Learner Evaluative Strategies

The third category dealt with issues related to developing learner evaluative strategies. The descriptive pieces of data in this category provided the blueprint for instructional strategies as seen through the lens of learner evaluation. This category helped validate the idea that learners should be encouraged and supported to play an active or even pro-active role in their personal assessment. Information about strategies emphasized the instructor’s significant role in helping learners articulate their ideas about the learning process. Both learners and instructors should reflect on what are reasonable indicators of learning within the classroom and beyond. The analysis from this category triggered proposals for evaluative tools connected to instructional strategies that could facilitate a greater understanding of individual learning.

Developing Action Strategies

The development of action research strategies sprung forth from the data sources and in particular from the new evaluative practices that could be embedded in the instructional approach. In the implementation stage, four instructional options were presented to learners at the beginning of each short-term course. Learners could choose as many as they wanted or none at all.

The first instructional strategy was completing a checklist that was aligned with the course objectives. It was scored on a three point rating system as follows:

1. Beginning to understand,

2. Intermediate (know a fair bit),

3. Proficient (know it well and could show someone).

At the end of the course, learners would check off those concepts that they have learned. A second strategy combined patterns from the data related to learning reinforcement. Here learners could opt to complete an assignment or project-based exercise using the objectives of the course. Learners could create a product in class and produce a print out as a verification of their work. A third option was to have learners record, either in a notebook or mentally, the occasions where knowledge or skills learned in class were transferred to activities at home, at work or in the community. They could also note changes in their confidence level as a result of their learning. The fourth option was to have a test or type of quiz on course concepts. This option was for those who believed they would like a supportive opportunity for practice in employment screening.