Lesson17

Assessment in a Constructivist, Technology-Supported Learning

Abstraction

From the conversation we gather that some students:

• Memorize very much for the test.
• Study only for passing score and a passing grade.

     The questions we raise are: “Is it really bad to memorize for the test?” and is it not good to study for a score and for a grade? The answer to both questions is a NO.

Authentic assessment is most appropriate for the constructive 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 real world tasks, thus the word “authentic” assessment includes performance or product assessment.

·         You and your students may develop a rubric. It can be a collaborative effort for both of you- teacher and students- in line with the practice of self-assessment, which is highly encourage. In fact with scoring rubric, standards are clearly set at the beginning for you and your students.

·          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.

·            In the 21 century, we need to be computer literate and fluent or we get lost or become helpless.

·       These presentations need performance-based assessment or product assessment. It is a direct assessment.

·           We do not test their computer and creative skills, their analytical and integrative skills by way of a multiple-choice.

·         A technology-supported classroom maximizes the use of old and new technology, students are expected to demonstrate learning with the use of both old and new technology.

·            Students may use transparencies OHP to demonstrate the learned skill of topic presentation.

     This is process or performance assessment. How do we assess of our students have learned the constructivist’s way of thinking, behaving and living? The rubric for understanding and improving meaningful environments.