LESSON 17ASSESSMENT IN A CONSTRUCTIVIST,

TECHNOLOGY-SUPPORTED LEARNING

“Complex learning cannot be assessed or evaluated using any single measure. We must examine both the processes and products of student learning.”

Read and analyze the cartoon below.

In technology-supported classroom, the student learns from and with

technology. Technology is seen as a source of

information and the students learn from in he same way that you, the teacher, are a

source of information.

When constructivist assess students, they

refer to use methods that either allow them to

engage in dialogue with the learner , or give them opportunities to observe a

student as he or she develops knowledge.

In a constructivist classroom learning

transcends memorization of

facts.

What then is the assessment practice that will be congruent with the constructivist’s thinking?

It is a higher level form of assessment that will require the display of the basic skills

of writing and speaking, computing and the more complex skills of applying

concepts learned, analyzing, critiquing and evaluating, integrating and creating,

and the social skills of working with others.

We should go beyond memorizing for tests and we should not study only for a passing score and a

passing grade.

The traditional paper-pencil test will prove to

be inadequate to measure basic skills

integrated with higher-order-thinking skills

Authentic assessment is most appropriate for the constructivist

classroom.- Authentic assessment measures

collective abilities, written and oral expression skills, analytical skills, manipulative skills, (like computer skills) integration, creativity, and ability to work collaboratively.

- It is an assessment of a process or a product.

- The performance is a reliable measure of skills learned

- Product is a proof of the acquisition of skills.

4 3 2 1

organization Student presents information in a logical, interesting sequence that the audience can follow.

Student presents information in a logical sequence that the audience can follow

Audience has difficulty following presentation because student does not consistently use a logical sequence.

Audience cannot understand presentation because there is no sequence of information.

Subject Knowledge Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.

Student is at ease and provides expected answers to all questions but falls to elaborate.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student does not have graphs of information; student cannot answer questions about subject.

Graphics Student’s graphics explain and reinforce screen text presentation.

Student’s graphics relate to text and presentation.

Student occasionally uses graphics that rarely support text and presentation.

Student uses superfluous graphics or no graphics.

Mechanics Presentation has no misspelling or grammatical errors.

Presentation has no more than two misspelling and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Student’s presentation has four or more spelling errors and/or grammatical errors.

Eye contact Student maintains eye contact with audience, seldom returning to notes.

Student maintains eye contact most of the time but frequently returns to notes.

Student occasionally uses eye contact but still reads most report.

Student reads all of report with no eye contact.

Elocution Student uses a clear voice and correct precise pronunciation of terms so that all audience members can hear presentation

Student’s voice is clear. Student pronounces most words correctly. Most audience members have difficulty hearing presentation

Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

SCORING RUBRIC: Figure 32. Multimedia and Performance Rubric

With scoring rubric, standards are clearly set at the beginning for the teacher and

the students and with that rubric the

students can assess their own products or

performance.

Performance –based Assessment or Product Assessment

-it is a direct assessment. Integrative skills are demonstrated when

students present answers they have found to two or more assigned problems

or present the group project they have work.

Rubric for Understanding and Improving Meaningful Learning Environments

ASSESSING ACTIVITY Learning Interaction with Real-World

Objects Observation and Reflection Learning Interaction Tool Use

ASSESSING CONSTRUCTION Dissonance/Puzzling Construction Mental Models and Making

Meaning

ASSESSING COOPERATION Interaction Among Learners Interaction with People Outside of

School Social Negotiation Acceptance and Distribution of

Roles and ResponsibilityASSESSING AUTHENTICITY

Complexity High-Order Thinking Recognizing Problems “Right Answers”

ASSESSING INTENTIONALITY Goal Directedness Setting Own Goals Regulating Own Learning Learning How to Learn Articulation of Goals as Focus of

Activity Technology Use in Support of

Learning Goals