Educational experiences have a greater contribution to attaining quality learning for learners. Providing educational experiences to learners is the same as believing they are all capable of growth.
Learners who have teachers who believe that each of them has unrecognized potential and who help them to realize and develop their own ability to grow are more successful. When creating an educational experience for students of different levels, it’s commonly ideal to start with the most advanced learners and then differentiate and provide support for those who need it. It’s also significant to mention that classes become monotonous and forgotten without fun-filled interactions. Instruction that focuses solely on memorization and skill acquisition can be tedious and repetitious, making students bored and disengaged from their studies. Teachers have to make sure that they are providing authentic, reflective, and relevant educational experiences that allow learners to open themselves up to thinking critically and working collaboratively. Fortunately, we now have a wide range of activities that promote educational experiences. Learners can perform these activities in their environment, with their classmates, or while utilizing their gadgets with the guidance of a teacher as a learning facilitator.
However, conceptualizing and providing activities that promote educational experiences is not the end of the process for the attainment of the quality of learning. There is still more to do to identify if this helped the learners develop and attain what they needed to. Teachers must also assess and evaluate these educational experiences. Assessment can be done before, during, and after the teaching-learning process to ensure the attainment of their objective. Getting the prior knowledge of the learners about the topic will help the teacher identify who needs more support and guidance. Also, asking questions and providing various activities in the midst of or after the discussion is important to sustain the interest of the learners and ensure the interactive exchange of ideas between them. In addition, an assessment at the end of the quarter will provide a concrete and accurate result of those who learned and gained long-term knowledge retention from their learning experiences. Assessment is feedback from learners on the strategies and methods of instruction that we utilize, and it is very helpful in improving the teaching and learning process.
On the other hand, evaluation is making judgments that can be done through setting criteria with corresponding scores or descriptions that best describe the learner’s progress or achievement. The teacher evaluates the learners using their written tasks, which include their scores on tests and other written activities, and performance tasks, which include their behaviors and attitudes, participation in group activities, activeness in-class discussion, and willingness to learn. An evaluation is the teacher’s judgment of the student’s progress.
Thus, through the results of the assessment and evaluation, we can identify if the educational experiences created by the teacher provide quality learning to the learners.
By: Charis N. Alfanta | Teacher I | Bataan National High School
