Chapter 9: Module 13
Assessing Constructive Learning and Problem Solving With Technology
While it is important to plan meaningful learning activities, it is also important to develop systematic assessment that will be used to evaluate the learning experiences. Chapter 9 clearly outlines information to help educators develop authentic and performance assessment. According to the reading, “Performance assessment refers to the process of assessing a student’s skills by asking the student to perform tasks that require those skills” (p.228). It is important to note that, “Rather than assessing an activity that is completely separate from the activity that learners engage in, we assess the product of that very same learning activity; we assess the learners’ performance” (p. 228). The reading has allowed me to recognize the importance of quality assessment. The chapter also focuses on the importance of technology rubrics. We busy ourselves with developing technology based activities for our classroom, but should also consider that an assessment tool should be intertwined with each activity.
The term rubric is not new to me. I have been using rubric as an assessment tool in my classroom. It provides me with a systematic way to track students learning. The rubric clearly outlines codes and expectations that learners need to meet in order to satisfy requirements of a subject or task. I have taken courses and was granted grades that did not reflect my understanding of the material. Some instructors often fail to indicate where a student did not demonstrate a clear understanding of course material. I think all educators should develop meaningful way for students to track their own learning. I especially like that the chapter outlined characteristics of a good rubric. It is important to include important elements of what needs to be developed. As well, it is wise to include a rating scale. This will allow learner to complete task at an exceptional level. There should also be a clear distinction between each scale. For example, the difference between ‘good’ and ‘excellent’ should be obvious.
Some institutions have developed rubrics to track learning. The rubrics help parents, teachers and students to track learning. The process is deemed effective as it communicates clearly. Thus, “The feedback their use provides serves as an important baseline for reflection by both learners and educators” (p. 231-232). I wonder how many instructors have used rubrics to assess the effectiveness of a rubric. I like that this task was outlined in the reading. Assessing a rubric is as important as developing a rubric. To gain ‘power’ offered by rubrics, educators should consider tips found on page 236 of the text. In essence, assessing constructivist use of technology is key. I believe that rubrics can be used as an effective learning tool when it is develop by learners and educators.
While it is important to plan meaningful learning activities, it is also important to develop systematic assessment that will be used to evaluate the learning experiences. Chapter 9 clearly outlines information to help educators develop authentic and performance assessment. According to the reading, “Performance assessment refers to the process of assessing a student’s skills by asking the student to perform tasks that require those skills” (p.228). It is important to note that, “Rather than assessing an activity that is completely separate from the activity that learners engage in, we assess the product of that very same learning activity; we assess the learners’ performance” (p. 228). The reading has allowed me to recognize the importance of quality assessment. The chapter also focuses on the importance of technology rubrics. We busy ourselves with developing technology based activities for our classroom, but should also consider that an assessment tool should be intertwined with each activity.
The term rubric is not new to me. I have been using rubric as an assessment tool in my classroom. It provides me with a systematic way to track students learning. The rubric clearly outlines codes and expectations that learners need to meet in order to satisfy requirements of a subject or task. I have taken courses and was granted grades that did not reflect my understanding of the material. Some instructors often fail to indicate where a student did not demonstrate a clear understanding of course material. I think all educators should develop meaningful way for students to track their own learning. I especially like that the chapter outlined characteristics of a good rubric. It is important to include important elements of what needs to be developed. As well, it is wise to include a rating scale. This will allow learner to complete task at an exceptional level. There should also be a clear distinction between each scale. For example, the difference between ‘good’ and ‘excellent’ should be obvious.
Some institutions have developed rubrics to track learning. The rubrics help parents, teachers and students to track learning. The process is deemed effective as it communicates clearly. Thus, “The feedback their use provides serves as an important baseline for reflection by both learners and educators” (p. 231-232). I wonder how many instructors have used rubrics to assess the effectiveness of a rubric. I like that this task was outlined in the reading. Assessing a rubric is as important as developing a rubric. To gain ‘power’ offered by rubrics, educators should consider tips found on page 236 of the text. In essence, assessing constructivist use of technology is key. I believe that rubrics can be used as an effective learning tool when it is develop by learners and educators.