Lesson17 ; Assessment in a Constructivist Technology-Supported Learning

1. Assessment in a Constructivist,
Technology-Supported Learning

3.  which form of assessment fits a
constructivist technology-supported learning
environment.

4. Read and analyze the cartoon below then
reflect on the questions:

5. 1. Do you also memorize when you prepare for
tests?
2. Do you like it ?
3. Why do you have to memorize?
4. Why do you have to memorize even if
teacher’s style of testing changes?

6.  Discussions Questions:
1. What assessment practices were expressed
in the conversation?
2. Do you favor such practices? Why or why
not?

7.  from the conversation we gather that some
students:
 Memorize very much for the test fit their style
of test to the kind of test and
 Study only for passing score and a passing
grade.

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

9. It is not bad to memorize for the test.
Examinees even take in Memory Plus food supplement to increase
their power to memorize.
Neither is it bad to study for scores and grade.
However, we should go beyond memorizing for tests and we
should not study only for a passing score and passing grade.
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.

10. The traditional paper-pencil test will prove to be
inadequate to measure basic skills integrated with higher-
order-thinking skills

11.  Authentic assessment measures collective
abilities, written and oral expression skills,
analytical skills, manipulative skills, (like
computer skills) integration, creativity, and
ability to work collaboratively.
 Students perform real world tasks, thus the
word “authentic”.
 It is an assessment of a process or a product.

12.  The performance is a reliable measure of
skills learned
 Product is a proof of the acquisition of skills.
Scoring Rubric
Figure 32. Multimedia Project and Performance

13. 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.

14. Assessing Activity
To what extent does the environment you have created promote
Manipulation of real–world objects and observations based on these
Activities?
Learner interactions with Real-World Objects
Little of the
learner’s time
is spent
engaged with
tools and
objects found
outside
school.
Learners are
often engaged in
activities
involving tools
and objects
found outside
school.

15. Observation and Reflection
Students rarely
think about or
record the
results of
actions taken
during activities.
Students often
stop and think
about the
activities in
which they are
engaged
Students share
frequent
observations
about their
activity with peers
and interested
adults.
Learner Interactions
Students
manipulated none
of the variables or
controls in
environment
Students
manipulated
some variables
and controls in
environment
Students
manipulated
all or nearly
all variables/
controls in
environment

16. Tool Use
Students used
no cognitive
tools
Students used
some cognitive
tools to support
explorations/
manipulations
Students
used
nearly all
cognitive
effectively

17. Assessing Construction
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
Students engaged
in learning
activities because
activities are
required, rather
than being an
intrinsic interest.
Learners frequently
Seem to be
operating based on
a sincere curiosity
about the topic of
study
Learners are
consistently striving
to resolve disparity
between observed
and on a sincere
desire to know

18. Constructing Material Models and Making Meaning
Learners rarely
create their own
understandings of
how things work
Learners are
often expected
to make sense
of new
experiences and
develop theories
Learners routinely
wrestle with new
experience,
becoming experts
at identifying and
solving problems.

19. Assessing Cooperation
To what does the environment you have created promote meaningful
interaction among students and between students and experts outside
of school? To what extent are learners developing skills related to social
negotiation in learning to accept and share responsibility?
Interaction Among Learners
Little of the
learners’ time is
engaged with
other students.
Learners are often
immersed in activities
in which collaboration
with peers results in
success
Interaction with People Outside of School
Little of the learner’s
time is spent gainfully
Engaged with experts
outside of school
Learners are often
involved in activities
in which there is
significant learning
outside the school.

20. Social Negotiation
Little evidence
that learners work
together to
develop shared
understanding of
tasks or solution
strategies.
Learners are often
observed in the
process of coming
to agreement on
the nature of
problems and on
best courses of
action.
Learners
collaborate with
ease.
Negotiations
become almost
invisible yet
ideas of all learn
members are
valued.

21. s
Acceptance and Distribution of Roles and Responsibility
Roles and
responsibilities
are shifted
infrequently; most
capable learners
accept more
responsibility
than the less
capable.
Roles and
responsibilities are
shifted often, and
such changes are
accepted by both
the most and least
capable.
Students make their
own decisions
concerning roles and
responsibilities,
freely giving and
accepting assistance
as necessary.

