Achievement Levels Teaching Methods the Essay

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The issues raised in this article are very important. I agree with the proposition that thinking and writing are linked; so that you can understand elements of thinking through writing. However, I am not certain that it is such a strong correlation that you can determine thinking through writing. Thinking is much more complex than what can be discerned from what a student places on the script as a response. I would also add that to place a response requires thinking processes that are not mapped. By this, I mean that I am not sure what is actually measured when you assess the students writing. What level of thinking are you assessing? Some students may be able to provide the correct response but they cannot successfully articulate the processes that were employed to arrive at that position.

I am in complete agreement with the need to create tools that are more adequate to measure the success of information transfer and learning.

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I thought that the researchers did a good job by utilizing a common tool but modifying it in such a manner that it provided them with wider usage and more data than originally intended. I applaud this innovation and readily suggest this as a unique and valuable aspect of the work.

This information will be very helpful in future career moves for the following reasons; it gives ascent to the need to be innovative. Every professional needs to pay attention not only to trends in their discipline but avenues for innovation. There is also room for new assessment approaches. The creation of new assessment approaches will shunt any professional to the top of their discipline. It speaks loudly to the need for further articulation of the theoretical positions that assist in understanding learning.

Reference

Kwan, F. (2010). True/false test: Enhancing its power through writing. Journal of Instructional

Pedagogies, 4, 1-10. Retrieved February 22, 2011, from ABI/INFORM Global.

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