Chapter 9 Assessing Constructive Learning and Problem Solving With Technology Reference: Jonassen, D. H., Howland, J., Moore, J, & Marra, R. M. (2003). Learning to solve problems with technology: A constructivist perspective, 2nd edition. New Jersey: Prentice-Hall. Reporter: Report Date:2003/12/1

Assessing Meaningful Learning: Authentic and Performance Assessment Meaningful learning ( problem-solving / authentic ) authentic assessment / performance assessment Performance assessment: The process of assessing a students skills by asking the student to perform tasks that require those skills. 1.Students must conduct a response or a product. 2.

Alternative assessment: Assessment that are in opposition to standardized achievement tests and to objective test item formats. Authentic assessment: Closely related to performance assessment and tasks are meaningful and directly related to real task that they may need to perform in the future. Assessing Meaningful Learning: Authentic and Performance Assessment(Cont.)

Assessing Performance and Constructive Learning With Technology : Rubrics Rubric is generally represented as a set of scales used to assess a complex performance and to provide rich information used to improve performance. ex:rubric of oral presentation elements scales ratings

Assessing Performance and Constructive Learning With Technology : Rubrics(Cont.) Characteristics of a good rubric: 1.All important elements are included. 2.Each element is unidimensional. 3.Ratings are distinct,comprehensive,and descriptive. 4.Communicates clearly with both students and parents. 5.Provide rich information about the multiple aspect of the performance and avoids the temptation to create a summary score.

Heuristics for developing an effective rubric : –For each element : 1.Define the element : to achieve the stated objectives. 2.Define the rating scale : element rating scale 3.Define the meaning of each scale item : action- / behavior-oriented term –All aspects should be focus on proving useful feedback to students that will help them to improve performance. Assessing Performance and Constructive Learning With Technology : Rubrics(Cont.)

A Rubric for Assessing the Effectiveness of a Rubric Element : All important elements are identified and unidimensional. Ratings : All important ratings are identified, distinct and unidimensional. Clarity : 1.All students and parents will understand. 2.provide lots of specifics to facilitate development. 3.Resist temptation of generic scales and summarized.

Using Assessment Rubrics Develop rubrics collaboratively with learners. Encourage learners to use the rubrics to guide them during learning process. View rubrics as providing information which can be used to select learning activities. View rubrics as powerful tool in your own professional development. Assess the quality and power of the learning environments you create,as well as the progress of individuals.

Assessing active learning Assessing constructive learning Assessing intentional learning Assessing authentic learning Assessing cooperative learning Assessing Constructivist Uses of Technology

Assessing active learning Active learning : technology-based

Assessing Constructivist Uses of Technology(Cont.) Assessing constructive learning Constructive learning : Learners articulate what they know and have learned and reflect on its meaning and importance in large social and intellectual context.

Assessing Constructivist Uses of Technology(Cont.) Assessing intentional learning Intentional learning : Learners determine their own goal and regulate and manage their activities.

Assessing Constructivist Uses of Technology(Cont.) Assessing authentic learning Authentic learning : learners examine and attempt to solve complex, ill-structured,and real world problems.

Assessing Constructivist Uses of Technology(Cont.) Assessing cooperative learning Cooperative learning : Learners collaborate with others and socially negotiate the meanings they have constructed.

Assessing Problem Solving With Technology Assessing information searching Assessing modeling Assessing decision making Assessing designing

Assessing Problem Solving With Technology Assessing information searching

Assessing Problem Solving With Technology(Cont.) Assessing modeling

Assessing Problem Solving With Technology(Cont.) Assessing decision making

Assessing designing Assessing Problem Solving With Technology(Cont.)