This document discusses key aspects of constructivist learning and assessment. It defines constructivism, technology-supported learning, and authentic assessment. It discusses how assessment should be used in a constructivist classroom to measure higher-order skills like collaboration, problem-solving, and goal-setting. Traditional paper tests are inadequate for constructivist learning, which requires authentic forms of assessment like performance and product assessments scored with rubrics.

2. 1. DEFINE THE TERMS CONSTRUCTIVIST
, ASSESSMENT , TECHNOLOGY AND
LEARNING.
2. DEFINE WHAT IS CONSTRUCTIVIST
TECHNOLOGY-SUPPORTED LEARNING.
3. DISCUSS THE AUTHENTIC
ASSESSMENT.
4. DISCUSS THE ASSESSMENT USE IN A
CONSTRUCTIVIST’S CLASSROOM.
5. DISCUSS THE BENEFITS OF
CONSTRUCTIVISM.

4. DEFINITION

5. DEFINITION

6. DEFINITION

7. DEFINITION

8. 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 form 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.

9. Learning transcends memorization
of facts

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

12. 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?
Dissonance/Puzzling
Students engaged in learning Learners frequently seem to Learners are consistently
learning activities because be operating based on sincere striving to resolve disparity
activities are required, curiosity about the topic of between observed and
on
rather than being an study. a sincere desire to know.
intrinsic interest.
Constructing Mental Models and Making Meaning
Learners rarely create their own Learners are often expected Learners routinely wrestle
understandings of how things to make sense of new with new experiences,
work. experiences and develop becoming experts at
theories. identifying and solving
problems.

13. Assessing Cooperation
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 learner’s time is Learners are often immersed
spent gainfully engaged with in activities in which
collaboration
other students. with peers results in success.
Interaction with People Outside of School
Little of the learner’s time is Learners are often involved in
activities
spent gainfully engaged with in which there is significant
learning
experts outside of school. outside of school.

14. Assessing Cooperation
Social Negotiation
Little evidence that learners Learner’s are often observed Learners collaborate with
ease.
work together to develop in the process of coming to Negotiations become almost
shared understanding of tasks agreement on the nature of invisible, yet the ideas of all
or of solution strategies. problems and on the best team members are valued.
courses of action
Acceptance and Distribution of Roles and Responsibility
Roles and responsibilities are Roles and responsibilities are Students make their own
shifted infrequently; most shifted often, and such changes decisions concerning roles
capable learners accept more are accepted by both the most and responsibilities, freely
responsibility than the less and least capable. giving and accepting
capable. assistance as necessary.

15. Assessing Authenticity
Complexity
The tasks learners face The tasks learners face are Students accept challenges as
have been designed for embedded in theme-based they exist in real world using
schools (i.e. separated into units that cross disciplines and languages, math science, and
“subjects” and developed present issues in context. technologies to accomplish
to simplify learning). important tasks.
High-Order Thinking
A large percentage of what Students are often asked Learners routinely generate
is expected is memorization. to develop ideas and solutions, hypotheses, conduct
Students are rarely asked to often in groups, and demonstrate investigations, assess results,
evaluate, synthesize, or create. the abilities to create and reason. and make predictions.
Recognizing Problems
Students are not expected Students occasionally face Students frequently face
to be problem finders, but ill-structured challenges and ill-structured challenges and
are instead expected to be are expected to refine their develop proficiency in
able to solve occasional problem as well as solve it. identifying and defining problems.
well-structured problems.
“Right Answers”
The “problems” presented to learners The problems presented are new to learners,
tend to have “right answers”, “correct” and generally are involve complex solutions of
solutions that the students are varying quality, rather than “right answers”.
expected to eventually reach.

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 ho the activities relate to the attainment of their goals?
Goal Directedness
Learners are often pursuing activities Learners are generally engaged
that have little to do with the attainment in activities that contribute to the
of specified goals. attainment of specified goals.
Setting Own Goals
Learning goals are provided Learners are sometimes Learners are routinely
responsible
by educators. involved in the establishment for developing goals.
of learning goals.
Regulating Own Learning
Learners’ progress is monitored Learners are involved Learners are responsible
by others. as partners in monitoring for monitoring and reporting
and reporting progress progress toward goals.
toward goals.

17. Learning How to Learn
Little emphasis is placed on metacognition. The culture of the learning environment
There are few opportunities to discuss promotes frequent discussion of the
the learning process with peers or educators. processes and strategies (both
successful
and unsuccessful) involved in learning.
Articulation of Goals as Focus of Activity
Learners don’t see the relationship Learners describe the activities in which
between the activities in which they they are engaged in terms that relate
are engaged and specified learning directly to the specified learning goals.
goals.
Technology Use in Support of Learning Goals
The use of technology seems The use of technology contributes The use of technology
makes
unrelated to the specified to the attainment of specified a powerful contribution
goals. learning goals. to the attainment of
specified learning goals.

18. SUMMARY
•In a constructivist, technology-supported learning, the
traditional paper-and-pencil tests are not adequate to assess
learning.
•To measure the students' communication, analytical,
integrative, evaluative and collaborative skills, authentic
forms of assessment such as performance and product
assessment are more reliable.
•Scoring rubrics are a must in assessment.
•As a teacher we must formulate some strategy and
technique so that the discussion would be an interesting one
for our student.

19. THANK YOU !!!