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Constructivism Learning Theory and portfolio assessment
Constructivism ‘Learning Theory’ and ‘portfolio assessment’
Abstract: Constructivist Learning Theory emphasizes that knowledge is based on individual experience, learner activities, the product of a changing social context into shape. Therefore, the learner is ‘movable inquirer’’the meaning and structure of knowledge are’. The ‘portfolio assessment’ is to grasp ‘of each learner’s learning trajectory’ and promoting ‘learning network’ and effective means.
Keywords: constructivism; Learning Theory; education evaluation; Portfolio Assessment
1, constructivist ‘learning concept of’ the characteristics of
The United States since the 20th century, 80 years since the widespread implementation of ‘portfolio assessment’ (Portfolio assessment), which is a device intended to grasp the evaluation of every child to learn. Here the so-called ‘portfolio’ refers to any particular health engaged in learning activities designed for their evaluation, information and recognition, as well as review the learning process to obtain the ‘collections’ ─ ─ works and case work. In this way, ‘portfolio assessment’ generally has a dual meaning and role. First, inductive learners learning, performance and communication, and learners make their own editorial work; second is for learners and teachers is to conduct multiple assessment material. ‘Portfolio assessment’ reason came into being, largely because of two originally. First, for the 20th century, 70 years the United States ‘return to base’ movements over the ‘standard test’ scholastic ability to compete as a reflection, as an alternative evaluation of a groping; 2 is to find children ‘better learning’ and ‘real learning’, to replace a twisted kind of examination-oriented education in an attempt to. After a reason for that was deeper, and involves learning the concept of conversion and the resulting concept of educational evaluation of the conversion.
The so-called ‘learning’, generally defined as ‘the operational changes based on experi
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