The document discusses theories of learning and assessment. It covers three main topics: learning theory, research, and assessment of learning. For learning theory, it describes definitions of learning theory and different types of learning theories including behaviorism, cognitivism, and constructivism. For research, it discusses the significance of research in relation to theory and teaching as well as different research models. For assessment of learning, it defines assessment and describes traditional and alternative assessment methods.

1. Theories of Learning
Topic 2: Learning Theory and Research
Assessment of Learning
Group 1/ Class: QH2020D1
Teacher: PhD Tạ Thị Thanh Hoa

2. Main content
I. Learning Theory
II. Research
III. Assessment of Learning

3. Group member
1 Trần Thị Thanh Nga I. Learning Theory
2 Phạm Thị Hải Linh II. Research
3 Phùng Thị Thanh Huyền III. Assessment of Learning

4. I. Learning Theory
1.Definition of Learning Theory
2. Functions of theory
3. Types of learning theory .

5. 1.Definition of Learning Theory
1.1. Theory
A theory is a scientifically acceptable set of principles offered to explain a
phenomenon. Theories provide frameworks for interpreting environmental
observations and serve as bridges between research and education
(Suppes, 1974)
1.2. Learning theory
Learning theory describes how students receive, process, and retains
knowledge during learning. Cognitive, emotional, and environmental
influences, as well as prior experience, all play a part in how understanding, or
a world view, is acquired or changed and knowledge and skills retained.
https://en.wikipedia.org/wiki/Learning_theory_(education)

6. 2. Functions of theory
• A theory is a scientifically acceptable set of principles offered to explain a
phenomenon.
• Theories provide frameworks for interpreting environmental observations
and serve as bridges between research and education
• Research findings can be organized and systematically linked to theories
• Theories reflect environmental phenomena and generate new research
through hypotheses.
For example : I do an action research on using collaborative learning to
enhance leaner’s autonomy.
Theory :…………………

7. 3.Types of learning theory
There are three basic types of learning theory:

8. 3.Types of learning theory
3.1. Behaviorism learning theory

9. 3.1. Behaviorism learning theory
Stimuli : external and internal stimuli
Respond ( positive / negative)
Reinforces (positive or negative)

10. 3.1.1. Behavior principles
a. Respondent conditioning :
Emphasizes the stimulus conditions in the environment and the
associations formed in the learning process
For example : if the air is blown into your eye, you blink. You have
no conscious control over whether the blink occurs or not.
b. Operant conditioning
Focuses on the behavior of the individual and the reinforcement
that occurs after the response.
An example of good reinforcement.
if student are received a praise or a good mark , or a
present , they will be motivated in lesson and give posive respond

11. 3.1.2. Behaviorism and student
• Students learn through experience and practice
• Learning is modified with positive and negative reinforcements.
• Students begin to give predict respond .

12. 3.1.3 . What teachers do under this theory
• Give the learner immediate feedback
• Breakdown the task into small steps
• Repeat the direction
• Give positive reinforcement

13. 3.Types of learning theory
3.2. Cognitive learning theory

14. 3.2.Cognitive learning theory
• The individuals ' goals and expectations are the sources of motivation that
create disequilibrium , imbalance , tension and the desire to learn
• In order for the transfer of leaning to happen , the leaner must mediate ,
or act on the leaning
Input
Sensory
memory
Working
memory
Long- term
memory
Output/
New
knowledge
Cognitive Learning theory

15. 3.2. Cognitive learning theory
*)Role of teacher

16. 3.Types of learning theory
3.3. Constructivism learning theory .
Constructivism Learning Theory: Learners construct new knowledge by
applying old understandings to new experiences and ideas.
Constructivism learning
theory New
constructed
knowledge
Old experience
Learning
( controlled activity,
environment)
Tools, mediated
action

17. 2.Types of learning theory
2.4. Application of 3 types of learning theory in my
current teaching context
- Various learners : different behavior, cognition , construction

18. II. research
1. Significance of research in relation to theory and teaching
- Educational research is used to create
the theories upon which we design
educational policies and practices.
- Theories help to organize relevant
empirical facts in order to create a
context for understanding phenomena.
- A theory is a way to explain a set of facts
- The gap between teaching and theory
and continually facilitate them in
connecting their learnt theory and
practice

19. II. Research
2. Conduct research
To specify the research conditions, we need to answer such questions as:
• Who will participate?
• Where will the study be conducted?
• What procedures will be employed?
• What are the variables and outcomes to be assessed?
We must define precisely the phenomena we are studying
We provide conceptual definitions of phenomena and also define them
operationally, or in terms of the operations, instruments, and procedures we
use to measure the phenomena.

