Lesson 7

Evaluation of
Technology
Learning

The standard student evaluation of

learning must change. This is justified

by the fact that not only has the new
generation changed into digital
learners, but the traditional world has
metamorphosed into digital world.
As efforts are exerted to go digital in
instruction, we need also to go digital
in learning assessment.
Assessment needs to conform, not
with the literacy of the 21st century.
This is a literacy that uses digital

Teachers must adopt a new mindset

both for instruction and evaluation.

Evaluation
must be geared to
assessment of essential knowledge
and skills so that learners can
function effectively, productively, and
creatively in new world.
It must use evaluative tools that
measure the new basic skills of the
21st century digital culture namely:
solution fluency, information fluency,
collaboration
fluency,
creative

The above six fluencies reflect process

skills. In reading, for example, single text

reading
becomes
less
important
compared
with
the
empowerment
process of being imbibed by varied
informative, educational and recreational
literature textual, audiovisual, digital.
Apart from reading, learners are asked to
engage in the process of writing reports,
essays, articles, stories, power- point
presentations, video scripts, drama skits,
etc.

The

standard
paper
tests
will
prove
inadequate in assessing new learning. As
students engage in the problem- solving
process, assessment will also need to focus on
the 4 Ds (define, design, do debrief) that
empower students to solve problems using
higher- level theoretical and practical thinking.
As product- outcome learning changes from
verbaltextual
to
digital
expressions
( research- based output in various forms such
as audio, video, power- point, multimedia,
etc.) evaluation must also change.