Constructivist evaluation
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The document discusses the constructivist evaluation process, highlighting the limitations of mainstream assessment methods and emphasizing the need for more flexible, continuous, and holistic approaches. It introduces various tools such as portfolios, concept mapping, and rubrics to foster a supportive assessment environment that promotes creativity and deeper learning. The document also addresses common myths about assessment and the roles of different stakeholders in the evaluation process.
Constructivist evaluation
- 1. Constructivist Evaluation Process Sudarshan Mishra, Ph.D. Ravenshaw University Cuttack E-mail: smishra@ravenshawuniversity.ac.in
- 2. Content • Mainstream Evaluation • Myths about evaluation • Constructivist assessment • Comprehensive assessment • Continuous assessment • Stakeholders of assessment • Concept mapping • Portfolio • Rubrics • Assessment Environment • Problems and issues
- 3. Mainstream Assessment • Emphasis on Written examinations/good score • Sustained efforts of learners evaluated in a short span of time • Stress on memorisation • Output oriented • Chance factor • Institutions are engaged in results and ranking • Conventional yardsticks of success such as, money, status and getting a good job.
- 4. Mainstream Assessment • one size fits all approach • encourages conformity • discourages creativity, imagination, freedom of thought, personal expression, and social development. • problematic for people with developmental disabilities or economic and social disadvantages.
- 5. Myths about Assessment • Process of learning shuts down during assessment; • Students’ interaction stops during assessment; • Criteria of assessment is objective; • All students/teachers perceive assessment criteria in the same way; • assessment means giving grades/marks; • Evaluation is a one-time event done only to prove the success or failure of a learner; • Evaluation is a complicated process that must be done by an outside expert;
- 6. Constructivist Assessment • Responsive Evaluation • Stakeholders of assessment: Self assessment; Peer assessment; Collaborative assessment; Parent Assessment. • Institution-based assessment • Learners who have been engaged to construct new knowledge are expected to learn more during assessment. • Assessments include higher order thinking skills: application, evaluation, analysis, synthesis, creativity.
- 7. • Sustained efforts of learners evaluated continuously • Process-oriented rather than product-oriented • A range of techniques for assessments: written, oral, practical examination; observation; etc. • more flexible and caters to the needs and aspirations of the individuals • bring hope among children, parents, and teachers by providing an environment free from fear, and anxiety • Pupils are actively involved towards determining the curriculum, content and in developing rules and procedures
- 8. Tools of Constructivist Assessment • Portfolio • Concept mapping • Observation • Assignment • Anecdotal record • Rubrics • Project
- 9. Portfolio • Purposeful, multifaceted collection of student’s work • describes about the story of a student's efforts, growth, progress, or achievement in a given area over a period of time.
- 10. • reflective document of the competencies • ongoing assessment system (process-based) • Self, peers, teachers and family members have scope for assessment.
- 11. Structure of Portfolio Physical structure • Actual arrangement of documents used to demonstrate students progress. • title page, table of content, specific headings, photographs, charts, drawings, appendices, etc. Conceptual structure • Underlying goals for student learning
- 12. Portfolio Evaluation • Used both for formative and summative assessment • Evaluation standards should be established well in advance • Can be evaluated in terms of standard of excellence or on growth demonstrated • No comparison among students
- 13. Problems with Portfolio Assessment • Large collection of papers, folders, etc. • Time-consuming • Not economical • Not transparent • Not user-friendly • Problem of storage
- 14. Concept Mapping
- 15. Ausubel’s theory of Meaningful Learning • The most important single factor influencing learning- what the learner already knows • Learning takes place by the assimilation of new concepts and propositions into existing concepts and propositions held by the learners
- 16. Concept Mapping • Developed in 1972 by Joseph D. Novak • Graphical representation of knowledge • Knowledge graphs are networks of concepts. • Networks consist of nodes and links. • Nodes represent concepts • links represent the relations between concepts • Meaningful statement containing 2/more concepts connected using linking words
- 17. Concept mapping • Represented hierarchically - most general at the top - more specific/less general at the bottom
- 18. Steps of Concept Mapping • Selecting a topic • Choosing key words/events/objects • Ranking • Clustering • Linking and labeling
- 19. Types of Concept Map
- 23. Rubrics • Scoring tool for subjective assessments • A rating system by which an assessor can determine the level of proficiency • Allows grading simpler and more transparent. • One can either utilize previously developed rubrics or create one’s own.
- 24. • provides ground for self-evaluation, reflection and peer review. • can be created for any content area • an ongoing part of the whole teaching and learning process.
- 25. CATEGORY 4 3 2 1 Contributions Routinely Usually Sometimes Rarely Quality of Work highest quality. high quality work. Occasionally usually needs to be checked Time- management Routinely uses time Usually uses time gets things done by the deadlines. Rarely gets things done by the deadlines Problem- solving Actively looks for solutions. Refines solutions suggested by others. willing to try out solutions suggested by others. Does not try to solve problems. Attitude always positive attitude Often positive attitude Usually positive attitude negative attitude Focus on the task Consistently. Often Sometimes Rarely Preparedness always ready to work. Often ready to work. Sometimes ready to work Often forgets
- 26. Observation • Information about a child (his/her behavior) can be collected in ‘natural’ settings in and outside the class • Various aspects of personality development can be assessed. • Can be used to assess individuals as well as groups. • Assessment can be made during varying time periods. • Evidence of child’s performance / knowledge is based on an ‘on-the spot – record’.
- 27. • Whereas observation can be biased and subjective can be substantially reduced by using an observation schedule.
- 28. Assignments • Theme based tasks to be completed as class work or homework • Can be open ended or structured. • Some could be based on contexts outside textbooks. • Provides students an opportunity to search for information, construct their own ideas, and articulate the same ideas through spoken, written and visual expressions
- 29. • Provides students an opportunity to relate and synthesize within and outside school learning • Assignments should be such that they can be managed by students on their own • Should not become the only method of assessment
- 30. • Going beyond collection of assignments by following it up with analysis, discussion and reflection • Creativity of students is promoted • Group work is to be encouraged.
- 31. Assessment Environment • Teacher- facilitator • Teachers explore and incorporate a wide variety of assessment strategies. • Students should be given safe and comfort environment to take responsibilities. • Teachers should not feel restricted to text- embedded assessments. • Teachers should use students input to design and modify assessments.
- 32. Problems and Issues • Scarcity of resources • Scarcity of teachers • Lack of accountability • Lack of professional ethics • Reluctant to accept change