I learned these lesson about the traditional paper-and-pencil tests are not adequate to assess learning in a constructivist technology-supported learning. The authentic forms of assessment such as performance and product assessment, are more reliable and adequate to measure students communication, analytical, integrative, evaluative and collaborative skills. In a technology supported learning environment, the students are not only users of technology product, they themselves are authors of technology product. Scoring rubrics are, therefore a must in assessment.
Students study and learn based on the way they are tested. The type of assessment anticipated appears to influence how and what they learn. Therefore, the quickest way to change the way students learn is to change the way learning is assessed.
In a technology-supported classroom, the student learns from and with technology. Technology is seen as a source of information that the students learn from in the same way that you, the teacher, are a source of information. The students master facts and concepts from from technology and with the aid of technology. Isn't this the essence of computer-assisted instruction? Is it in order then to assess the students learning information by way of the traditional paper-and-pencil test? We caution the teacher, however, however, to make his?her paper-and-pencil test with authentic assessment to assess analytical integrative and collaborative skills, skills that are taught in a constructivist classroom.
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