Assessment in a Constructivist, Technology-based Learning
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Assessment in a Constructivist, Technology-based Learning






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Assessment in a Constructivist, Technology-based Learning Assessment in a Constructivist, Technology-based Learning Presentation Transcript

  • Submitted by: Rose Ann Montellano BEED II-A Submitted to: Ms. Mary Gene Panes Professor
  • Assessment in a Constructivist, TechnologySupported Learning
  •    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.
  • 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.
  • 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.
  • Authentic Assessment -measures collective abilities written and oral expression skills, analytical skills (like computer skills) integration, creativity, and ability, and ability to work collaboratively.
  • MULTIMEDIA Project and Performance Rubric Organization Subject Knowledge Graphics Mechanics Eye Contact Elocution
  • 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.
  • 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
  • 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
  • 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