Assessment in a Constructivist, Technology-based Learning
Download as PPTX, PDF4 likes3,531 views
This document discusses assessment in constructivist, technology-supported learning environments. It describes how constructivist assessments allow for dialogue with learners or observation of how students develop knowledge. Authentic assessments measure skills like written and oral expression, analysis, integration, creativity, and collaboration. Performance-based assessments directly demonstrate integrative skills when students present solutions to problems or group projects. Rubrics are provided for assessing learning activities, construction of knowledge, cooperation, authenticity, and intentionality in constructivist environments.
Assessment in a Constructivist, Technology-based Learning
- 1. Submitted by: Rose Ann Montellano BEED II-A Submitted to: Ms. Mary Gene Panes Professor
- 2. Assessment in a Constructivist, TechnologySupported Learning
- 3. memorize very much for the test, fit their style of test preparation to the kind of test and, study only for passing score and a passing grade.
- 4. In technologysupported 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.
- 5. 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.
- 6. Authentic Assessment -measures collective abilities written and oral expression skills, analytical skills (like computer skills) integration, creativity, and ability, and ability to work collaboratively.
- 7. MULTIMEDIA Project and Performance Rubric Organization Subject Knowledge Graphics Mechanics Eye Contact Elocution
- 8. 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.
- 9. Rubric for Understanding and Improving Meaningful Learning Environments ASSESSI NG ACT I VI T Y Learning Interaction with Real-World Objects Observation and Reflection Learning Interaction Tool Use AS S E S S I NG CONS T RUCT I ON Dissonance/Puzzling Construction Mental Models and Making Meaning
- 10. ASSESSI NG COOP E RAT I ON Interaction Among Learners Interaction with People Outside of School Social Negotiation Acceptance and Distribution of Roles and Responsibility ASSESSI NG AUT HENT I CI T Y Complexity High-Order Thinking Recognizing Problems
- 11. ASSESSI NG I NT E NT I ONAL I T Y 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