“complex learning cannot be assessed or evaluated using any single measure. We must examine both the processes and products of student learning”
Abstraction
•Memorize very much for the test
•Fit their style of test preparation to the kind of test and
•Study only for passing score and a passing grade.
In a constructivist classroom, learning transcends memorization of facts.
•It is putting these isolated fact together, from concepts and construct meaning from 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.
What then is the assessment practice that will be congruent with the constructivist’s thinking?
•It is a higher level from of assessment that will require the display of the
• writing and
• speaking,
• computing and the more
• analyzing,
• integrating and
•creating,
• critiquing and
•evaluating and the social skills of working with others. Such higher level form of assessment will call for alternative forms of assessment.
Authentic assessment is most appropriate for the constructivist classroom.
(you will learn more about authentic assessment in your two subjects on assessment).
.•It is an assessment of a process or a product. That is why authentic assessment includes performance or product assessment.
vThe performance is a reliable measure of skills learned and
vthe product is a proof of the acquisition of skills.
•These performance and product are assessed. Again the mere paper-and –pencil test cannot evaluate these. So what do we need?
•We need to observe and evaluate and, to do it more objectively, with the aid of a scoring rubric. (You will be taught how to make a scoring rubric in your assessment courses.) for now it may be sufficient to see a sample of a scoring rubric to get an idea of what it is about and to see its place in assessment.
Abstraction
•Memorize very much for the test
•Fit their style of test preparation to the kind of test and
•Study only for passing score and a passing grade.
In a constructivist classroom, learning transcends memorization of facts.
•It is putting these isolated fact together, from concepts and construct meaning from 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.
What then is the assessment practice that will be congruent with the constructivist’s thinking?
•It is a higher level from of assessment that will require the display of the
• writing and
• speaking,
• computing and the more
• analyzing,
• integrating and
•creating,
• critiquing and
•evaluating and the social skills of working with others. Such higher level form of assessment will call for alternative forms of assessment.
Authentic assessment is most appropriate for the constructivist classroom.
(you will learn more about authentic assessment in your two subjects on assessment).
- q 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. That is why authentic assessment includes performance or product assessment.
vThe performance is a reliable measure of skills learned and
vthe product is a proof of the acquisition of skills.
•These performance and product are assessed. Again the mere paper-and –pencil test cannot evaluate these. So what do we need?
•We need to observe and evaluate and, to do it more objectively, with the aid of a scoring rubric. (You will be taught how to make a scoring rubric in your assessment courses.) for now it may be sufficient to see a sample of a scoring rubric to get an idea of what it is about and to see its place in assessment.
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