LESSON 17:

ASSESSMENT IN A CONSTRUCTIVIST,
TECHNOLOGY-SUPPORTED LEARNING
 “Complex learning cannot be
assessed or evaluated using any
single measure. We must examine
both processes and products of
student learning”
FOCUS QUESTION:

Which form of assessment fits a constructivist

technology-supported learning environment?
CONSTRUCTIVIST
• In a constructivist classroom, learning
transcends memorization of facts.
• It is putting these isolated facts together,
form concepts and make meaning out of
them.
• It is connecting the integration of these
facts and concepts to daily life.
• It is seeing the relevance of these facts
and concepts to what we value and
treasure in life.
 AUTHENTIC ASSESSMENT
• 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.

• It is from the word "authentic," that is why authentic

assessment includes performance or product
assessment.

• The performance and product is a proof of the

acquisition of skills. These performance and product
are assessed
We need to observe and evaluate and to do it more objectively,
with a aid of scoring rubric.

• You and your students may develop a rubric. It can be a

collaborative effort both of you – teacher and students – in
line with the practice of self-assessment, which is highly
favored and encouraged.
• In fact with scoring rubric, standards are clearly set at the
beginning for you and your students and with that rubric your
students can assess their own performance or products.
ASSESSMENT IN A TECHNOLOGY-
SUPPORTED ENVIRONMENT
• 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.
PERFORMANCE-BASED/
PRODUCT ASSESSMENT
• These presentations need performance-based assessment or product
assessment. It is a direct assessment. It measure their computer skills
directly in an authentic or real-life setting.
• A technology-supported classroom maximizes the use of old and new
technology.
• To assess their manipulative skill, we conduct direst assessment with the
help of a scoring rubric.
• From the eyes of a constructivist, learning is an active, constructive,
intentional, authentic and cooperative process, so should the ways in which
we assess learners and criteria that we use to evaluate them.
• Assess learning as it is occurring. This is process or performance
assessment.
RUBRIC FOR UNDERSTANDING AND
IMPROVING MEANINGFUL ENVIRONMENT
ASSESSMENT
• Assessment is defined as an act or process of
collecting and interpreting and using this information
about student learning.
• Assessment usually answers the questions, “Was the
instruction effective?” and “Did the students achieve
the intended learning outcome?”
1. ASSESSING ACTIVITY
To what extent does the environment you have created promote
manipulation of real-world objects and observations based on these
activities?
• Learning interaction with real-world objects
• Observation and reflection
• Learner interactions
• Tool use
2. 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
• Constructing mental models and making
meaning
3. ASSESSING COOPERATION
To what extent 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

• Interaction with people outside of school
• Social negotiation
• Acceptance and distribution of roles and
responsibility
4. ASSESSING AUTHENTICITY
• Complexity
• High-order thinking
• Recognizing problems
• Right answers
5. ASSESSING INTENTIONALITY
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 directedness
• Setting own goals
• Regulating own learning
 SUMMING UP
• The traditional paper-and-pencil tests are not adequate to assess learning in a
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.

• In a technology-supported learning environment, the students are not only

users of technology product, they themselves are authors of technology
product.
• Scoring rubrics are, therefore, a must in assessment.
 THANK YOU AND
GOD BLESS FUTURE
LPT’S! 