This
chapter may seem too short but we should be cognizant about the topic, the
evaluation of technology learning.
The standard student evaluation of learning must change. Why? It is by the fact that not only the new generation changed into digital learners, but also the traditional world has metamorphosed into a digital world.
Teachers must adopt a new mindset
both for instruction and evaluation. Evaluation must be geared to assessment of
essential knowledge and skills so that learners can function effectively,
productively and creatively in a new world. It must use the evaluative tools
that measure the new basic skills of the 21st century digital
culture mentioned on my previous blog.
In reading for example, single text reading become less important compared with the empowerment process of being imbibed by varied informative, educational and recreational literature, textual, audiovisual, and digital. Apart from reading, learners are asked to engage in the process of writing reports, essays, articles, stories, power-point presentations, video scripts, drama skits, etc. the standard paper test will prove inadequate in assessing new learning.
Mass amateurization is referred to the change in evaluation approach today, as
the term implies a mass reach of students’ outputs. The process will not entail
the end of traditional report and essay writing, but the writing process will
now have to undertake the process of idea conception, planning, layout and
graphic designing, editing proofreading, and publishing. The use of desktop
publishing software can make writing both easier as well as more exciting for
learners.
Today, students are expected to be not only cognitive, but also flexible, analytical and creative.
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