Course Orientation: Discuss the Course Learning Objectives

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

3. CONSTRUCTIVISIM
-is a theory which explains how
people might acquire knowledge and
learn.
-People construct their own
understanding and knowledge of the
world, through experiencing things
and reflecting on those experiences.

4. CONSTRUCTIVIST CLASSROOM
-In a constructivist classroom, learning transcends
memorization of facts.
-It is putting these isolated facts together, form
concepts and make meaning out o them.
-It is connecting the integration o 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.
-CONSTRUCTIVIST TEACHER encourages student to
constantly assess how the activity is helping them gain
understanding.

5. CONSTRUCTIVIST CLASSROOM
-Constructivist classroom ideally become “expert
learners”.
-This gives students ever-broadening tools to keep
learning. With a well-planned classroom environment,
the students learn HOW TO LEARN.
-students find their ideas gaining in complexity and
power, and they develop increasingly strong abilities to
integrate new information.
-One of the teacher's main roles becomes to encourage
this learning and reflection process.

6. CONSTRUCTIVIST CLASSROOM
-Constructivism does not dismiss the active role of the
teacher or the value of expert knowledge.
-Constructivism modifies that role, so that teachers help
students to construct knowledge rather than to
reproduce a series of facts.

7. ASSESSMENT
-Is a process use by teacher in making some evaluation
which measures the student’s learning.
-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.

8. AUTHENTIC ASSESSMENT
-Is most appropriate for the constructivist classroom.
-It 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.
-The performance is a reliable measure of skills learned.
-Product is a proof of the acquisition of skills.
We need to observe and evaluate and to do it more
objectively, with the aid of scoring rubric.

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

12. TECHNOLOGY-SUPPORTED ASSESSMENT
-Includes display o skilful 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.
-These presentations need performance-based assessment
or product assessment. It is a direct assessment. It is
measure their computer skills directly in an authentic or
real-life setting.

13. TECHNOLOGY-SUPPORTED CLASSROOM
-Maximizes the use of old and new technology.
-To assess their manipulative skill, we conduct direst
assessment with the help of a scoring rubric.
-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 criteria that we use to evaluate them.
-Assess learning as it is occurring. This is process or
performance assessment.
-The rubric for understanding and improving meaningful
environment can give an idea.

14. Rubric for Understanding and Improving
Meaningful Learning Environments
1. Assessing Activity
* Learning interaction with Real-World Objects
* Observation and Reflection
* Learning Interaction
* Tool Use

15. Rubric for Understanding and Improving
Meaningful Learning Environments
2. Assessing Construction
* Dissonance / Puzzling
* Construction Mental Models and Making
Meaning

16. Rubric for Understanding and Improving
Meaningful Learning Environments
3. Assessing Cooperation
* Interaction among learners
* Interaction with People Outside of School
* Social Negotiation
* Acceptance and Distribution of Roles and
Responsibility

17. Rubric for Understanding and Improving
Meaningful Learning Environments
4. Assessing Authenticity
* Complexity
* High-Order Thinking
* Recognizing Problems
* “Right Answers”

18. Rubric for Understanding and Improving
Meaningful Learning Environments
5. Assessing Intentionally
* Goal Directedness
* Setting Own Goals
* Regulating Own Learning
* Learning How to Learn
* Articulation of Goals as a Focus of Activity
* Technology Use in Support of Learning Goals

20. -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
product, they themselves are authors of
technology product.
-Scoring rubrics are, therefore, a must in
assessment.