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Chapter 3

Assessing Learning byModeling

Assessing

Learning

by

Modelin

Knowledge

Construction

Self-

Regulation

Critical

Thinking Collaboration

Assessment

Assessment

Assessment Assessment



Assessing Knowledge Construction

Q. How do most schools and teachers assess student learning?

Assessing learning and thinking that results from modeling with mind tools

K nowledge assessed through other methods (essays, examination), along with modeling, must

assess

y K nowledge construction and meaningful learning

If students use Mind tool to model phenomena, but are assessed by tests of recall, they will infer

Mind tools don¶t count.

Assessing knowledge construction

y Building models requires learners to construct their own knowledge

y Assess the kind and extent of knowledge, not regurgitation of ideas

y If learning is personalized models will differ, so don¶t judge by similarity

y Common knowledge need not be the goal of education

As learning changes so should assessment of learning

y Emphasis on self assessment and alternative forms of assessment

y Opportunities for students to express their knowledge

Self assessment process

y Students assess their project before submitting

y R ubric must be included

A. Most schools and teachers spend too much time preparing students to preform well on tests,

rahter than teaching critical thinking skills.

Learning and assessment with out Mind tools and modeling

Professor

lectures, showsStudents take notes,

study notes and text

book

Assessme

nt

throu h

Knowledge



Learning Assessed using Mind tools and modeling

Project

presented

Provides

memorab

Rubri

Concept for

project

Students discuss

ideas for ro ects

Professor

Individual

or group

Studentdiscussion

Project

created

Lecture w/

power

point

Critical thinkingskills developed

Assessme

nt b



Sample Rubric for assessing knowledge construction

To what extent do student manipulate objects, make observation, and reason from those

experiments?

Observation and reflectionStudents rarely think about or

record the results of action

taken during activites

Students often stop and

think about the activites in

which they are engaged

Students share frequest

ovservation about their

activites with peers iand

nterested adults

Learner Interactions

Students manipulate none of

the variables or controls in

the environments

Students manipulate some

of the variables or controls

in the environments

Students manipulate all of

the variables or controls in

the environments

Originality of interpertations

Knowledge basses included

teachers ideas or textbook

material with no original

interpertation


some orriginal ideas but

were bassed on included

teachers or textbook


ideas that were conceived,

organized and represented

by students

Curisity/Interest/Puzzlement

Learners engage in learning

activities only because they

are required.

Learners are frequently

motivated by a sincere

curiosity about the topic

Learners are consistently

striving to resolve the

disparity between what is

observed and what is

known, operating on a

scincere desire to know

Constructing mental meodels and Making meaningLearners rarely create their

own understanding

Learners are often

expected to make sense of

new experiences and

develop theories

Learners routinely wrestle

with new experiences

becoming experts at

identifying and solving

problems

Top of Assessing Knowledge Construction



Assessing Self-R egulation

The purpose of assessing is not to provide society with the information t needs to judge

those who created/designed the model, but rather to enable the learner with feedback with their progression of learning and to help the learner better direct their learning. In order to use mind-

tools, the learner must require and foster self-regulation. The learner must their own goals,

determine their own activities, and self regulate based on their goals. In order to being and

continue this process, they need to assess what they know (articulation) and identify how able

they are to learn a particular skill or subject (reflection). Most importantly, they must assess

their own knowledge growth.

Set own

Assessing Self-Regulation

(Must assess their own knowledge)

Determine

activities to

Self regulate

Learning how

to learn

Mind-tools

used to

Articulation of

goals as focus

Goal

directedness

Top of assessing Self-Regulation



Interaction

Among Learners Distribution of

Roles and

Social Negotiation Interaction with People

Outside of School

How do you assess learners?

What is collaboration?

Assessing Collaboration

Collaboration

Assessment

Mindtools

Minimally

engages

with others

Engages

with others

Minimally

engages

with others

outside of

school

Engages

with others

outside of

school

Minimally

confers with

team

members

Often confers

with team

members

Confers with

team

members

Minimally

divides roles

and

responsibilitie

Some divisi

of roles an

responsibil

Accepts role

and

responsibilit



Collaboration:

When working together or collaboratively on mindtools, learners will produce better models and will learn more during the process.

Assessment:

Students should not be evaluated independently, if they are using mindtools

collaboratively. ³The conditions, performances, and criteria for the assessment

should replicate those stated in the learning goals and used during instruction´

(Jonassen p.32). Therefore, removing collaboration from evaluation would violatethe most basic of assessment premises.

Interaction Among Learners:

How well does the learner engage with peers? Does the student engage or does thestudent minimally engage with peers? The following rubric criteria are listed:

³Little of the learner¶s time is spent gainfully engaged with other students/Learners are often immersed with peers results in success´ (Jonassen p.32).

Interaction with People Outside of School:

How well does the learner engage with others outside of school? Does the student

engage or does the student minimally engage with peers outside of school? The

following rubric criteria are listed: ³Students rarely seek information or opinions

outside of school/ or Students consistently seek information and opinions of othersoutside of school´ (Jonassen p.32).

Social Negotiation:

How well does the learner confer with others in order to complete tasks? Do the

students confer and agree, often confer and agree, or minimally confer with team

members? The following rubric criteria are listed: ³Little evidence that learners

work together to develop shared understanding of tasks or of solution strategies/

Learners are often observed in the process of coming to agreement on the nature of

problems and on best course of action/ or Learners collaborate with ease. Negotiations become almost invisible, yet the ideas of all team members arevalued´ (Jonassen p. 32).



Distribution of Roles and Responsibility:

How are student¶s roles and responsibilities divided? Are the roles and

responsibilities accepted or shifted by team members? The following rubric

criteria are listed: ³R oles and responsibilities are shifted infrequently. Most

capable learners accept more responsibility than less capable/ R oles andresponsibilities are shifted often, and such changes are accepted by both the most

and least capable/ or Students make their own decisions concerning roles and

responsibilities, freely giving and accepting assistance as necessary´ (Jonassen p.32).

Top of Assessing Collaboration



Assessment of Critical Thinking for Learning Mindtools

Able to classifyinformation or recognize mainideas

Unable to recognizeelements or main

ideas

Understands

cause & effect

Usesrelevant

information

Usesirrelevant

information

Cannotdescribe

relationships

Critical

Thinking

Assessment

Rubrics to

evaluate

student

knowledge

Student¶sability toEvaluate

Student¶sability to

Analyze

Student¶sability toConnect

Ideas



Critical Thinking Assessment

R eturn to CH 3 Assessing Learning by Modeling

Mindtools encourages critical

thinking of which the outcome should beassessed. A student¶s critical thinking

process is difficult to evaluate because itis context dependent; different subjects

requires different critical thinking skills.Developing a rubric offers the best

solution to evaluate the critical thinkingstudents use while constructing models

with Mindtools (Jonassen, 2000,).

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