Educational Technology

1
Biyernes, Oktubre 14, 2016

Lesson 17: Assessment in a

Constructivist, Technology Supported
Learning

 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 that has been developed by experiences.
 Constructivism as a theory of learning has existed for over one hu
ndred years but has not been widely accepted or applied in public schools.
This theory is just a posed of behavioral theory.

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 ay 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

a. 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.

b. 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. 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.

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