Dimension 4: Using knowledge meaningfully

Marzano & Pickering (2006) state the purpose of acquiring knowledge is to be able to use it meaningfully. As they explain, we may learn a great deal about genetics if we want to know what will happen as a result of generic engineering. When knowledge is used to deal with specific areas that we care about we become immersed in learning. When students perceive tasks as meaningful and relevant they are motivated to complete the task. This could result in a higher level of knowledge. Tasks that require students to use knowledge meaningfully are a powerful and potentially more accurate way of assessing learning (Marzano & Pickering, 2006).

'Using knowledge meaningfully requires students to engage in complex thinking and reasoning processes as they complete long term meaningful tasks (Marzano & Pickering, p 191, 2006).

(click the Graphic Organiser to view in a link)

Dimension 4: Complex Reasoning Processes:

Problem solving:

Problem solving is the process of overcoming constraints or limiting conditions that are in the way of pursuing goals; it is the process of overcoming limits or barriers that are in the way of reaching goals (Marzano & Pickering, p 205, 1997).

Learning Management, The Learning Design Process and The Diagnostic Phase of learning management

Learning management is defined as the capacity to achieve learning outcomes in all students based on the notion of "design with intent' (Lynch & Knight, p 3, 2010).

Lynch and Knight's learning design process consists of 3 phases :

• profiling
• strategising and delivery
• ascertainment

There is also a 4th phase;

• Learning diagnostics.

Learning diagnostics asks the question:

Why has the learner not achieved the defined learning outcomes?

What are the barriers or impediments that are preventing the students from achieving successful outcomes?

INTRODUCTION: How can learning managers ensure success for students not achieving learning outcomes through diagnostic assessment practices?

C:\Users\Catherine Morris\Desktop\YouTube - Animal School.mht

'If we allow students to fail some will. The only way to ensure all students succeed therefore is to remove failure as an option (Corbett, Wilson & Williams, P1, 2005)'.

This report will focus on the case study identified below to problem solve the key question:
How can learning managers ensure success for students not achieving learning outcomes through diagnostic assessment practices.

The Queensland Studies Authority (QSA) states the purpose of assessment is to help students achieve the highest standards they can within their own capabilities (QSA, 2007).

It is the purpose of diagnostic assessment to determine the students learning needs and to assist if necessary either with adjusted curriculum or specialist intervention.
The purpose of diagnostic testing: To determine specific student learning needs or requirements. Diagnostic testing is administered by specialised school personnel, advisory teachers or specialist (Lynch & Knight, 2010).
Queensland Studies Authority states in their P - 12 Assessment policy document that the purpose of diagnostic assessment is to determine the nature of students learning and provide the appropriate feed back or intervention (QSA, 2007).
This link http://www.qsa.qld.edu.au/downloads/approach/qsa_assessment_policy.pdf will take you to the Queensland Studies Authority P - 12 Assessment policy