Assessment in a Constructivist, Technology-Supported Learning
CHAPTER 17.
"Complex learning cannot be assessed or evaluated using any single measure. We must examine both the processes and products of student learning."
Constructivists view
assessment as a process that involves both the instructor and the student.
Educators who prefer to use constructivist methods and principles in evaluating
student work have several different avenues to choose from that can help
enhance the learning experience of students. Similarities between
constructivist and traditional methods of assessment do exist. Even though
constructivists continue to research and experiment with more interactive,
experience based assessments, the more traditional methods still prevail and
are being used in classrooms as the predominant means of assessment.
Principles of
Assessment in a Constructivist Classroom
One principle of
assessment in a constructivist classroom is not to isolate evaluation as a
single exercise. Constructivists often see learning as a cyclical process.
Since the shape of a circle has no beginning and no end, then the mark of where
to assess could become blurry. Constructivists do not see assessment as an
ending activity, but rather an ongoing process that helps the student continue
to learn.
Another principle of
constructivist assessment: not having the instructor as the only source of
assessment. Many constructivists encourage self-reflection as a means of
assessment, or encourage students to exchange evaluations of each other’s work.
When assessing, no matter who the evaluator is, many constructivists encourage
an assessment of how the learner is thinking rather than just the outcome. In
assessing, a constructivist's goal is to help the learner acquire knowledge,
not make the learning process laborious and undesirable. Therefore, it is
important to have a non-critical attitude as one evaluates in a constructivist
format.
Principle Tools and
Methods Used in Constructivist Assessment
When constructivists
assess students, they prefer 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. Teachers can initiate a wide variety of verbal
discussions such as interviews, debates, knowledge telling, co-investigations,
or dramatizations. In constructivist evaluation, observation does not only mean
listening to a student for comprehension of a concept, but a physical
assessment of the whole child as well. When observed, a constructivist
instructor will note physical stance and expression. KWL Charts (and other such
baseline assessments), Mind mapping, portfolios, checklists, investigative
projects, paper and pencil tests, and performance tasks are also often used to
evaluate work in a constructivist frame. Many of the Web 2.0 tools can be
integrated into constructivist teaching and assessment, including blogging,
podcasting and audio sharing, social networking, video sharing, wiki creation,
web authoring.
REFLECTION
This
chapter help us to understand that the constructivist method it give the
advantage to the learning process of the learner’s .Also it is a big factor by
assessing the learning of the learner’s.
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