This document discusses assessment in a constructivist technology-supported learning environment. It defines constructivist learning as connecting facts to form concepts and meaning, and seeing relevance to daily life, rather than just memorization. The document contrasts authentic assessment, which measures collective abilities through written, oral, and collaborative work, with performance or product assessment, which directly measures skills in real-world settings. It provides rubrics to assess student presentations based on organization, knowledge, graphics, mechanics, eye contact, and elocution.

1. Assessment in a Constructivist
Technology-Supported Learning

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

3. Objectives:
1. Define what is Constructivist Technology-Supported
Learning
2. Describe the difference between Authentic Assessment and
Project Assessment.

4. 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.

5. Authentic Assessment
and
Performance-based or Product
Assessment

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

7. 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 Students demonstrate
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 fails to
elaborate
Student is
uncomfortable with
information and is
able to answer only
rudimentary questions
Student does not have
graphs of information;
student cannot
answers questions
about subject
Graphics Student’s graphics
explain and reinforce
screen text and
presentation.
Student’s graphic
relate to text and
presentation.
Student occasionally
uses graphics that
rarely support text
and presentation.
Student uses
superfluous graphics
or no graphics

8. 4 3 2 1
Mechanics Presenting has no
misspelling or
grammatical errors
Presentation has no
more than two
misspellings and/or
grammatical errors
Presentations 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 read most of
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 can hear
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

9. Performance-based 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.

10. Assessing Activity
To what extent does the environment you have created promote manipulation of real-world
objects and observations based on these activities?
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.

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

12. Assessing Cooperation
To what extent does the environment you have created promote meaningful
interaction among students 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 result
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.

13. Assessing Authenticity
Complexity
The tasks learners face have been designed for schools.
The task learners face are embedded in theme-based units that cross disciplines
and present issues in context.
Students accept challenges as they exist in 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, asses results and
make predictions.

14. 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 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 the educators.
Learners are sometimes involved in the establishment of learning goals.
Learners are routinely responsible for developing goals.

15. Regulating Own Learning
Learner’s 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.

16. 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.

17. 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.

18. 1. Which form of assessment fits a constructivist technology-supported learning environment?
2. Choose a specific topic and the form of assessment that fits it.
Evaluation: