What assessment teachers need to use to meet constructive learning

Different types of assessment are for different purposes and teaching theory. In the traditional classroom, summative assessment occur at the end of the learning process to evaluate students ability that teachers share the result with students but there is no any engagement of students in the evaluation, such as Gao Kao and SAT.  However, the assessment in constructivism is to improve the quality of student learning rather than providing evidence for evaluating or grading students. Thus, a constructive approach to assessment is a formative rather than a summative. 

In the beginning, formative assessment can respond to the particular needs and characteristics of students to help them make goals, such as seminar and quiz. This assessment focused more on the needs of the students themselves instead of learning result that is quality assurance for learning. In other words, formative assessment is more suitable for personalized learning. Because with the feedback and corrective information gained from a formative assessment, each student has a detailed prescription of what more needs to be done to master the concepts or skills from the unit (Guskey, 2005, p 4). 

Moreover, formative assessment can help teachers to modify instruction and teaching activities in time. That can contribute to assist teachers to establish a suitable learning environment which can promote students learning and autonomy, especially in the cultural diversity classroom. Furthermore, the formative assessment in the constructive classroom can improve teachers support more effective via meaningful communication between teachers and students which based on the feedback of formative assessment. This is because maximizing student participation in the knowledge practices has a potential influence on motivating engagement of students (Hickey & Zuiker, 2005) and the students can see their progress.

Reference:

Guskey, T. R. (2005). Formative Classroom Assessment and Benjamin S. Bloom: Theory, Research, and Implications. Online Submission.

Hickey, D. T., & Zuiker, S. J. (2005). Engaged participation: A sociocultural model of motivation with implications for educational assessment. Educational Assessment, 10(3), 277-305.