This document discusses assessment in constructivist and technology-supported learning environments. It defines constructivism as a theory where knowledge is generated through interactions between experiences and ideas. Constructivist classrooms focus on putting facts together to form concepts and make meaning, rather than on memorization. Assessment in these environments examines both learning processes and products, and uses higher-order thinking skills like application, analysis, and creation. It advocates for authentic assessment that measures skills like written expression, collaboration, and goal-setting, rather than just right answers. The document provides examples of rubrics to assess how well learning environments promote manipulation of real-world objects, cause learners to address cognitive dissonance, encourage social interaction and responsibility, and help learn

1. Prepared By:
Herli Ann R. Virador
Jomel Rey U. Vender

2. Assessment in a
Constructivist, Technology-
Supported Learning

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

4. TOPIC
RUBRIC
ASSESSING
ACTIVITY

5. CONSTRUCTIVISM
CONSTRUCTIVIST CLASSROOM
ASSESSMENT
ASSESSMENT PRACTICE
AUTHENTIC ASSESSMENT
TECHNOLOGY –SUPPORTED ASSESSMENT

6. Is a theory of knowledge that argues
that humans generate knowledge and
meaning from an interaction between
their experiences and their ideas.
During infancy, it was an interaction
between human experiences and
their reflexes or behavior-patterns.

7. In it 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.

8. The term ‘assessment’
refers to all those activities
undertaken by teachers,
and by their students in
assessing themselves, which
provide information to be
used as feedback to modify
the teaching and learning
activities in which they are
engaged.

9. 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 skill of working
with others. Such higher level form of assessment will
call for alternative forms of assessment.

10. Measures collective abilities, written and oral
expression skills, analytical skills, manipulative
skills, (like computer skills) integration,
creativity, and ability to work collaboratively.

14. 1.
2.
3.
4.
5.
Assessing Activity
Assessing Construction
Assessing Cooperation
Assessing Authenticity
Assessing Intentionality

15. -To what extent does the environment you have
created promote manipulation of real world
objects and observations based on this activities?

16. - To what extent does the environment you have
created cause learners to perceive puzzling
dissonance and form mental models to explain
the incongruity.

17. - To what extent does the environment you have created
promote meaningful interaction among students and
between students and experts outside of schools? To what
extent learners developing skills related to social
negotiations in learning to accept and share responsibility.

18. Assessing Authenticity
• Complexity
• High Order Thinking
• Recognizing Problems
• Right Answers

19. - 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 activities in terms of
how the activities related to the attainment of goals.
• Goals Directedness
• Setting on Goals
• Regulating on Learning
• Learning How to Learn
• Articulation of Goals as Focus of Activity
• Technology use in support of Learning
Goals

22. THANK YOU!!
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