3. “Complex learning cannot be
assessed or evaluated
using any single measure.
We must examine both the
processes and products of
student learning.”
4. From the conversation we gather that
some students:
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.
5. We should go beyond the
memorizing for test and we
should not study only for a
passing score and a passing
grade.
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. If we believe that the ways
that we assess learning
should change, so we also
need to rethink the ways
that we evaluate learning
that asserts.
10. 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
A S S E S S I NG CONS T RUCT I ON
☺ Dissonance/Puzzling
☺ Construction
Meaning
Mental Models and Making
11. A S S E S S I NG COOP E RT 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
“Right Answers”
12. ASSESSI NG
I NT E NT I ONA L 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
☺
