Lesson 17: Assessment in a Constructivist, Technology-Supported Learning

Lesson 17: Assessment in a Constructivist, Technology-Supported Learning

WHAT IS CONSTRUCTIVIST THEORY?

Constructivist theory  is a theory to explain on how knowledge is constructed in the human being 

when b information  comes into contact  with  existing   knowledge  tha t has been developed    by

 experiences.  Constructivism  as  a  theory  of  learning  has   existed  for  over  one  hundred years

 but has no been widely accepted or applied in public schools.this theory is just a posed of

 behavioral theory. 

WHAT IS TECHNOLOGY-SUPPORTED LEARNING?

It is used to encourage students especially in facilitating student centered  learning activities.

 It  is  more  than  technology enhance instruction. It recognizes that learning is supported in 

many different ways, even if there is no formal teaching involve.

Students study and learn based on the way they are tested. The type of assessment anticipated 

appears  to  influence  how and what they learn. therefore, the quickest way to change the way 

students learn is to change the way learning is assessed.

 In a technology-supported classroom, the student learns from and with the technology. 

Technology is seen as a source of information that the students learn from in the same

 way  that  the  teacher  are  the  source of information.. the students master facts from

 the concepts from technology and with the aid of technology.

• ·         For example, when a teacher is engaging students in a learning opportunity, the instructor begins to question. The process of questioning not only interests students in a topic, but also gives the instructor an idea of the amount of prior knowledge a learner will bring to the experience.
• ·         During the exploring stage, "...students’ inquiry process drives instruction during an exploration." Driving instruction is one purpose of assessment, whether in a traditional or constructivist classroom.
• ·         During the explain stage, communication occurs between student and teacher. At this point, an instructor can input more information or points of inquiry as needed; again they are actively assessing. Also during the explain stage, artifacts become available that demonstrate concrete evidence of student understanding.
• ·         When students begin to elaborate on their ideas and observations, possible avenues of future research can develop.
• ·         Therefore, evaluation as a stage is not meant to be solitary and final, but a constant in each stage of constructivist learning (Miami Museum of Science, 2001).

Principle Tools and Methods Used in Constructivist Assessment

Similarities and Differences Between Constructivist and 
Traditional Assessment

Similarities

• ·         Both types of assessment can take on a variety of formats: paper and pencil, physical hands on experience, or some type of exchange.
• ·         The phrasing and use of critical thinking terminology in questioning can also be similar.
• ·         Instructors in traditional classroom also use assessments in order to plan lessons and develop activities.

Differences

• ·         Responses to traditional questions will also require more than a 'yes' or 'no' answer. However, the idea that interactive feedback occurs between evaluators and learners as well as the concept of judging the active construction of thinking as well as the outcome are greater priorities to the constructivist assessor than a traditional method of evaluation.
• ·         Another difference lies in the support of standardized testing. Traditional learning environments support standardized testing and make many educational decisions off of those scores. Constructivists have a very negative view of this particular testing vehicle. Constructivists prefer that assessments have more of a 'real-life' application. The types of assessment preferred by constructivists would be: authentic, performance, or portfolio assessment. These types of assessment, according to Reeves & Okey, require more genuine thought from the learner and provide a more stimulating form of evaluation than traditional classroom testing.