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Complex Learning Cannot Be Assessed or Evaluated Using Any Single Measure

This document discusses assessment in a constructivist classroom. It states that complex learning cannot be assessed by a single measure, and that both the processes and products of student learning must be examined. It advocates for authentic assessment that requires students to perform real-world tasks and utilize technology. The document argues that in a constructivist classroom, learning goes beyond memorization to putting facts together to form concepts and make meaning. It also states that assessment in a technology-supported environment should evaluate students' manipulative skills with technology.

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Jessa Mae David Tuazon
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506 views4 pages

Complex Learning Cannot Be Assessed or Evaluated Using Any Single Measure

This document discusses assessment in a constructivist classroom. It states that complex learning cannot be assessed by a single measure, and that both the processes and products of student learning must be examined. It advocates for authentic assessment that requires students to perform real-world tasks and utilize technology. The document argues that in a constructivist classroom, learning goes beyond memorization to putting facts together to form concepts and make meaning. It also states that assessment in a technology-supported environment should evaluate students' manipulative skills with technology.

Uploaded by

Jessa Mae David Tuazon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Complex learning cannot be assessed or evaluated using any single measure.

We
must examine both the processes and products of student learning.
Traditionally, students are used to assessment by means of paper-and-pencil test
where they are only required to memorize their respective lessons. However, it is
necessary to engage students to a more meaningful learning - that is going beyond
memorizing the lessons. Students should not study only for the sake of attaining a
passing score and a passing grade. Learning in a constructivist classroom
environment transcends memorization of facts. The type of assessment to be used in a
constructivist classroom should be adequate to measure higher-order-thinking skills.
Hence, higher level forms of assessment are to be used in this particular situation.
Authentic assessment is most appropriate for the constructivist
classroom. (Brenda B. Corpuz, Ph. D. and Paz I. Lucido, Ph. D.) From the word itself
authentic, this form of assessment requires students perform real world tasks. A
technology-dominated world requires the skillful and creative utilization of both old
and recent technologies which will be the basis for the assessment in a technologysupported environment. A technology-supported classroom maximizes the use of old
and new technology. Constructivists view learning as an active, constructive,
intentional, authentic and cooperative process. If we believe that the ways that we
assess learning should change, so we also need to rethink the ways that we evaluate
learning. (Jonassen, 1999)
Students in a technology-supported learning environment are not just the users of
technology product but they themselves are the authors of technology product.

In a constructivist classroom, learning transcends memorization of facts. These facts should


be put together, form concepts and make meaning out of them. Facts and Concepts
interconnect each other to daily life.
Nowadays, people need to be computer literate and fluent or else we get lost or
become helpless.
By using transparencies and OHP to demonstrate the assigned topic/title or by the
use of a PowerPoint presentation. therefore, learning is active, constructive, intentional,
authentic, realistic, reliable, concise and cooperative process. To assess students
manipulative skill, conduct a direct assessment with the help of a SCORING RUBRIC.

CHAPTER 10:
Demonstration us showing how a thing is done emphasizing the salient merits, utility and
efficiency of a concept, a method or a process or an attitude.
It is beat for the expert demonstrator to assume that this evidence knows nothing or a little
about what he is intending to demonstrate for him to be very through, clear detailed in his
demonstration even to a point of facing the risk of being repetitive.
A good demonstrator is an audio-visual presentation. It is not enough that the teacher talks.
To be effective, his/her demonstration must be accompanied by some visuals.
To plan and prepare demonstration, we first determine our goals, the materials we need, our
steps, and rehearse.
In the actual conduct of the demonstration itself we see to it that we:
1. get and sustain the interest of our audience
2. keep our demonstration simple, focused, and clear
3. do not hurry nor drag out the demonstration
4. check for understanding in the process of demonstration
5. conclude with a summary, and
6. hand out written materials at the end of the demonstration
Lesson 11 - Making the Most of Community Resources and Field Trips
Field trip offers an excellent bridge between the work of the school and the work of the world
outside. It is conducted to observe an event that is unavailable within the classroom and
introduces concrete and rich experiences which are fundamental to learning that last.
Historical and scenic spots, museums, zoos, botanical garden and places of exhibits are some
of the community resources that can be a good destination for field trips. Other community
resources can be people themselves such as parents, senior citizens and other member of the
community. However, we should consider the expenses and the validity of the field trip and the
assurance of the security in this kind of activity. Planning and preparation for the field trip is
very essential, it includes discussions and decisions on what you are going to do before, during
and after the field trip.

Lesson 12 - The Power of Film, Video, and TV in the Classroom


Film, Video and TV are good and powerful instructional tools in learning if they are used
appropriately. They can make the process of teaching and learning more concrete, colorful,
lively and interactive. The visual, audio and motion effects helps to a more lasting learning.
However, like other kinds of technologies and instructional tools, if the film, video and TV are
misuse and abuse on their uses in the classroom and even at home it could damage or affect
the childrens imaginative and thinking powers and even sensitivity about human life. It is
really important to balance the use of these instructional tools for a more meaningful teaching
learning process.

Lesson 13 - Teaching with Visual Symbols


Visual symbols such as drawings, cartoons, strip drawing (comic strip) diagram, map, chart,
and graph plays a significant role for the people particularly for the students and teachers.
Why? Simply because with the use of these visual symbols, it could cater the visual needs of the
students like, they learned better if the teacher will present a graph or drawing that is
regarding to the topic being discussed. And it also serves as a motivation in the presentation of
the lesson.
Imagine the world without these symbols, can we still learned better about a topic? Or
can we still express our imaginative ideas? Then its a no answer.
Visual symbols may be used in different ways and in different sequence of the lesson
depending on your purpose. But for you, to make these visual symbols more effective and
more realistic, you ought to practice or to be skilled more at making them.
Lesson 14 - Maximizing the Use of the Overhead Projector and Chalkboard
The most available equipment that is still being used by people today is the chalkboard
because this can be always seen in every classroom.
And the second one is an overhead projector which is adaptable equipment that is quite
common today. All we have to do to make our instructional objectives attainable is to learn
how to use them properly and conveniently. How? By knowing the different techniques like the
Dos and Donts when using the chalkboard and Overhead Projector (OHP).
Adopting them to our teaching- learning process is far more effective than the used of
the traditional one.
Lesson 15 - Project-Based Learning and Multimedia: What Is It?
Project- based multimedia learning is a teaching method in which students acquire new
knowledge and skills in the course of designing, planning and producing multimedia product.
It is a value added in teaching and as well as a powerful motivation.
Project- based multimedia learning does not only involve use of multimedia for learning. Its
about engaging the students to end up with a multimedia product to show what they learned.
They are not only learning the content but they are now the author of the multimedia product
at the end of the learning process. The students work collaboratively over an extended time
frame. They are now employing their life skills and as well as decision making. With that, the
students are learning and also integrate multimedia in their learning.

Lesson 16 - Using the Project-Based Multimedia Learning as a


Teaching Strategy
Nowadays, project- based multimedia is imparted as a teaching strategy in teaching students. The
effective use of project- based multimedia learning requires thorough planning. In planning, it should
involve clarifying the goals and objectives, determining how much time is needed and extent of students
involvement in decision making, setting up forms of collaboration, identifying and determining what
resources are needed and deciding on the mode to measure what students learn.
The various phases of the project include: before the project starts, introduction of the project,
learning the technology, preliminary research and planning, concept design and storyboarding, first
draft production, assessing, testing and finalizing presentations, and concluding act.

With this strategy, it enables our students to remember and understand better content as they
perform real- world tasks such as researching for answers to problems, analyzing, assessing, making
decisions and working with others.

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