Constructivism is a theory of learning that holds that learners learn by actively constructing meaning by interacting with their environment and incorporating new information into their existing knowledge base. Interaction and cooperation are considered essential to provide motivation, support, modelling and coaching. Implicit in the theory is that delivery systems, including assessment, should support these organic patterns of learning rather than imposing ‘instructionist’ frameworks. Constructivist learning environments, and by implication assessment tasks, are likely to
This has some real implications for the designer of assessment tasks:
‘Criterion-referenced’ is a near-synonym for ‘competency-based’ expecting the explicit core skills of goal analysis, process analysis (flow-charting), skill analysis and prep aring behavioural objectives. These skills are very useful when designing the learning program to achieve the performance outcomes (or competencies), particularly for areas of convergent knowledge and agreed procedures.
Implications for assessment
Instructivist pedagogy describes a set of objectives and behaviours within a given domain of knowledge. The designer of learning and assessment will sequence and structure the learning, moving from the simple to the complex, lower to higher order learning. Often the learner is viewed as the passive recipient of the instruction.
Behavioural approaches have been popular in education, and specifically in computer-based education for many years. Instruction consists of providing a context where appropriate behaviours can be observed. This instruction involves
Creating authentic assessment is a critical issue. The assessment tasks are more often than not specifically designed to mimic real world conditions so that learners can demonstrate competence against industry workplace standards.
Jan Herrington, Ron Oliver and Tom Reeves have listed the 10 characteristics of assessment tasks: http://faculty.deanza.fhda.edu/taylorvalerie/stories/storyReader$135
Problem Based Learning (PBL) is a logical extension to the constructivist approach. Many people advocate PBL as one of the most meaningful and important kinds of learning as it involves utilising domain knowledge, semantic mapping, goal setting, motivational and attitudinal components and meta-cognitive processes.
The types of problem solving available to the designer fall prim arily into two areas: well-structured and ill-structured problems. The use of well-structured problems is more common in the VET sector as solutions are usually based upon a constrained set of knowledge or skills. Ill-structured problems can be more beneficial to the learner as they emulate the sorts of real problems they will face in the workforce. However, some commentators such as Jonassen (2002) concede that the complexity of such problems often calls for the learner to demonstrate skills they do not yet have.
The designer of online assessment tasks may need to
Role-playing has been used as a teaching tool in face to face teaching for a very long time. It is based on the presumption that experiencing a simulated environment allows learners to consider authentic situations in a safe environment.
In the design stage the teacher/designer can
Assessment can involve:
self assessment which is negotiated with the learner prior to the roleplay and may involve detailing the skills, attributes and capacities that the learner will attempt to demonstrate during the course of the roleplay.
teacher assessment based on a predetermined rubric of skills and knowledge.
The role play takes place in either a dedicated role play software package, such as Fabulusi, or in a learning platform such as Blackboard or WebCT. Often these software packages are set up to replicate the proposed environment and include spaces that allow for different types of communication between participants.
Participants act out their roles subject to the privileges and constraints designed into the simulation by its creator.
Following the role play timeline the teacher spends significant time in the online debriefing. This may take more time than the actual role play. Some questions you may wish to ask during the debriefing phase are
A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. They can be set up so that learners work individually or as is more often the case, learners work in groups.
Typically WebQuests contain the following six parts:
The design of the webquest and the assessment is critical. The actual websites developed are often quite simple.
For more information about Webquests
http://www.mapacourse.com/webquest%20project/about%20webquests.htm
Online technologies offer a wealth of opportunities for peer and collaborative assessment. Peer assessment can involve groups:
Research has shown that work that needs to be shown to peers is often developed to a higher level in a more polished format. Other benefits follow:
The use of online banks of quiz questions has been a prominent and often controversial use of online assessment. Enthusiasts speak of
The detractors of online quizzes point to the substantial up front costs, the need to have highly trained staff to develop challenging and engaging questions and the need to maintain systems. Perhaps most importantly there is a perceived pedagogical limitation in the use of such assessment strategies, as many believe that only superficial knowledge is tested. However it would seem that carefully constructed online quizzes have a place in both formative and summative assessment and are a strategy to be considered when developing an overall assessment approach.
Portfolios can be valuable methods of assessing online. They give the teacher evidence of a wide range of skills and achievements and can show development of a learner's knowledge and or skills over a period of time. In an online environment, a portfolio may include
The online developer should
Some institutions have developed online portfolio tools as a means of supporting learners to easily prepare and upload meaningful portfolios. They also provide monitoring mechanisms for staff involved in the assessment of portfolios.
A rubric is an assessment tool which is particularly useful in assessing criteria which are complex and subjective.
The advantages of using rubrics in your assessment are that they
Usually in the form of a grid, the teacher nominates the criteria or dimensions they wish to assess. This may include such areas such as contribution to collaboration, content knowledge, ability to problem solve, analysis and synthesis, presentation skills etc. The teacher writes a benchmark example of each criteria. What is the ideal performance? Then the teacher/assessor fills in the rest of the grid with examples of what would constitute less effective or competent achievement.
You may want to specify an agreed turn around time for questions and problems. Remember to make the turn around time a realistic one. Learners tend to expect that the online environment will guarantee immediate responses from tutors. Clarifying the timelines will save much frustration.
Comments on learner work can be an important part of formative assessment. It requires learners to reflect on their own learning and the teacher/assessor can use the opportunity to direct the learner to additional resources and learning tasks.
The online environment allows the assessor to automate some of this feedback by developing a database of 'typical and common responses’ that can be cut and pasted into electronic response sheets.
Peer involvement in the feedback of assessment can have a very constructive effect on the development of real learning. It
Practically, in an online environment, the teacher/assessor will need to clearly articulate the requirements and process: This may include
Reference
Australian National Training Authority. (2004). Assessing online: the manual. Retrieved March 10, 2005 from http://flexiblelearning.net.au/assessing/downloads/assessingmanual.doc