How Do You Know They Are Learning: Introducing the CES Classroom Learning Assessment Model

By Dengting Boyanton.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Assessment of classroom learning is commonly conducted using both written and performance tests (e.g., presentations, portfolios). Little, however, is known about what classroom characteristics indicate high quality classroom learning (Downer, et al., 2007). This qualitative study addressed this limitation and contributed to the research on classroom learning assessment by 1) identifying key cognitive, behavioral, and psychological factors/behaviors which most indicate learning; and 2) developing an instrument to assess the quality of classroom learning. This study employed a grounded theory method with an emergent design using two research methods: participant observation and individual interviews. The research site was the Education Department of a public university located on the east coast of the U.S. Naturalistic/descriptive classroom observation with two college professors was conducted weekly for a period of one academic year. Individual interviews with both professors and their students were also conducted. This study developed a new classroom learning assessment model—CES learning assessment model. CES stands for the three external indicators of classroom learning: cognitive continuity, emotional involvement, and social harmony. Cognitive continuity refers to students’ continuing cognitive engagement after class whether through interacting and communicating with others or via self-initiated exploration. Emotional involvement refers to students’ display of strong emotions (either positive or negative) during or after class. Social harmony refers to the strong sense of community where the students feel that they know one another, are connected with each other, and are loved/appreciated by each other.

Keywords: Learning, Classroom Learning, Learning Instrument, Assessment of Learning

The International Journal of Learning, Volume 15, Issue 12, pp.67-78. Article: Print (Spiral Bound). Article: Electronic (PDF File; 608.997KB).

Dr. Dengting Boyanton

Assistant Professor, Curriculum & Instruction, Long Island University (C. W. Post Campus), Brownsville, New York, USA

Dr. Dengting Boyanton is an Assistant Professor of Educational Psychology in the School of Education at the Long Island University (C.W. Post Campus, New York). She received her Ph.D. in Educational Psychology from the University of Virginia. Dr. Boyanton has been interested in the areas of cognition and student learning for many years. She has given presentations and workshops on student learning in both national and international conferences including American Psychological Association Convention, American Educational Research Association Conference, British Psychological Society Convention, Canadian Psychological Association Convention, International Conference on Learning, and others. Dr. Boyanton has earned many honors in her academic career, most recently the AERA Division C (Learning & Instruction) New Faculty Mentoring Program Fellowship with Dr. Richard Mayer (AERA Vice President) as her mentor, the Curry School of Education Fellowship, the A.L. Bennett Endowed Scholarship, the Virginia Governor’s Fellowship, and the DuPont Fellowship. Dr. Boyanton is currently a member of the American Psychological Association (APA) and American Educational Research Association (AERA). Dr. Boyanton has also successfully directed four programs at UVa including UVa Culturefest, Study Break, Chinese Traditional Dance Team, and Chinese Corner. She is also the founder of the latter two programs.


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