Discussion 2

EDU621

Assessing Student Learning

Belhaven University

Unit 2A

Christian Worldview and Assessment

What do you really believe?

1

Unit Topics

What is ethics?

What are five existing worldviews and their key

tenets?

How do these worldviews approach ethics?

How is ethics related to assessment?

2 Image Source: http://www.tameyourassets.com/wp-content/uploads/2017/02/Depositphotos_40855487_m-2015.jpg

Free to Share and Use

Unit Objectives

 Identify key elements of five different worldviews

 Distinguish between beliefs central to the

Christian worldview and other worldviews

 Identify and classify learning outcomes

 Write measureable, clear, targeted objectives

3

Image Source: http://3.bp.blogspot.com/-

6UteE3rFI5U/UcAI-

6ilx_I/AAAAAAAAMpk/D6a1TNf5kNE/s640/le

arning+outcomes.jpg

Free to share and use

Biblical Foundation

 Ethics is the study of morality.

 Every worldview addresses the issue of morality.

 How does each worldview determine what is

right and wrong, and what is the foundation for

these beliefs?

 How does the Christian worldview approach

ethics?

 What does this have to do with assessment?

4 Image Source: http://www.thebluediamondgallery.com/highlighted/images/ethics.jpg

Free to share and use.

What is Assessment?

“Educational assessment is the

systematic process of documenting and

using empirical data on

the knowledge, skill, attitudes,

and beliefs to refine programs and

improve student learning” (Bass, 2004).

How does a teacher’s approach to assessment reflect

different worldviews? Reflect a Christian worldview?

Image Source: https://jenjaynewilson.files.wordpress.com/2015/11/assessment.jpg

Free to Share and Use

What is a Worldview?

Basically, a worldview is a view of the world — a

mental model of reality, a set of theories (believed

by a person or a community) about what exists,

how and why things happen, and what it means —

that is used for living in the world, that serves as

a foundation for our thoughts, decisions, and

actions.

Image Source: http://3.bp.blogspot.com/-TlWC_7LfEuY/T5s5IYXtI5I/AAAAAAAAFuo/BuAruNWJvbA/s1600/Christian-worldview.jpg

Free to share and use.

Components of all Worldviews

All worldviews have four common components:

1. Something exists.

2. All people have absolutes.

3. Two contradictory statements cannot be

right.

4. All people exercise faith.

(Solomon, 1994)

Lecture Part A

 Animism

 Pantheism

 Naturalism

(Modernism)

Lecture Part B

 Post-Modernism

 Theism

8

Five Worldviews

Image Sources (free to share and use):

https://christart.com/IMAGES-art9ab/clipart/3157/birth-death-burial-ressurrection.png

https://www.bing.com/images/search?view=detailV2&ccid=M3zj%2fGU0&id=BF80EE00EA8E7D79C0FE7D1BCFD0222615CADCEA&thid=OIP.M3zj_

https://upload.wikimedia.org/wikipedia/commons/thumb/5/53/Fallen_Monarchs_1886_by_William_Bliss_Baker.jpg/1200px-Fallen_Monarchs_1886_by_

William_Bliss_Baker.jpg

https://upload.wikimedia.org/wikipedia/commons/2/2f/Natural_yin_and_yang_formation.PNG

Classification of Learning Outcomes

Cognitive Domain

Psychomotor Domain

Affective Domain

Image Source: https://stephaniededhar.files.wordpress.com/2011/08/picture3.png

Free to share and use

Worldview – Animism

 All things are alive and possess a distinct spiritual

essence.

 “All things” includes animals, plants, rocks, rivers, weather

systems, human handiwork and words.

 Each thing/being is considered a spirit that can offer help or

harm to humans. As such, spirits must either be worshiped

or appeased.

 Life is "concerned with learning how to be a good person

in respectful relationships with other persons” (Harvey,

2005).

 “Persons” are willful beings who gain meaning and power

through interacting with others.

10 Image Source: https://upload.wikimedia.org/wikipedia/commons/thumb/5/5a/AnimismSymbol.PNG/117px-AnimismSymbol.PNG

Free to Share and Use

Level Definition

Remembering Memory of previously learned material (recall facts,

terms, basic concepts, answers)

Understanding Demonstrate understanding of facts and ideas.

Applying

Solve problems in new situations by applying

acquired knowledge, facts, techniques and rules in

a different way.

Analyzing Identify motives or causes, make inferences and

find evidence to support generalizations

Evaluating

Present and defend opinions by making judgments

about information, validity of ideas, or quality of

work based on a set of criteria.

