Evaluation of Technology Learning
The
standard student evaluation of learning must change. This is justified by the
fact that not only has the new generation changed into digital learners, but
the traditional world has metamorphosed
into a digital world.
Assessment
needs to conform, not with literacy of the past century but the new literacy in
21st century. This literacy uses digital tools in preparing students
to face high-tech world.
The
comparison is made with the Swiss watch-makers which failed to adapt digital
watch-making. The Swiss watch lost its prime position in less than 2 years of
neglect to the need to go digital.
Evaluation
must be geared to assessment of essential knowledge and skills so that learners
can function effectively, productively and creativity in a new world.
It
must us evaluative tools that measure the new basic skills of the 21st
century digital culture namely:
• solution
fluency
• information
fluency
• collaboration
fluency
• creative fluency
• media fluency
and
• digital
citizenship
For
example: In reading, single text becomes less important compared with
empowerment process of being imbibed by
varied informative, educational and recreational literature-textual,
audiovisual, digital. Apart from form reading, learners are asked to engage in
the process of writing reports, essays, articles, stories, power-point
presentations, video scripts, drama skills, etc. The standard paper tests will
prove inadequate in assessing new learning.
As
students engage in the problem solving process, assessment will also need to focus
on 4 Ds (define, design, do, debrief)
that empower students to solve problems using higher-level theoretical and
practical thinking.
As product-outcome learning changes
from verbal-textual to textual to digital expressions (research-based outputs in
various forms such as audio, video, power-point, multimedia, etc.) evaluation
must also changed.
Mass Amateurization
A
term which implies a mass reach of student outputs. The personal and group
creative activities in school should aim in bridging the gap between amateur
creators of outputs to professional creators of future outcomes and products in
the real world.
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