This document discusses constructivist assessment practices. It explains that in a constructivist classroom, learning goes beyond memorization to include higher-order thinking skills like application, analysis, evaluation and creation. Authentic assessment is most appropriate for measuring these skills, such as performance-based or product-based assessments that demonstrate integrated abilities. The document provides examples of rubrics that can be used to clearly establish standards and allow students to self-assess.

1. LESSON 17

8. Read and analyze the cartoon below.

9. In technology-supported
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.

10. 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.

11. In a constructivist
classroom learning
transcends memorization
of facts.

12. What then is the assessment
practice that will be congruent
with the constructivist’s
thinking?

13. 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.

14. We should go beyond
memorizing for tests and we
should not study only for a
passing score and a passing
grade.

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

16. 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.
- It is an assessment of a process or a
product.

17. - The performance is a
reliable measure of skills
learned
- Product is a proof of the
acquisition of skills.

18. 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

19. With scoring rubric,
standards are clearly set at
the beginning for the
teacher and the students and
with that rubric the
students can assess their
own products or

20. 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

21. Rubric for Understanding and Improving Meaningful Learning
Environments
ASSESSING ACTIVITY
Learning Interaction with Real-World
Objects
Observation and Reflection
Learning Interaction
Tool Use
ASSESSING CONSTRUCTION
Dissonance/Puzzling
Construction Mental Models and Making
Meaning

22. ASSESSING COOPERATION
Interaction Among Learners
Interaction with People Outside of
School
Social Negotiation
Acceptance and Distribution of Roles
and Responsibility
ASSESSING AUTHENTICITY
Complexity
High-Order Thinking
Recognizing Problems
“Right Answers”

23. ASSESSING INTENTIONALITY
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