Behaviourism views to assessement
A behaviourism approach to assessment is when teachers are observing the behaviour of the child and analysing the behaviour. They pay attention to the consequences and the cause that have arisen from this behaviour. The behaviourists believe that the intentional behaviour that is performed by the child are controlled by their consequence and antecedents which means an event that has bought the behaviour (Krause, Borhner, Suchesne & MchMaugh, 2010).The behavioural approach frequently assesses children with intense observations where they will control and maintain the environmental factors. It includes the assessment methods such as functional and ecobehavioural assessment.
Functional assessment is finding out the relationship that is between the child's behaviour and the environmental influences that could maintain or cause it. We as teachers need to assess to see what factors cause this behaviour and develop some predictions that can help us determine why that behaviour is likely to occur (Strain & McConnell, 1992).
Ecobehavioural assessment is where you find out how to identify the functional relationships between the behaviour of the child and the environmental events. It is said that ecobehavioural assessment tends to focus on the behaviours that the child has that should be accelerated such as active engagement, communicative behaviours and peer interaction (Strain & McConnell, 1992).
Applied behaviour analysis (ABA) is a way to change the child's behaviour through behavioural principles. This includes:
Precision Teaching: This is where they use a data-base method of instruction where you have direct daily assessment with the child to determine their learning. The learning is broken down for the child in several manageable steps. They use this so teachers are able to check where the child is at at each stage of learning. This is effective to teach the child academic skills.
Mastery learning: Is a method of instruction which is good for children that are both slow and fast learners to become a 'mastery' level of learning or predetermined level before they can move onto the next task for their learning.
Direct Instruction: Is a method of teaching which bases itself around testing and teaching skills to the child that will essentially be mastery in certain subject areas. Teachers are able to control the lesson plans in a formal and organised way.
(Krause, Borhner, Suchesne & MchMaugh, 2010).
Social Learning theory in relation to behaviourism
Social learning theory was thought to be developed by Albert Bandura. Extreme behaviourism was critiqued as it was thought that it didn't show the influences of cognitive and condition skills, such as self monitoring and self assessment to do with the learning process. The social learning theory was able to explain some of the behavioural problems. Through assessment of observational learning they were able to provide explanations as to why children's behaviour was this was by environmental, cognitive and behavioural influences (Krause, Borhner, Suchesne & MchMaugh, 2010).
(Albert Bandura December 4, 1925 (age 86)
References
Krause, K-L, Brohner, S., Duchesne,. McMaugh, A. (2010). Educational psychology for learning and teaching. Third ed. Cengage learning Australia Pty limited.
Strain, S. P., & McConnell, R. S. (1992). Behaviorism in early intervention. Topics in early childhood special education, 12(1), 121
Functional assessment is finding out the relationship that is between the child's behaviour and the environmental influences that could maintain or cause it. We as teachers need to assess to see what factors cause this behaviour and develop some predictions that can help us determine why that behaviour is likely to occur (Strain & McConnell, 1992).
Ecobehavioural assessment is where you find out how to identify the functional relationships between the behaviour of the child and the environmental events. It is said that ecobehavioural assessment tends to focus on the behaviours that the child has that should be accelerated such as active engagement, communicative behaviours and peer interaction (Strain & McConnell, 1992).
Applied behaviour analysis (ABA) is a way to change the child's behaviour through behavioural principles. This includes:
Precision Teaching: This is where they use a data-base method of instruction where you have direct daily assessment with the child to determine their learning. The learning is broken down for the child in several manageable steps. They use this so teachers are able to check where the child is at at each stage of learning. This is effective to teach the child academic skills.
Mastery learning: Is a method of instruction which is good for children that are both slow and fast learners to become a 'mastery' level of learning or predetermined level before they can move onto the next task for their learning.
Direct Instruction: Is a method of teaching which bases itself around testing and teaching skills to the child that will essentially be mastery in certain subject areas. Teachers are able to control the lesson plans in a formal and organised way.
(Krause, Borhner, Suchesne & MchMaugh, 2010).
Social Learning theory in relation to behaviourism
Social learning theory was thought to be developed by Albert Bandura. Extreme behaviourism was critiqued as it was thought that it didn't show the influences of cognitive and condition skills, such as self monitoring and self assessment to do with the learning process. The social learning theory was able to explain some of the behavioural problems. Through assessment of observational learning they were able to provide explanations as to why children's behaviour was this was by environmental, cognitive and behavioural influences (Krause, Borhner, Suchesne & MchMaugh, 2010).
(Albert Bandura December 4, 1925 (age 86)
References
Krause, K-L, Brohner, S., Duchesne,. McMaugh, A. (2010). Educational psychology for learning and teaching. Third ed. Cengage learning Australia Pty limited.
Strain, S. P., & McConnell, R. S. (1992). Behaviorism in early intervention. Topics in early childhood special education, 12(1), 121