ASSESSMENT IN A CONSTRUCTIVIST, TECHNOLOGY LEARNING-SUPPORTED
LEARNING
“Complex
learning cannot be assessed or evaluated any single measure. We must examine
both the processes and products of student.”
ABSTRACTION
From the conversation
we gather that some students:
·
Memorize very much for the test fit their
style of test preparation to the kind of test.
·
Study only for passing score and a passing
grade.
In a
constructivist classroom, learning transcends memorization of facts. It is
putting these isolated facts together, form concepts and making meaning out of
them.
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.
In authentic assessment, students perform thus the word
“authentic”. It is an assessment of a process or a product. That is why
authentic assessment includes performance or product assessment. The
performance is reliable measure of skills learned and the product is a proof of
the acquisition of skills. These performance and product assessed. So what do
we need? We need to observe and evaluate and to do it more objectively, with
the aid of scoring rubric.
Assessment in a technology-supported environment
necessarily includes display of skillful and creative use of technologies , old
and recent, because that is what is naturally expected of us in the real world,
a technology-dominated world. These presentation need performance-based assessment or product assessment.
A technology-supported classroom maximizes the use of old
and new technology. Students are expected to demonstrate learning with the use
of both and new technology.
How do we assess if our students have learned the
constructivist way of thinking, behaving and living? The rubric for understanding and improving meaningful
environments.
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