Creating

Compile information together in a different way by

combining elements in a new pattern or proposing

alternative solutions

11

Animism and Cognitive Domain

(Anderson & Krathwohl, 2001)

Creating –

Animism

Perspective

Creating –

Christian

Perspective

Level What’s Required Sample Verbs

Movement Coordination adjust, carry, clean, locate,

obtain, walk

Manipulate Finer coordination assemble, build calibrate,

connect, thread

Communicate Communication and

feedback

ask, analyze, describe, draw,

explain, write

Create Coordination of all skills

in all domains create, design, invent

12

Animism and Psychomotor Domain

(Harrow, 1977)

Psychomotor domain ranges from the low level of simple manipulation of

materials, to a higher level involving communication of ideas, and finally to the

highest level of creative performance.

Level What’s Required Sample Verbs

Attend (receive)

Attentiveness,

awareness, willingness to

receive

ask, attend, choose,

discriminate, find, identify, listen

Respond Responding Answer, perform, read, write

Value Internalized values Argue, commit, report, work

Value

Development

Behaviors consistent with

internalized values

Act, display, influence,

practice, propose, revise,

verify

13

Animism and Affective Domain

(Krathwohl, 1964)

Affective domain involves feeling, attitudes, and values, from lower levels of

acquisition to the highest level of internalization.

Value

Development –

Animism

Perspective

Value

Development –

Christian

Perspective

Six basic beliefs

1. All is one.

2. Since all is one, all is god.

3. If all is one and all is god, then each of us is god.

4. Humans must discover their own divinity.

5. Humans travel through indefinite cycles.

6. Believers think in terms of gray, not black and white.

Problem: There is no transcendent being to pass this

information on to humanity.

Result: Understanding of right and wrong comes from an

individual’s personal sense of right and wrong to make

ethical determinations.

14

Pantheism

Image Source: http://www.sezin.org/wp-content/uploads/2011/06/IMG_5797.jpg

Free to Share and Use

How to Write an Objective

 Key question to ask yourself: "How is the

student to demonstrate that the objective has

been achieved?”

 Objectives should specify four main things (ABCD):  Audience - Who? For whom is this aimed?

 Behavior - What? What do you expect them to be able to do? Use action verbs to describe an overt, observable, measurable behavior.

 Condition - How? Under what circumstances will the learning occur?

 Degree - How much? To what degree of proficiency?

(Solomon, 1994)

Comprehension Objective

 “Given examples and non-examples of constructivist activities in a college classroom, the student will be able to accurately identify the constructivist examples and explain why each example is or isn't a constructivist activity in 20 words or less.”

 Audience – Green

 Behavior – Red

 Condition – Yellow

 Degree – Orange

http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/

Degree –

Pantheistic

Perspective

Degree –

Christian

Perspective

Psychomotor Objective

 “Given a standard balance beam raised to a

standard height, the student (attired in standard

balance beam usage attire) will be able to walk

the entire length of the balance beam (from one

end to the other) steadily, without falling off, and

within a six second time span.”

 Audience – Green

 Behavior – Red

 Condition – Yellow

 Degree – Orange

http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/

Affective Objective

 “Given the opportunity to work in a team with

several people of different races, the student will

demonstrate an positive increase in attitude

towards non-discrimination of race, as measured

by a checklist utilized/completed by non-team

members.”

 Audience – Green

 Behavior – Red

 Condition – Yellow

 Degree – Orange

http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/

Degree –

Pantheistic

Perspective

Degree –

Christian

Perspective

Also known as Secular Humanism

Basic Beliefs:

1. God is irrelevant.

2. Progress and evolutionary change are inevitable.

3. Man is autonomous, self-centered, and will save

himself.

4. Education is the guide to life.

5. Science is the ultimate provider.

19

Naturalism (Modernism)

(Solomon, 1994)

Image Source: https://orig02.deviantart.net/e81c/f/2017/057/f/e/fefebb1ac4f2bcd1a96eb48c5b307281-db0i22j.png

Free to Modify, Share and Use

Goals vs. Objectives

 Well-written goals and objectives inform all on what is to

be learned, and how assessment will occur.

 What is a goal?

 Goals are broad, generalized statements about what is to be

learned. Think of them as a target to be reached, or “hit.”

 Example: Students will be able to apply proper grammar to composition

papers.

 What is an objective?

 Instructional objectives are specific, measurable, short-term,

observable student behaviors.

 Objectives lead to related activities and good assessment.

 Objectives are tools to ensure your students reach your goals.

Goals/Objectives

– Modernism

Perspective

Goals/Objectives

– Christian

Perspective

(History of modernism)

Worldview Summary

"A world view provides a model of the

world which guides its adherents in the world."

 Christian Theism – belief in an infinite-

personal God

 Naturalism – belief rejects God

 Pantheism – belief that you are God

 Animism – belief that everything is God

Your life is guided by your conceptions. They

cannot all be true.

(Solomon, 1994)

See to it that no one takes you

captive through philosophy and

empty deception, according to

the tradition of men, according

to the elementary principles of

the world, rather than according

to Christ (Col. 2:8 NIV).