Assessment in a Constructivist, Technology-Supported Learning

Prepared By: Herli Ann R. Virador Jomel Rey U. Vender

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Assessment 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”

TOPIC

RUBRIC

ASSESSING

ACTIVITY

CONSTRUCTIVISM

CONSTRUCTIVIST CLASSROOM

ASSESSMENT

ASSESSMENT PRACTICE

AUTHENTIC ASSESSMENT

TECHNOLOGY –SUPPORTED ASSESSMENT

Is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns.

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In it learning transcends memorization of facts. It is putting these isolated facts together, form concepts and make meaning out of them. It is connecting the integration of these facts and concepts to daily life. It is seeing the relevance of these facts and concepts to what we value and treasure in life.

The term ‘assessment’ refers to all those activities

undertaken by teachers, and by their students in

assessing themselves, which provide information to be

used as feedback to modify the teaching and learning

activities in which they are engaged.

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 skill of working with others. Such higher level form of assessment will call for alternative forms of assessment.

Measures collective abilities, written and oral expression skills, analytical skills, manipulative

skills, (like computer skills) integration, creativity, and ability to work collaboratively.

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Assessing Activity

Assessing Construction

Assessing Cooperation

Assessing Authenticity

Assessing Intentionality

-To what extent does the environment you have created promote manipulation of real world

objects and observations based on this activities?

• Learning Interaction with Real

World Objects• Observation and Reflection

• Learning Interaction• Tool Used NEXT

- To what extent does the environment you have created cause learners to perceive puzzling dissonance and form mental models to explain the incongruity.

• Dissonance/Puzzling

• Constructing Mental Models

and Making Meaning

- To what extent does the environment you have created promote meaningful interaction among students and between students and experts outside of schools? To what extent learners developing skills related to social negotiations in learning to accept and share responsibility.

• Interaction Among Learners

• Interaction of People Outside of Schools

• Social Negotiation• Acceptance and Distribution of Roles and

Responsibility

Assessing Authenticity

• Complexity• High Order Thinking• Recognizing Problems• Right Answers

- To what extent does the environment you have created

cause learners to pursue important, well-articulated goals to which they are intrinsically committed? To what

extent can learners explain their activities in terms of how the activities related to the attainment of goals.

• Goals Directedness• Setting on Goals• Regulating on Learning• Learning How to Learn• Articulation of Goals as Focus of Activity• Technology use in support of Learning

Goals

THANK YOU!!