From this week’s reading, I think we used formal assessment, because we wrote blogs to give feedback to the professor and ourselves on our understanding of the specific materials this week, and did not require a lot of lecture time from the instructor, this method also allows instructor to keep abreast of students’ learning progress, and students can also evaluate and give feedback to each other, which can increase the interactivity and in-depth understanding of learning.

As for the assessment strategy are not being used, I would personally think is the Authentic Assessment, because authentic assessment is usually based on relevance to real life, the assessment includes activities that closely match the real world, and in this week’s study, we mainly read a large amount of literature and put forward our own thinking. In the authentic assessment, Instructors also need to use multiple sources to gather information rather than relying solely on student blog posts to understand student progress

The connection to the last week:

This week we have mainly used formal assessment methods such as blogging for feedback. These methods align well with last week’s cognitive theory of reading material, which emphasizes the psychological process of deeply understanding the material through reflection and feedback. However, we did not use authentic assessment, which is critical in constructivism, which views learning as an active process that is relevant to real contexts. Incorporating authentic assessments enhances our engagement by connecting theoretical knowledge to practical applications, making our learning more comprehensive and practical.

How does is compare to other course you have taken in your studies:

Throughout my college career, I can say with certainty that 99% of the time, I took courses that quantified a student’s overall performance in terms of scores, such as CSC 320 or CSC 111 in computer science courses. The professors mainly evaluates our learning based on test scores and homework completion, which are the so-called Summative Assessment and Behaviorism – focusing on the results rather than the process.

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