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    Edtechlesson 17

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    Roberto Velasco Mabulac
    The document discusses assessment in a constructivist classroom. It advocates for authentic assessment that measures higher-order thinking skills like analysis, evaluation, and collaboration, rather than just memorization of facts. Examples of authentic assessment include performance-based and product-based assessments that demonstrate integrated skills. Rubrics can be used to clearly define standards and allow for self-assessment.

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    Edtechlesson 17

    Uploaded by

    Roberto Velasco Mabulac
    17 views23 pages
    The document discusses assessment in a constructivist classroom. It advocates for authentic assessment that measures higher-order thinking skills like analysis, evaluation, and collaboration, rather than just memorization of facts. Examples of authentic assessment include performance-based and product-based assessments that demonstrate integrated skills. Rubrics can be used to clearly define standards and allow for self-assessment.

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    edtechlesson17

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    The document discusses assessment in a constructivist classroom. It advocates for authentic assessment that measures higher-order thinking skills like analysis, evaluation, and collaboration, rather than just memorization of facts. Examples of authentic assessment include performance-based and product-based assessments that demonstrate integrated skills. Rubrics can be used to clearly define standards and allow for self-assessment.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    17 views23 pages

    Edtechlesson 17

    Uploaded by

    Roberto Velasco Mabulac
    The document discusses assessment in a constructivist classroom. It advocates for authentic assessment that measures higher-order thinking skills like analysis, evaluation, and collaboration, rather than just memorization of facts. Examples of authentic assessment include performance-based and product-based assessments that demonstrate integrated skills. Rubrics can be used to clearly define standards and allow for self-assessment.

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    © All Rights Reserved
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    of 23

    LESSON 17

    Read and analyze the cartoon below.


    In technology-supported
    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.
    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.
    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.
    We should go beyond
    memorizing for tests and we
    should not study only for a
    passing score and a passing
    grade.
    The traditional paper-pencil test
    will prove to be inadequate to
    measure basic skills integrated
    with higher-order-thinking skills
    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 an assessment of a process or a
    product.
    - The performance is a
    reliable measure of skills
    learned
    - Product is a proof of the
    acquisition of skills.
    4 3 2 1

    organization Student presents Student presents Audience has difficulty Audience cannot
    information in a logical, information in a logical following presentation understand presentation
    interesting sequence that sequence that the audience because student does not because there is no
    the audience can follow. can follow consistently use a logical sequence of information.
    sequence.

    Subject Knowledge Student demonstrates full Student is at ease and Student is uncomfortable Student does not have
    knowledge (more than provides expected answers with information and is able graphs of information;
    required) by answering all to all questions but falls to to answer only rudimentary student cannot answer
    class questions with elaborate. questions. questions about subject.
    explanations and
    elaboration.

    Graphics Student’s graphics explain Student’s graphics relate to Student occasionally uses Student uses superfluous
    and reinforce screen text text and presentation. graphics that rarely support graphics or no graphics.
    presentation. text and presentation.

    Mechanics Presentation has no Presentation has no more Presentation has three Student’s presentation has
    misspelling or grammatical than two misspelling and/or misspellings and/or four or more spelling errors
    errors. grammatical errors. grammatical errors. and/or grammatical errors.

    Eye contact Student maintains eye Student maintains eye Student occasionally uses Student reads all of report
    contact with audience, contact most of the time eye contact but still reads with no eye contact.
    seldom returning to notes. but frequently returns to most report.
    notes.

    Elocution Student uses a clear voice Student’s voice is clear. Student’s voice is low. Student mumbles,
    and correct precise Student pronounces most Student incorrectly incorrectly pronounces
    pronunciation of terms so words correctly. Most pronounces terms. terms, and speaks too
    that all audience members audience members have Audience members have quietly for students in the
    can hear presentation difficulty hearing difficulty hearing back of class to hear.
    presentation presentation.

    SCORING RUBRIC:
    Figure 32. Multimedia and Performance Rubric
    With scoring rubric,
    standards are clearly set at
    the beginning for the
    teacher and the students and
    with that rubric the
    students can assess their
    own products or
    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
    Rubric for Understanding and Improving Meaningful Learning
    Environments

    ASSESSING ACTIVITY
    Learning Interaction with Real-World
    Objects
    Observation and Reflection
    Learning Interaction
    Tool Use

    ASSESSING CONSTRUCTION
    Dissonance/Puzzling
    Construction Mental Models and Making
    Meaning
    ASSESSING COOPERATION
    Interaction Among Learners
    Interaction with People Outside of
    School
    Social Negotiation
    Acceptance and Distribution of Roles
    and Responsibility
    ASSESSING AUTHENTICITY
    Complexity
    High-Order Thinking
    Recognizing Problems
    “Right Answers”
    ASSESSING INTENTIONALITY
    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

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