Multiple Methods of Assessment

Four Learning Tasks

Learning Tasks are open questions put to a small group who have all the resources they need to respond.

Inductive Task: Invites learners to clarify where they are, at present, in terms of new content, where they begin their study, and what their present conception of the topic includes.  It begins with the lives and experiences of the learners. It sets the stage for learning by sharpening perception.  It tells the learner what s/he has to learn as well as find out what s/he perceives s/he already knows.  It is either a rude awakening or a corroborating experience.  Then the dialogue begins.  It may be a warm-up activity.  Content of learners’ perceptions is the substance of the task.   It aims to connect new knowing with former learning, and prior knowledge with new content.  It helps self-motivate for new learning.

Input Task:  Invites the learners to grapple directly with new content/tasks.  The new content is presented, the challenge is set, and the gauntlet is thrown.  It involves presenting substantive concepts, data, skill sets, attitudes for examination, comparison, reflection, practice, editing, rearranging, reconstructing.  This is done within the frame of a learning task.  New material is met head on.  It is presented as an integral part of the learning task, for learners to work over, struggle with, contest, and usually recreate to fit their context.  Constructed knowledge is the result.  This involves dialogue; deep understanding; the thought characteristic of a skilled practitioner in the field, and action from reflection, not memory.

Implementation Task:  It invites the learner to use the new KSAs in the learning environment, immediately, implementing them in the workshop, class, or session, in a safe environment.  This is done to get feedback on the learners’ interpretation as well as practice the behaviour.  Offer practice and reinforcement.  Let learners know what they know.

Integration Task:  Learners are invited to apply what they have learned to their life and work.  This may be done through a projection task inviting the learners to imagine what integration of such would accomplish in their workplace or life.  It may involve sending a report later for scrutiny by supervisor or instructor.  These tasks examine transfer, the use of such in their workplace or life.  Offering feedback on such ensures that the task gets accomplished and reinforces it at the same time.  It is an ongoing opportunity for assessment, without being a testing task.