MODULES IN TECHNOLOGY FOR TEACHING AND LEARNING 1

MODULE NO. 6
INNOVATIVE TECHNOLOGIES FOR ASSESSMENT TASKS IN TEACHING AND LEARNING

MODULE OVERVIEW

Assessment, learning, and teaching are closely connected and interwoven because it provides
information that can determine effective instruction. In the process of conceptualizing a plan on how to teach,
as the learning outcomes are put in place, the next step to consider is how these are to be evaluated. This is
an important part of instruction because data gathered in this phase of instruction will inform the teacher
whether the students have learned or that the teacher has a reconsider a better approach in teaching.

Although the conventional ways of assessment still work, the role that ICT plays in the present teaching
and learning context has changed the course of direction that a teacher can pursue. The use of technology
plays a vital role in assisting teachers how to access students' learning. It involves digital devices or online
applications that can be used in constructing, delivering, and reporting learners' performance.

MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to:

1. Explain the role of ICT in assessment in learning.
2. Design and create electronic assessment portfolio.
3. Explore various digital online and offline assessment practices in schools.
4. Describe the current trends in technology-based assessment practices in schools; and
5. Select appropriate assessment tools.

ICT AND ASSESSMENT OF LEARNING

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Assessment is very important in student learning. There are many approaches to assessment in
learning with an emphasis on the process of learning along with the product of learning. The ultimate measure
of students' competence is performance. Development in Information and Communication Technology (ICT)
has thrown open numerous possibilities for assessing student learning and providing immediate feedback

Assessment is the process of identifying, gathering and interpreting information about student's
learning.
Types of Assessment

1. Formative Assessment - provides feedback and information during the instructional process, while
learning is taking place, and while learning is occurring.
2. Summative Assessment - takes place after the learning has been completed and provides
information and feedback that sums up the teaching and learning process.
3. Diagnostic Assessment - can help you identify your students' current knowledge of a subject, their
skills set and capabilities, and to clarify misconceptions before teaching takes place. Knowing
students' strengths and weaknesses can help you better plan what to teach and how to teach it.
4. Authentic Assessment - describes the multiple forms of assessment that reflect student learning,
achievement, motivation, and attitudes on instructionally relevant classroom activities.

Educational assessment seeks to determine how well students are learning and is an integral part of the
quest for improved education. It provides feedback to students, educators, parents, policy makers, and the
public about the effectiveness of educational services.

The Role of ICT in Assessment in Learning

There are new technologies created to provide students with higher level thinking skills, particularly
the aspects of creative and critical thinking and opportunity to teach and assess the skills. The use of ICT in
assessment is very helpful to teachers because student’s information and results of examination can be
recorded and stored and can easily be retrieved. With the use of ICT, the teachers can right away give

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feedback to students on the results of assessment. Feedback from the computer during the use of test
materials improves student performance in later use of the same test material.

In educational assessment, the use of technology as an innovation and support for teaching and
learning, is essential to improve instruction and increase performance. With an effective classroom
assessment system in place, a valid demonstration of student learning and progress connected to classroom
instruction and experience can be confirmed.

Test play a vital role in traditional learning as well as a learning and this helps the teachers and the
learners in measuring learning. There are many free where the teachers can create quizzes and evaluate
learning electronically. Online examination system seeks to efficiently evaluate the test takers thoroughly
through a fully automated system that not only saves time but also gives fast results.it is done in most cases
through a web based online examination software. This online examination will also eliminate the need for
monitoring while the exam is being taken.

One of the advantages of using a web-based exam software or an online examination system is that it
gives a high level of transparency as opposed to the traditional method or remote method. It is almost
impossible to compromise exam questions and evaluations because they cannot be influenced. Most online
exam generate the results instantly. It is often possible for the exam taker to get information on his results
immediately. Some of the major advantages of online examination are accessibility and flexibility, time
management, save cost and statistical analysis.

