Situated Learning Theory

Other theories which underpins authentic assessment is Experiential Learning Theory by David Kolb and Situated Learning Theory which was theorized by Lave and Wenger. Experiential learning occurs by making sense of direct everyday experiences. Concrete experiences provide the information that serves as a basis for reflection. On the other hand, Situated Learning Theory is learning in the same contexts in which concepts and theories are applied. Research has shown that real-life applied activities and problem-solving activities establish a contextual setting for many lessons, providing motivation and encouraging curiosity. (Corpuz & Salandanan, 2015) It can be noted that the aforementioned theories support the use of authentic assessment methodologies

There are two approaches according to Spady, the traditional and transformational. The traditional approach emphasizes students’ mastery of content some cross discipline outcomes like the ability to solve problems or to work cooperatively, whereas, the transformational approach emphasizes longterm, cross-curricular outcomes that are related directly to students’ future life roles such as being a productive worker or a responsible citizen or parent. The approaches mentioned strongly suggest the use of authentic assessment methodologies in the various

3. Edgar Dale’s Cone of Learning Experience

Dale’s Cone of Experience is a model that incorporates several theories related to instructional design and learning processes, according to Anderson (2006), In the 1960s, Edgar Dale theorized that learners retain more information by what they “do” as opposed to what is “heard”, “read,” or “observed”. His research led to the development of the Cone of Experience. Today, this “learning by doing” has become known as “experiential learning” or “action learning”.

. As reflected in Dale’s research, the most effective methods involve direct, purposeful learning experiences, such as hands-on or field experience. Whereas, the least effective methods involve learning from information presented through verbal symbols, like, listening to spoken words.

Direct purposeful experiences represent reality or the closet things to real, everyday life. The cone charts the average retention rate for various methods of teaching. The further you progress down the cone, the greater the learning and the more information is likely to be retained. It also suggests that when choosing an instructional method it is important to remember that involving students in the process strengthen knowledge retention. Dale suggests that instructors should design instructional activities that build upon more real-life