Learning Assessment System Assignments (LASAs) Research Paper

Learning Assessment System Assignments (LASAs) - query Paper ExampleIn classrooms with the practice of dealing assessment, students are aware of what they are evaluate to learn in a unit of study. It is this realization that makes learning assessment system critical in teaching method systems. Learning assessment system is a tool that measures whether a student has learnt what he or she was expected to learn after a certain period of time (Woollard, 2010). The system entails assessment that is accompanied by a letter grade or number. It also entails comparing a students effect with set standards, as well as communication of results to the parents and students. There are spectrums of learning theories that consist of more ways or approaches to explain how humans and students in particular learn (Porter and Lacey, 2005). This paper lead handle Vygotskys Zone of Proximal Development Theory and Gardners Theory of Multiple Intelligences. In particular, it will compare and contrast these two theories and thereafter provide an argument to support the adoption of each guess to the PK-12 classroom when planning learning opportunities for students. Compare and contrast Vygotskys theory of zone of proximal ontogenesis to Gardners theory of multiple intelligences. ... This theory views interaction with capable or more capable peers as an effective way of bristleing strategies and skills. It suggests that teachers use cooperative learning exercises where children who are less competent develop with the assistance of peers who are more competent and skillful that is, within the proximal development zone (Chaiklin, 2003). Vygotsky who was the main proponent of this theory believed that when a student is at the Zone of Proximal Development for a stipulation task, provision of the appropriate assistance will give the student sufficient boost to achieve the task at hand (Berry, 2008). He also believed that once the student has benefitted from the appropriate assista nce and has mastered the task, thence the assistance can be removed and the student is able to achieve the task again on his own (Vygotsky, 1978). The propositions of this theory were informed by the believe by some of the educational professions who included Vygotsky that the percentage of education was to provide children with experiences that are within their ZPD, therefore enhancing and encouraging their individual learning. Mayer (2008) notes that the ZPD theory defines functions that are hitherto to mature, but are in the maturing process. This theory was developed to argue against the conventional means of determining students intelligence. In other words, it was developed to argue against the use of knowledge-based and academic tests as a way of gauging the intelligence of students. tally to this theory, the students intelligence cannot be determined by examining whet he knows instead, it argues that it is better to independently examine students ability to solve problem s, as well