THEORIES-OF-LEARNING FOR ASSESMENT LEARNING 1 COLLEGE

theories of learning, education

1. THEORIES OF LEARNING RELATED TO ASSESSMENT OF STUDENT LEARNING EDUC 411 DATU RAFSANJANEI G. AKWA, LPT, MAED Professor, General Education Head, Research & Community Extension 2L, NDU College of Law

2. B.F. Skinner – Operant Conditioning Theory Core idea:  Learning happens through the consequences of behavior — behaviors followed by rewards are strengthened; behaviors followed by punishment are weakened. Key points: Reinforcement  increases the likelihood a behavior will be repeated. Positive reinforcement : adding something pleasant (e.g., praise, a high grade). Negative reinforcement : removing something unpleasant (e.g., no homework if task is done well). Punishment  decreases the likelihood of behavior. Positive punishment : adding an unpleasant consequence. Negative punishment : taking away something desirable. Shaping:  Teaching complex behaviors by reinforcing small steps toward the goal. Schedules of reinforcement:  Continuous (every time) or partial (sometimes) reinforcement affects how quickly and how long behaviors are retained. In assessment:  Frequent feedback, rewards for correct answers, and practice drills to reinforce learning.

3. Edward Thorndike – Connectionism Theory (Law of Effect) Core idea:  Learning is the result of forming associations (connections) between a stimulus and a response. Key points: Law of Effect:  Behaviors followed by satisfying consequences are more likely to be repeated; those followed by discomfort are less likely. Law of Readiness:  Learners learn best when they are mentally and physically ready. Law of Exercise:  The more a connection is practiced, the stronger it becomes; without use, it weakens. Emphasized  trial-and-error learning  — learners try different responses until the correct one is found and reinforced. In assessment:  Practice, repetition, and meaningful consequences (feedback) strengthen learning outcomes.

4. Classical Conditioning Theory  (Ivan Pavlov) Core idea:  Learning occurs when a  neutral stimulus  becomes associated with a stimulus that naturally produces a response, so that the neutral stimulus eventually triggers the same response. Formula: Before learning: Unconditioned Stimulus (UCS) → Unconditioned Response (UCR) (e.g., food → salivation) Neutral Stimulus (NS) → no response (e.g., bell → no salivation) During learning: NS + UCS → UCR (bell + food → salivation) After learning: Conditioned Stimulus (CS) → Conditioned Response (CR) (bell → salivation)

5. 1. Behaviorism Key theorists:  B.F. Skinner, John Watson, Edward Thorndike Main idea:  Learning is a change in observable behavior caused by stimuli and reinforced by rewards or punishments. Implications for assessment: Focus on measurable outcomes  (e.g., correct answers, number of tasks completed). Frequent  quizzes and drills  to reinforce correct responses. Objective tests  (multiple-choice, matching, true-or-false) to measure specific competencies. Feedback should be  immediate  to reinforce learning.

6. 2. Cognitivism Key theorists:  Jean Piaget, Jerome Bruner, Robert Gagné Main idea:  Learning is a process of acquiring and organizing knowledge, focusing on mental processes like memory, perception, and problem-solving. Implications for assessment: Use  concept mapping , classification tasks, and sequencing to see how students organize information. Assess through  essay tests, problem-solving tasks, and projects  that require processing and reasoning. Scaffold assessments from simple recall to complex application.

7. 3. Constructivism Key theorists:  Lev Vygotsky, Jean Piaget, John Dewey Main idea:  Learners actively construct knowledge based on prior experiences and social interactions. Implications for assessment: Use  authentic assessments  like portfolios, case studies, simulations, and real-world projects. Value  formative assessment  to guide learning rather than just summative scores. Include  self-assessment and peer assessment  for reflective learning. Contextualize tasks in meaningful, real-life situations.

8. 4. Humanism Key theorists:  Abraham Maslow, Carl Rogers Main idea:  Learning is student-centered, focusing on personal growth, self-actualization, and intrinsic motivation. Implications for assessment: Assess  personal progress , not just standard benchmarks. Use  student-designed rubrics  and goal-setting activities. Incorporate  reflective journals  and learning contracts. Emphasize  narrative feedback  over grades alone.

9. 5. Experiential Learning Theory Key theorist:  David Kolb Main idea:  Learning occurs through experience, reflection, conceptualization, and experimentation. Implications for assessment: Performance-based assessment (e.g., role-playing, fieldwork, practicums). Require  learning logs  or  reflective reports  after activities. Assess application of concepts in  real-life or simulated situations .

10. 6. Socio-Cultural Theory Key theorist:  Lev Vygotsky Main idea:  Learning is a social process mediated by language and cultural tools, with a focus on the  Zone of Proximal Development (ZPD) . Implications for assessment: Use  collaborative group projects  to evaluate teamwork and shared knowledge construction. Assess  scaffolded learning progress , not just final mastery. Incorporate  dialogic assessment  (teacher-student conferences, oral defenses).

11. 7. Multiple Intelligences Theory Key theorist:  Howard Gardner Main idea:  Learners have different kinds of intelligences (e.g., linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic). Implications for assessment: Provide  varied assessment formats  to cater to different strengths (e.g., oral presentations, models, performances, research reports). Avoid one-size-fits-all testing. Use  performance-based and creative tasks .

12. 8. Outcome-Based Education (OBE) Key theorist/practitioner:  William Spady Main idea:  Education focuses on achieving specific, measurable outcomes. Implications for assessment: Align assessment tasks with  learning outcomes  and performance indicators. Use  rubrics  to measure mastery of competencies. Employ  criterion-referenced  rather than norm-referenced assessments.