This document discusses assessment in constructivist, technology-supported learning environments. It describes how constructivist assessments allow for dialogue with learners or observation of how students develop knowledge. Authentic assessments measure skills like written and oral expression, analysis, integration, creativity, and collaboration. Performance-based assessments directly demonstrate integrative skills when students present solutions to problems or group projects. Rubrics are provided for assessing learning activities, construction of knowledge, cooperation, authenticity, and intentionality in constructivist environments.

1. Submitted by:
Rose Ann Montellano
BEED II-A
Submitted to:
Ms. Mary Gene Panes
Professor

2. Assessment in a
Constructivist, TechnologySupported Learning

3. 


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.

4. 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.

5. 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.

6. Authentic Assessment
-measures collective
abilities written and oral
expression skills, analytical
skills (like computer skills)
integration, creativity, and
ability, and ability to work
collaboratively.

7. MULTIMEDIA Project and
Performance Rubric
Organization
Subject Knowledge
Graphics
Mechanics
Eye Contact
Elocution

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. 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

10. 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

11. 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