The document discusses assessment practices in a constructivist, technology-supported learning environment, highlighting the inadequacy of traditional paper-and-pencil tests. It emphasizes the need for authentic assessments, such as performance and product assessments, to evaluate students' communication, analytical, and collaborative skills effectively. The use of scoring rubrics is encouraged to facilitate self-assessment and clearer standards for both educators and students.

1. TO BE PRESENTED BY
BARBON, CHARLIZE AND TESORERO, ANGEL
ASSESSMENT IN A
CONSTRUCTIVIST,
TECHNOLOGY-SUPPORTED
LEARNING

2. Learning OBJECTIVES
Understand the
definition ansd
purpose of
Assessment in a
Constructivist,
Technology-
Supported
Learning
01
Identify some of
the effective
type of
assessment
Id
List some
examples of
Scoring rubrics
in assessing the
learner;s
learning
04
Determine the
authentic forms
of assessment,
such as
performance
and product
assessment
02

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

4. "We should go beyond memorizing for tests and
we should not study only for a passing score and
a passing grade.”
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. What is A CONTRUCTIVIST
CLASSROOM?
In a constructivist classroom, 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. If this is what learning is
from the eyes of the constructivist, then definitely, the pure memorization
(sometimes without understanding) done for a mere recall test does not
jibe with such belief.

6. What is A CONTRUCTIVIST
CLASSROOM?
What then is the assessment practice that will be congruent with the
constructivist's thinking? It is a 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 skills of working with
others. Such a higher-level form of assessment will call for alternative
forms of assessment. The traditional paper-and-pencil test will prove to be
inadequate to measure basic skills integrated with higher-order-thinking
skills and social skills.

7. AUTHENTIC ASSESSMENT
Authentic assessment is most appropriate for the constructivist
classroom.
Authentic assessment measures collective abilities - written and
oral expression skills, analytical skills, manipulative skills (like computer
skills) integration, creativity, and ability to work collaboratively.
In authentic assessment, students perform real world tasks, thus
the word "authentic". It is an assessment of a process or a product.
That is why authentic assessment includes performance or product
assessment.

8. The performance is a reliable measure of skills learned and the product is a
proof of the acquisition of skills. These performances and products are
assessed. Again the mere paper-and-pencil test cannot evaluate these. So
what do we need? We need to observe and evaluate and, to do it more
objectively, with the aid of a scoring rubric.
You and your students may develop a rubric. It can be a collaborative
effort for both of you teachers 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
performance or products. In this case, much of the fear for tests gets
dispelled. Assessment is accepted as a natural and normal part of the
learning process.

9. What is A technology-supported
classroom
A 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. For instance, students may use
transparencies and OHP to demonstrate the learned skill of topic
presentation or may choose to use PowerPoint presentation.
Assessment in a technology-supported environment necessarily
includes display of skillful and creative use of technologies, old and
recent, because that is what is naturally expected of us in the real
world, a technology-dominated world. In the 21st century, we need to
be computer literate and fluent or we get lost or become helpless.

10. What is A technology-supported
classroom
These presentations need performance-based assessment or
product assessment. It is a direct assessment. We do not test their
computer and creative skills, their analytical and integrative skills by
way of a multiple-choice type of test nor test their computer skills
alone. Instead, we measure their computer skills directly in an
authentic or real-life setting.
To assess their manipulative skill, we conduct direct assessment with
the help of a scoring rubric.

11. From the eyes of a constructivist, learning is an active, constructive,
intentional, authentic, and cooperative process, so should the ways in
which we assess learners and the criteria that we use to evaluate them.
Obviously, the traditional paper-and-pencil that cannot assess this type
of learning.
.Assess learning as it is occurring. This is a process or performance
assessment.
How do we assess if our students have learned the constructivist's way of
thinking, behaving, and living? The rubric for understanding and improving
meaningful environments in Figure 34 may give you an idea?

12. Learner Interaction with Real-World
Objects
Little of the learner's time is spent engaged with tools and objects found outside
school.
learners are often engaged in activities involving tools and objects found outside
school.
Observation and Reflection
Students rarely think about or record the results of actions taken during activities.
Students often stop and think about the activities in which they are engaged.
Students share frequent observations about their activity with peers and
interested adults.
Learner Interactions
Students manipulated all or nearly all variables/ controls in the environment.
Students manipulated some variables and controls in the environment.
Students manipulated none of the variables or controls in the environment.
Tool Use
Students used no cognitive tools.
Students used some cognitive tools to support explorations/manipulations.
Students used nearly all cognitive tools effectively.
Assessing Activity
To what extent does the environment you have created promote manipulation of real-world
objects and observations based on these activities?
Figure 34

13. Dissonance/Puzzling Constructing Mental Models and Making
Meaning
Students engaged in learning activities because activities are
required, rather than being an intrinsic interest.
Learners rarely create their own understandings of how things
work.
Learners frequently seem to be operating based on a sincere
curiosity about the topic of study.
Learners are often expected to make sense of new
experiences and develop theories.
Learners are consistently striving to resolve disparity between
observed and on a sincere desire to know.
Learners routinely wrestle with new experiences, becoming
experts at identifying and solving problems.
Assessing Construction
To what extent does the environment you have created cause learners to perceive puzzling
dissonance and form mental models to explain the incongruity?

