Assessment
in a Constructionist, a Technology-Supported Learning
Abstraction
From
the conversation we gather that some students:
· Memorize
very much for the test.
· Study
only for passing score and a passing grade.
The questions
we raise are: “is it really bad to memorize for the test?” and is it not good
to study for a score and for a grade? The answer to both questions is a NO .
Authentic
assessment is most appropriate for the constructive 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.
In
authentic assessment, students perform real world tasks, thus the word
“authentic” assessment includes performance or product assessment.
· You
and your students may develop a rubric. It can be a collaborative effort for
both of you- teacher and students- in line with the practice of self-assessment,
which is highly encourage. In fact with scoring rubric, standards are clearly
set at the beginning for you and your students.
· Assessment
in a technology-supported environment necessarily includes display of skillful
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 21 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.
· We
do not test their computer and creative skills, their analytical and
integrative skills by way of a multiple-choice.
· A
technology-supported classroom maximizes the use of old and new technology,
students are expected to demonstrate learning with the use of both old and new
technology.
· Students
may use transparencies OHP to demonstrate the learned skill of topic
presentation.
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