Evaluation of Technology Learning


•Today, students are expected to be not only cognitive, but also flexible, analytical and creative. In this lesson, there are methods proposed for the use of computer-based technologies as an integral support to higher thinking skills and creativity.

•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. As efforts are exerted to go digital in instruction, we need also go digital in learning assesment.

•Assessment needs to conform, not with the literacy of the past century but the new literacy of the 21st century. This is a literacy that uses digital tools in preparing students to face a high-tech world. The comparison is made with the Swiss watch lost its prime position in less than 2 years of neglect to the need to go digital.

•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 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.

•The above six fluencies reflect process skills. In reading, for example, single text reading becomes less important compared with the empowerment process of being imbibed by varied informative, educational and recreational literature – textual, audiovisual, 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 tests will improve inadequate in assessing new learning.

•As students engage in the problem-solving process, assessment will also need to focus on the 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 digital expressions (research-based outputs in various forms such as audio, video, power-point, multimedia, etc.) evaluation must also change.

Mass amateurization
•Today the change in evaluation approach is referred to as mass amateurization, a term which implies a mass reach of student outputs. The personal and group creative activities in school should aim at bridging the gap between amateur creators of outputs to professional creators of future outcomes and products in the real world.  This will entail inculcating adeptness among students over media along publishing, visual creation, audio-video recording, Internet web site postings, and multimedia productions.

•The process does not entail the end of traditional report and essay writing, but the writing process will now have to assume the process of idea conception planning, layout and graphics designing, editing proofreading, and publishing. The use of desktop publishing software can make writing both easier as well as more exciting for learners. The internet also offers avenues for publishing creative outputs and these are the web sites, blogs, wikis, podcasts, and videos. Relevance and engagement shall be carried both in the learning process, as well as in the evaluation schemes of new digital expressions in learning.

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