Progressing, Individualizing and Monitoring of the Students’ Learning. Tools and Methodological Benchmarks
Our study starts from the premise that knowing particular characteristic of each student is a better way to develop own his personality. But, using the modern learning strategies that are centered on the student is not enough for it. On the other hand, using them is very possible to neglect the registration of the real progress of student learning. In this respect, we propose some education modalities which are able to develop learning individualized and to monitor the progress of student learning in the higher education. These methodological aspects are presented from a permanent education perspective. Additionally, for a learning performance enhancement. we propose a few efficiency monitoring tools of students learning . We will focus on the importance cultivating the student’s responsibility in own professional training, also in own learning progress. For this reason, we consider that for individualizing and monitoring of learning process it is better to use some reflection and evaluation tools in the learning activities.
McDonald Connor C, Morrison FJ. Individualizing Student Instruction in Reading, Implications for Policy and Practice. Policy Insights from the Behavioral and Brain Sciences; 2016: 3(1): 54-61.
Fredricks JA, Blumenfeld PC, Paris AH. Engagement: Potential of the concept, state of the evidence. Review of Educational Research. 2004; 74: 59-109.
Pintrich P. A motivational science perspective on the role of student motivation in teaching and learning contexts. Journal of Educational Psychology. 2003; 95(4): 667-686.
Zeichner K., Liston DP. Reflective teaching: An introduction, Manhwah: Lawrence Erlbaum; 1996.
Strampel K., Oliver R. Using technology to foster reflection in higher education. ICT: Providing choices for learners and learning. Proceedings ascilite Singapore; 2007. Available from: http://www.ascilite.org.au/conferences/singapore07/procs/strampel.pdf.
Bloom DE. Measuring Global Educational Progress: American Academy of Arts and Sciences, Cambridge
Natriello, G. The Impact of Evaluation Processes on Students. Educational Psychologist. 1987; 22: 155- 175.
Copyright (c) 2019 LUMEN Proceedings
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Selection and peer-review under responsibility of the Organizing Committee of the conference.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.