14. To what extent does the environment you have created promote meaningful interaction among students and
between students and experts outside of school? To what extent are learners developing skills related to
social negotiation in learning to accept and share responsibility?
Interaction among learners
• Little of the learners' time is spent gainfully engaged with other students
• Learners are often immersed in activities in which collaboration with peers results in success
Interaction with People Outside of School
• Little of the learners' time is spent gainfully engaged with experts outside of school.
• Learners are often involved in activities in which there is significant learning outside of school.
Social Negotiation
• Little evidence that learners work together to develop shared under- standing of tasks or of solution strategies.
• Learners are often observed in the process of coming to agreement on the nature of problems and on best courses of
action.
• Learners collaborate with ease. Negotiations become almost invisible, yet the ideas of all team members are valued.
Assessing Cooperation

15. Acceptance and Distribution of Roles and Responsibility
Roles and responsibilities are shifted infrequently; most capable learners accept more responsibility than the less capable.
Roles and responsibilities are shifted often, and such changes are accepted by both the most and least capable.
Students make their own decisions concerning roles and responsibilities, freely giving and accepting assistance as necessary.
Complexity
The tasks learners face has been designed for schools (i.e., separated into "subjects" and developed to simplify learning).
The tasks learners face is embedded in theme- based units that cross disciplines and present issues in context.
Students accept challenges as they exist in the real world. using languages, math, science, and technologies to accomplish important tasks.
High-Order Thinking
A large percentage of what is expected is memorization. Students are rarely asked to evaluate, synthesize, or create.
Students are often asked to develop ideas and solutions, often in groups, and demonstrate the abilities to create and reason.
Learners routinely generate hypotheses. conduct investigations, assess results, and make predictions.
Recognizing Problems
Students are not expected to be problem finders, but are instead expected to be able to solve occasional well-structured problems.
Students occasionally face ill-structured challenges and are expected to refine their problem as well as solve it
Students frequently face ill-structured challenges and develop proficiency in identifying and defining problems.
Right Answers
The "problems" presented to Learners tend to have "right answer correct" solutions that the students expected to eventually reach.
The problems presented are new to the learners, and generally involve complex solutions of Expected to eventually reach. varying quality, rather
than "right answers.”

16. Assessing Intentionality
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 activity in terms of
how the activities relate to the attainment of their goals?
Goal Directedness
Learners are often pursuing activities that have little to do with the attainment of specified goals.
Learners are generally engaged in activities that contribute to the attainment of specified goals.
Setting Own Goals
Learning goals are provided by educators.
Learners are sometimes involved in the establishment of learning goals
Learners are routinely responsible for developing goals.
Regulating Own Learning
Learners' progress is monitored by others.
Learners are involved as partners in monitoring and reporting progress toward goals.
Learners are responsible for monitoring and reporting progress toward goals.
Learning How to Learn
Little emphasis is placed on metacognition. There are few opportunities to discuss the learning process
with peers or educators.
The culture of the learning environment promotes frequent discussion of the processes and strategies
(both successful and unsuccessful) involved in learning.
Articulation of Goals as Focus of Activity
Learners don't see the relationship between the activities in which they are engaged and specified
learning goals.
Learners describe the activities in which they are engaged in terms that relate directly to the specified
learning goals.
Technology Use in Support of Learning Goals
The use of technology seems unrelated to the specified learning goals.
The use of technology contributes to the attainment of specified learning goals.
The use of technology makes a powerful contribution to the attainment of specified learning goals.

17. SUMMING UP
The traditional paper-and-pencil tests
are not adequate to assess learning in
a constructivist technology-
supported learning. The authentic
forms of assessment, such as
performance and product
assessment, are more reliable and
adequate to measure students'
communication, analytical, integrative,
evaluative, and collaborative skills.
In a technology-supported
learning environment, the
students are not only users of
technology products, but they are
also themselves are authors of
technology products. Scoring
rubrics are, therefore, a must in
assessment.

18. In a technology-supported classroom, the student learns from and with
technology. Technology is seen as a source of information that the
students learn from in the same way that you, the teacher, are a source
of information. The students master facts and concepts from technology
and with the aid of technology. Isn't this the essence of computer-assisted
instruction? Is it to assess the students' learning of information by way of
the traditional paper-and-pencil test? We caution the teacher, however, to
make his/her paper-and-pencil test as authentic as he/she can. We
combine the traditional paper-and-pencil test with authentic assessment
to assess analytical integrative and collaborative skills, skills that are
taught in a constructivist classroom.
SUMMING UP

19. THANK YOU!!!