learning ◽

Education Psychology ◽

Motivation And Learning ◽

The Relationship

This chapter provides an overview of motivational theory from adult education, psychology and educational psychology, spanning nearly 60 years. The first half of the chapter focuses on the motivational theories in terms of their developmental genesis, while later sections examine the relationship between motivation and learning resistance and engagement. Final sections suggest conclusions regarding the importance of studying learning resistance as a construct over and beyond motivational theory and position learning resistance scholarship as a learner-centered, positive approach to adult learning.

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The Assessment Evaluation Rubric: Promoting Learning and Learner-Centered Teaching through Assessment in Face-to-Face or Distanced Higher Education

Education Sciences ◽

10.3390/educsci11080441 ◽

2021 ◽

Vol 11 (8) ◽

pp. 441

Author(s):

Rochelle E. Tractenberg

Keyword(s):

Higher Education ◽

Educational Psychology ◽

Cognitive Complexity ◽

Systematic Approach ◽

Face To Face ◽

Teaching Objectives ◽

Learner Centered ◽

Teaching Goals ◽

Hybrid Teaching ◽

Instructional Decision

It is common to create courses for the higher education context that accomplish content-driven teaching goals and then develop assessments (quizzes and exams) based on the target content. However, content-driven assessment can tend to support teaching- or teacher-centered instruction. Adult learning and educational psychology theories suggest that instead, assessment should be aligned with learning, not teaching, objectives. To support the alignment of assessments with instruction in higher education, the Assessment Evaluation Rubric (AER) was developed. The AER can be utilized to guide the development and evaluation/revision of assessments that are already used. The AER describes, or permits the evaluation of, four features of an assessment: its general alignment with learning goal(s), whether the assessment is intended to/effective as formative or summative, whether some systematic approach to cognitive complexity is reflected, and whether the assessment (instructions as well as results) itself is clearly interpretable. Each dimension (alignment, utility, complexity, and clarity) has four questions that can be rated as present/absent. Other rating methods can also be conceptualized for the AER’s 16 questions, depending on the user’s intent. Any instructor can use the AER to evaluate their own assessments and ensure that they—or new assessments in development—will promote learning and learner-centered teaching. As instructors shift from face-to-face toward virtual or hybrid teaching models, or as they shift online instruction (back) to face-to-face teaching, it creates an ideal opportunity to ensure that assessment is optimizing learning and is valid for instructional decision-making.

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The Assessment Evaluation Rubric: Promoting learning and learner -centered teaching in higher education

10.31235/osf.io/bvwhn ◽

2020 ◽

Author(s):

Rochelle E. Tractenberg

Keyword(s):

Higher Education ◽

Adult Learning ◽

Educational Psychology ◽

Cognitive Complexity ◽

Systematic Approach ◽

Ordinal Scale ◽

Teaching Objectives ◽

Learner Centered ◽

Teaching Goals ◽

Teaching In Higher Education

It is common to create courses for the higher education context that accomplishes content-driven teaching goals, and then develop assessments (quizzes, exams) based on the target content. However, content-driven assessment can tend to support teaching- or teacher- centered instruction. Adult learning and educational psychology theories suggest that instead, assessment should be aligned with learning, not teaching, objectives. To support the alignment of assessments with instruction in higher education, the Assessment Evaluation Rubric (AER) was developed. The AER can be utilized to guide the development and evaluation/revision of assessments that are already used. The AER evaluates four features of an assessment: its general alignment with learning goal(s); whether the assessment is intended to/effective as formative or summative; whether some systematic approach to cognitive complexity is reflected; and whether the assessment (instructions as well as results) itself is clearly interpretable. Each dimension (alignment; utility; complexity; clarity) has four questions that can be rated as present/absent (or yes/no), or, using a three-level ordinal scale describing “present-useable”, “possibly present - needs clarification”, and “absent”. Other rating methods can also be conceptualized for the answers to the AER’s 16 questions, depending on the user’s intent. Any instructor can use the AER to evaluate their own assessments and ensure that they -or new assessments in development - will promote learning and learner centered teaching.

Download Full-text