22. Assessing Authenticity
The tasks learners
face have been
designed for
schools(i.e.,
separated into
“subjects” and
developed to simplify
learning
The tasks
learners face
are embedded
in theme-
based units
that cross
disciplines
and present
Students accept
challenges as
they exist in
real world using
languages,
math, science,
and
technologies to
accomplish
important tasks

23. Higher- Order Thinking
A large
percentage of
what is
expected is
memorization.
Students are
rarely asked to
evaluate,
synthesize, or
create.
Students are
often asked to
develop ideas
and solutions,
often in groups,
and
demonstrate
the abilities to
create and
reason
Learners routinely
Generate hypotheses.
Conduct investigations,
assess results, and
make predictions.

24. Recognizing Problems
Students are not
expected to be
problem finders, but
are instead expected
to be able to solve
occasional well-
structured problems
Students
occasionally
Face ill-structured
Challenges and are
expected
To refine their
problems as well as
solve it.
Students
frequently face
ill-structured
challenges and
develop
proficiency in
identifying and
defining
problems

25. “Right Answers”
The
“problems”
presented to
learners tend
to have “right
answers”.
“correct”
solutions that
the students
are expected
to eventually
reach
The problems
presented are
“new to the
learners, and
generally involve
complex
solutions of
varying quality,
rather than
“answers.”

26. Assessing Intentionally
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 activity in terms of how the
activities relate to the attainment of their goals?
Goal Directions
Learners are often
Pursuing activities
That have little to do
with the attainment of
specified goals
Learners are generally
engaged in activities
that contribute to the
attainment of specified
goals.

27. Setting Own Goals
Learning goals
are provided by
educators
Learners are
sometimes
involved in the
establishment
of learning
goals.
Learners are routinely
responsible for
developing goals.
Regulating Own Learning
Learners’ progress
Is monitored by others
Learners are
involved as
partners in
monitoring and
reporting progress
toward goals
Learners are
Responsible for
monitoring and
reporting progress
toward goals

28. Learning How to Learn
Little emphasis is placed
on metacognition. There
are few opportunities to
discuss the learning
process with peers or
educators
The culture of the learning
Environment promotes
frequent discussion of the
processes and strategies (
both successful and
unsuccessful involved in
learning.

29. Articulation of Goals as Focus of Activity
Learners don’t see the
relationship between the
activities in which they are
engaged and specified
learning goals.
Learners describe the
activities in which they
are engaged in terms
that relate directly to the
specified learning goals.

30. Technology Use in Support of Learning Goals
The use of technology
seems unrelated to the
specified learning
goals.
The use of
technology
Contributes to the
attainment of
specified learning
goals .
The use of
technology makes a
powerful
contribution to the
attainment of
specified learning
goals.
Figure 34. Rubric for Understanding and Improving meaningful Learning Environment

31.  The traditional paper-pencil tests are not
adequate to assess learning in constructivist
technology-supported learning.
 The authentic forms of assessment such as
performance and product assessment, are
more reliable and adequate to measure
students’ communication, analytical,
integrative, evaluative, and collaborative
skills.

32. 1. In your Principles of Teaching, you learned
that “learning is a personal process “then
what mode of assessment is most
appropriate ? ( Corpuz, B and G. Salandan,
Principles of Teaching, 2007). Will self-
assessment be appropriate?
2. Do out-of-context drill items learned in
Principles of Teaching have a place in
constructivist assessment?

33. 3. for assessment of higher-order-thinking
skills, which is more sound to do-give the
graphic organizers to use or ask them to
create their own organizers?
4.Which visual symbols (e.g. graphics) in
Lesson 13 can be used for assessment
purposes in a constructivist technology-
supported classroom?

34. 1. For thinking maps visit www.thinking
maps.com
2. Create visual tools –graphic organizers –on
the screen, visit www.inspiration.com

35. ◦ Students study and learn based on the way they are tested. The
type of assessment anticipated appears to influence how and
what they learn. Therefore, the quickest way to change the way
students learn is to change the way learning is assessed.
◦ In a technology-supported class in room, the student learns from
and with technology. Technology is seen as a source of
information that the students learn from in the same way that
facts and concepts from technology and with the aid of
technology. Isn’t this the essence of computer-assisted
instruction? Is it in order then to assess the students’ learning of
information by way of the traditional-pencil test? We caution the
teacher , however, to make his/her paper-and-pencil test? We
caution the teacher, however, to make his/her paper-and-pencil
test with authentic assessment to assess analytical integrative
and collaborative skills, skills that are taught in a constructivist
classroom.

36.  MARVIN AZADA
 CHRISTINE R. OMBAO
 JEAN ROSE AGANAN
BEED-GEN-ED 2B