1) Authentic assessment is most appropriate for constructivist and technology-supported learning environments as it measures higher-order thinking skills, application of skills to real-world tasks, and collaborative abilities. 2) Performance-based and product assessments are direct forms of authentic assessment that evaluate students' integrated skills through presentations of solutions to assigned problems or group projects involving technology. 3) Scoring rubrics clearly define standards and allow for self-assessment, integrating assessment into the learning process rather than relying on fear-based testing.

1. Assessment in a Constructivist,
technology-Supported Learning
Ed-tech 1

2. “Complex learning cannot be
assessed or evaluated using any
single measure. We must examine
both the processes and products of
student learning.”

3. Focus Question:
•Which form of
assessment fits a
constructivist technology-
supported learning
environment?

4. Read and Analyze the cartoon below:

5. Questions:
1.Do you also memorize when you
prepare for tests?
2.Do you like it?
3.Why do you have to memorize?
4.Would you still memorize even if
teacher’s style of testing changes?

6. ABSTRACTION
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 &
•study only for passing score & a
passing grade

7. Questions we raise are:
•“Is it really bad to memorize for the
test?
•“Is it not good to study for a score &
for a grade?
The answer for both is NO!

8. •It is not bad to memorize for the test.
Examinees even take in “Memory Plus”
food supplement to increase their power
to memorize.
•Neither is it bad to study for scores and
grade.
•However, we should go beyond
memorizing for tests and we should not
study only for passing score or a
passing grade.

9. Constructivist Classroom
In constructivist classroom, learning
transcends memorization of facts.
It is putting these isolated facts together,
form concept & makes meaning out of them.
It is connecting the integration of these facts
& concepts to daily life.
It is seeing the relevance of these facts &
concept to what we value & treasure in life.

10. It is higher level form of assessment that
will require the display of basic skills of
writing & speaking, computing & the
more complex skills of applying concepts
learned, analyzing, integrating &
creating, critiquing & evaluating, & the
social skills of working with others. Such,
higher level form of assessment will call
for alternative forms of assessment.

11. Paper-and-pencil test
The traditional paper-and-
pencil test will prove to be
inadequate to measure basic
skills integrated with higher-
order-thinking skills and socio
skills.

12. Authentic Assessment
•Is most appropriate for the constructivist
classroom.
•Measures collective abilities, written and oral
expression skills, analytical skills,
manipulative skills, (like computer skills)
integration, creativity, & ability to work
collaboratively.
•Students perform real world tasks, thus the
word “authentic”.

13. o The Performance is a
reliable measure of
skills learned
o Product is a proof of
the acquisition of
skills.

14. 4 3 2 1
organization Student presents
information in a logical,
interesting sequence that
the audience can follow.
Student presents
information in a logical
sequence that the audience
can follow
Audience has difficulty
following presentation
because student does not
consistently use a logical
sequence.
Audience cannot
understand presentation
because there is no
sequence of information.
Subject Knowledge Student demonstrates full
knowledge (more than
required) by answering all
class questions with
explanations and
elaboration.
Student is at ease and
provides expected answers
to all questions but falls to
elaborate.
Student is uncomfortable
with information and is able
to answer only rudimentary
questions.
Student does not have
graphs of information;
student cannot answer
questions about subject.
Graphics Student’s graphics explain
and reinforce screen text
presentation.
Student’s graphics relate to
text and presentation.
Student occasionally uses
graphics that rarely support
text and presentation.
Student uses superfluous
graphics or no graphics.
Mechanics Presentation has no
misspelling or grammatical
errors.
Presentation has no more
than two misspelling and/or
grammatical errors.
Presentation has three
misspellings and/or
grammatical errors.
Student’s presentation has
four or more spelling errors
and/or grammatical errors.
Eye contact Student maintains eye
contact with audience,
seldom returning to notes.
Student maintains eye
contact most of the time
but frequently returns to
notes.
Student occasionally uses
eye contact but still reads
most report.
Student reads all of report
with no eye contact.
Elocution Student uses a clear voice
and correct precise
pronunciation of terms so
that all audience members
can hear presentation
Student’s voice is clear.
Student pronounces most
words correctly. Most
audience members have
difficulty hearing
presentation
Student’s voice is low.
Student incorrectly
pronounces terms.
Audience members have
difficulty hearing
presentation.
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear.
SCORING RUBRIC:
Figure 32. Multimedia and Performance Rubric

15. You & your students may develop a
rubric. It can be a collaborative effort
for 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 progress.

16. •In this case, the much of the fear for
tests gets dispelled. Assessment is
accepted as a natural and normal part
of the learning process.
•There are no more secrets on how
students will be tested, what kind of
questions will be asked. The students
themselves know how their progress
gets assessed.

17. Assessment in a Technology-Supported
Environment
Includes display of skillful &
creative use of technologies, (old &
recent) because that is what
naturally expected of us in the real
world, a technology-dominated
world. In the 21st century, we need
to be computer literate & fluent or
become helpless.

18. •These technology and integrated
skills are demonstrated by
students present answers they
have found to two or more
assigned problems or present the
group project they have worked
on for a purpose with the use of
various technologies.

19. 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.

20. Technology-Supported Classroom
•Maximizes the use of old and new
technology.
•Students are expected to demonstrate
learning with the use of both old and new
technology.
•Students may use transparencies & OHP
to demonstrate the learned skill of topic
presentation or may choose to use power
point presentation.

21. To assess their
manipulative skill, we
conduct direct
assessment with the
help of a scoring
rubric.

22. From the eyes of a constructivist
learning is an:
a) active constructive,
b) intentional, authentic and
c) cooperative process,
so should the ways in which we
assess learners and criteria that
we use to evaluate them.

23. Obviously the traditional
paper-and-pencil that
cannot assess this type
of learning.

24. “ If we believe that the
ways that we assess
learning should change,
so we need to rethink the
ways that we evaluate
learning, asserts. “
—Jonassen (1999)