Chapters 6 and 7 Asessements, Collaboration and Technology

Chapter 6: Technology and Assessment

The Teaching for Understanding model as well as PBL both focus on using assessments for learning rather than assessments of learning. Although, the later still have merit and value with administrators and school districts.

They also require that teachers assess throughout the learning process (Wiske, 2005). Ongoing assessments are important as well as making sure the assessment or assessments match the objectives for the lesson. Ongoing assessments can be as simple as questioning technique and observations.

But where does technology play a part?

Technology allows teachers to create and use rubrics and other authentic forms of assessment. Wiske says “when students work in captured with digital technologies, revision is less burdensome because learners can change only the parts that need improvement instead of having to redo the entire product” (p.85). She also continues to say “technologies also provide easy means of prescribing digital archives of student work. These may allow teachers and students to create individual portfolios to demonstrate and evaluate a student’s progress over time” (p.85). Assessments are supposed to show growth and mastery of content areas. They should also be done frequently (Wiske, 2005). Technology supports assessments being conducted frequently. Technology also creates opportunities for students to be involved in the assessment process by allowing for reflections and building of rubrics.

Chapter 7: Collaboration and Technologies

Educators know that Vygotsky has always supported learning as a social process. Wiske agrees and states “Engaging students in reflective, collaborative communities of learners is important, not only because it promotes their understanding of academic content, but because such experiences also help students learn how to cooperate in terms to solve problems” (p.99-100). Technologies allow students to express and combine a variety of ideas in creative ways. It also allows them to communicate and collaborate with other learning communities from different parts of the world. This enriches the learning process. Technology allows collaboration and learning to be exciting and meaningful.

Wiske, Martha Stone, et. al. (2005). Technolongy for Understanding. Jossey-Bass. California: San Fransciso. (pp.83-111).