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C921 Assessment and Evaluation revision.docx C921 Assessment and Evaluation Strategie

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C921 Assessment and Evaluation revision.docx C921 Assessment and Evaluation Strategies for Measuring and Learning Beverly Northern College of Health Professions, Western Governors University A... ssessment Theory, Concept, or Principle Constructivism learning guided the design for each assessment choice by allowing the learner to construct their own knowledge (Western Governors University [WGU] 2020). Each learner brings with them their own unique experiences and knowledge which contributes to their learning (WGU, 2020). The formative one-minute essay assessment allows learners the creativity to illustrate what the module meant to them. This will be different for each learner, as each learner brings different prior knowledge and experiences and each construct meaning and systems differently (WGU, 2020). The one-minute paper is also an active process that involves sensory, which is important in constructivism (WGU, 2020). The essay summative performance assessment also aligns with the constructivism theory due to epidemiology being contextual. Learners can relate and connect it to what we already know. The essay is relevant to the happenings of today and in constructivism learners seek experiences that have meaning and connect it to the world around us (WGU, 2020). The summative objective assessment aligns in that is gives learners an opportunity to broaden their knowledge base with vulnerable populations. Learners build upon current knowledge of as risk populations by researching vulnerable populations and answeri. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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