Abstract

Costa Rica’s Curriculum Policy: Educating for New Citizenship (2015), must be flexible enough to be able to prepare students with the required intellectual, ethical and technological tools so that they will acquire life skills to make them more resilient. For this purpose, a comprehensive approach to learning is required that focuses on skills development. This is in sync with the Universal Design for Learning-UDL Guidelines- (Special Applied Technology Center (CAST), 2018), a framework which sets forth three neuroscientific principles to improve how students learn. This essay emphasizes the principle of multiple forms of motivation, based on the premise that meaningful learning can only be attained if emotion and motivation are present throughout the learning and assessment process. The aforementioned statements are the result of a systems-based approach to the learning and evaluation process, thereby providing both students and the teachers with insight for recognizing signs within the context of learning that represent good quality work. Both peer and self-assessment are also highlighted so that students can develop abilities for learning or metacognition. This is accomplished only when students are able to plan what they will learn as well as self-regulate and self-assess themselves and, ultimately, become an expert learner.

Keywords Forms of Engagement; Learning Assessment; Inclusive Education; Curriculum Education Policy