LESSON 17

Read and analyze the cartoon below.

 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.
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.
 In a constructivist
classroom learning
transcends memorization
of facts.
 What then is the assessment
practice that will be congruent
with the constructivist’s
thinking?
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.
 We should go beyond
memorizing for tests and we
should not study only for a
passing score and a passing
grade.
The traditional paper-pencil test
will prove to be inadequate to
measure basic skills integrated
with higher-order-thinking skills
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.
- The performance is a
reliable measure of skills
learned
- Product is a proof of the
acquisition of skills.
 4 3 2 1

organization Student presents Student presents Audience has difficulty Audience cannot
information in a logical, information in a logical following presentation understand presentation
interesting sequence that sequence that the audience because student does not because there is no
the audience can follow. can follow consistently use a logical sequence of information.
sequence.

Subject Knowledge Student demonstrates full Student is at ease and Student is uncomfortable Student does not have
knowledge (more than provides expected answers with information and is able graphs of information;
required) by answering all to all questions but falls to to answer only rudimentary student cannot answer
class questions with elaborate. questions. questions about subject.
explanations and
elaboration.

Graphics Student’s graphics explain Student’s graphics relate to Student occasionally uses Student uses superfluous
and reinforce screen text text and presentation. graphics that rarely support graphics or no graphics.
presentation. text and presentation.

Mechanics Presentation has no Presentation has no more Presentation has three Student’s presentation has
misspelling or grammatical than two misspelling and/or misspellings and/or four or more spelling errors
errors. grammatical errors. grammatical errors. and/or grammatical errors.

Eye contact Student maintains eye Student maintains eye Student occasionally uses Student reads all of report
contact with audience, contact most of the time eye contact but still reads with no eye contact.
seldom returning to notes. but frequently returns to most report.
notes.

Elocution Student uses a clear voice Student’s voice is clear. Student’s voice is low. Student mumbles,
and correct precise Student pronounces most Student incorrectly incorrectly pronounces
pronunciation of terms so words correctly. Most pronounces terms. terms, and speaks too
that all audience members audience members have Audience members have quietly for students in the
can hear presentation difficulty hearing difficulty hearing back of class to hear.
presentation presentation.

SCORING RUBRIC:
Figure 32. Multimedia and Performance Rubric
 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
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
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
 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”
 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