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