20. II. Research
3. Learning research models

21. II. Research
3. Learning research models
3.1. Correlational Research .
• Good points
-Correlational research deals with exploring relations that exist
between variables.
-Correlational research helps to clarify relations among variables.
Correlational findings often suggest directions for further research.
• limitation
- correlational research cannot identify cause and effect

22. II. Research
3. Learning research models
3.2. Experimental Research.
• Good points:
-In experimental research the researcher changes one or more
(independent) variables and determines the effects on other
(dependent) variables.
-Experimental research can clarify cause-effect relations
• Limitation:
-Experimental research often is narrow in scope

23. II. Research
3. Learning research models
• 3.3. Qualitative Research.
• The qualitative research paradigm is characterized by intensive study,
descriptions of events, and interpretation of meanings.
• Methods of qualitative Research: questionnaire, interview , diary…
• Limitation:
Qualitative studies typically include only a few participants,
Another limitation is that data collection, analysis, and interpretation
can be time consuming.

24. II. Research
3. Learning research models
3.4. Laboratory and Field Research.
Laboratory research is conducted in controlled settings, whereas field research is
conducted where participants live, work, or attend school
• Laboratories offer a high degree of control over extraneous factors that can affect
results, such as phones ringing, people talking, windows to look out o
Good points :
• An advantage of field research is that results are highly generalizable to other
similar settings because studies are conducted where people typically learn
Bad points:
• we gain control but lose some generalizability, and vice versa if we choose the
field. In the field, researchers try to minimize extraneous influences so that they
can be more confident that their results are due to the factors they are studying.

25. III. Assessment of Learning
• 1. What is Assessment?
Assessment involves “a formal attempt to determine students’ status
with respect to educational variables of interest”
(Popham, 2008, p. 6)
-Assessment of learning is the process of gathering, interpreting,
recording and using information about pupils responses to an
educational task.

26. III. Assessment of Learning
Traditional Assessment
Traditional assessments usually produce a written document, such as a paper ,
test, or quiz.
Take place at the end of a chapter , unit, or course of study.
 Use the following types of questions
• * True / False
• * Short- Answer.
• * Multiple Choice.
• * Fill in the blanks.
• * Matching.
• * Essay.

27. CONS
Students are usually tested individually.
Students receive a numerical score or grade, which often contributes to a
students final grade.
Subject areas are usually tested in isolation.
Also known as standardized assessment or summative assessment.

28. Traditional Teacher
Lecture all day long.
Prevent change.
Teach to the test.
Controller of the learning environment.
Decision maker.
They regard students as having "knowledge holes' that need to be filled
with information.

29. Con/-
 They regard students as having “ Knowledge holes" that need to be filled
with information.
 The lesson's content & delivery are considered to be most important.
 Students master knowledge through drill &practice(refer learning).

30. Assessment of Learning
• Assess what students have learned.
• Students are not directly involved in the assessment process.
• Certify student's competence.
• Promote ranking or sorting of students.
• Reveal student's level of understanding.
• Teacher – assess student's learning.

31. III. Assessment of Learning
2. Assessment methods
• Direct observations
• Written responses
• Oral responses
• Ratings by others
• Self-reports

32. III. Assessment of Learning
2. Assessment methods
2.1. Direct observations are instances of student behavior that we observe
to assess whether learning has occurred.
e.g. A chemistry teacher wants students to learn laboratory procedures. The
teacher observes students in the laboratory to determine whether they are
implementing the proper procedures
Limitations:
Direct observations focus only on what can be observed
Learning is not the same as performance. Many factors other than learning
can affect performance. Students may not perform learned actions
because they are not motivated, are ill, or are busy doing other things.

33. III. Assessment of Learning
2. Assessment methods
2.2. Written Responses:
• Learning often is assessed based on students’ written responses on
tests, quizzes, homework, term papers, and report.
• Limitation
• Many factors can affect performance of behavior even when students
have learned.

34. III. Assessment of Learning
2. Assessment methods
2.3. Oral Responses
• Teachers call on students to answer questions and assess learning
based on what they say. Students also ask questions during lessons.
• Limitation
• Student’s questions indicate a lack of understanding, this is a signal
that proper learning has not occurred.
• Student’s unfamiliar terminology, anxiety about speaking, or language
difficulties.

35. III. Assessment of Learning
2. Assessment methods
2.4. Ratings by Others
• Another way to assess learning is for individuals (e.g., teachers,
parents, administrators, researchers, peers) to rate students on the
quantity or quality of their learning.
• It may be problematic to accurately rate students’ ease of learning,
depth of understanding, or attitudes

36. III. Assessment of Learning
2. Assessment methods
2.5. Self-Reports
Self-reports are people’s assessments of and statements about
themselves. Self-reports take various forms: questionnaires, interviews,
stimulated recalls, think-alouds, and dialogues

37. III. Assessment of Learning
2. Assessment methods

38. III. Assessment of Learning
2. Assessment methods

39. III. Assessment of Learning
2.3. Application of assessment in my current teaching
2.3.2. Moral training assessment
- This assessment is based on the student’s school year’s moral training
and is performed by teachers, other students.
- Assessment standards are used : Positive attendance, following
school rule strictly ….

40. IV. REFERENCES