Security and confidentiality should also be considered. Security needs to be given top priority for any
website that you will add information to. Some schools utilize software for security and privacy of
examinations.

Current Trends in Assessment of Learning

Traditional assessment like objective tests such as multiple choice, matching type, true or false, and
other paper-and-pencil test received criticism by some experts in assessment. It describes the main trends
within educational evaluation. It is apparent that evaluation and assessment are increasingly being
considered, as levels of change guiding improvement, accountability, educational planning, and policy
development within school system.

The 21st century assessment includes:

1) Increasing the use of technology

2) Focus on the growth and development of the learner
3) Differentiating the roles and responsibilities

To help students become college and career-ready, we need to teach them how to apply what they
are learning in school to the practical and intellectual tasks in their everyday lives. (Wolpert-Gawron, 2010).

The concept of classroom has been shifting in recent years with dedication to purposefully designed
learning spaces and seamless integrations of technologies (William, 2017). In the 21 st century, we are facing a
global economy where information travels at the speed of light and knowledge of how to harness and sift
through that information has become vital to our personal and national well-being. As an educator, we know
that our students must graduate, ready to function in this expanded world.

Educational technology is used to increase the efficiency of education in teaching, learning and
assessment. Computer and related technology are viewed as the future of teaching and learning and as a
powerful technological machine to promote development of learning. Computers can create a more attractive
and effective learning environment (Kese & Ozcan).

Education technology has introduced new, exciting, and innovative ways to engage students in active
learning while online. The teachers can incorporate active learning activities through technology in fully online
lessons, homework modules, and even in class online activities. There are important reasons for teachers to
use technology in education- motivation, distinctive instructional abilities, higher productivity of teachers,
essential skills for information age, and support for new teaching techniques.

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Online learning initiatives often fail to engage and teach learners because they are passive in nature
reading PDFs, flipping through slides, listening to long lectures. One way to improve this experience is to
focus on incorporating active learning methodologies.

Active learning is any learning activity in which the student interacts or engaged within the material, as
opposed to passively taking in the information. The parents can also help the learners engage in learning
experiences at home and during daily activities.

The teacher will give learning activities that are intentional, meaningful, and useful. Activities which
involve in student interaction with content can include listening to and are watching a live or recorded talk,
engaging with a written or visual text, engaging with multimedia or a combination of these.

Assessment has always been an integral part of the teaching and learning process. The information
from assessments can be used for several purposes. It provides valuable insights into students’ learning and
serves as a reference point for their progress. Assessing students with the use of ICT will help teachers
receive feedback right away. The use of computer adaptive test is one of the recent advances in assessment.
It is a design which had a great deal of efficiency with the testing process.

LEARNING ACTIVITY 1

Watch a video on Formative and Summative assessments from https://www.youtube.com/watch?

v=u0nSW3W4MW0
Write your reflection about formative and summative assessment.

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CRITERIA IN CHOOSING APPROPRIATE ASSESSMENT TOOLS

Assessment methods are the strategies, techniques, tools, and instruments for collecting information
to determine the extent to which students demonstrate desired learning outcomes. Teachers need to select
tools to assess student achievement in the target outcomes. The selection of tools involves a process to
obtain detailed information and the need to keep the process visible and manageable. Student learning styles
vary widely and their strengths and challenges with respect to assessment vary as well. Teachers need to
consider that variation as they choose assessment for their courses. By varying the way teachers assess
student understanding, they are more likely to offer opportunities for every student to demonstrate their
knowledge. The first step in attaining competency in selecting appropriate test involves understanding the
purposes for which an assessment is given. The purpose of any assessment is to gather data to facilitate

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decision-making. However, many kinds of decisions and many different types of information may be gained
from the use of test and may serve to facilitate decision making.

As we are now in the 21 st century, we must level up our knowledge on the technologies that are
emerging today. We should widen our knowledge regarding the technology that will be used in teaching.

Teaching alone does not measure the learned lessons by the learners, but it also shows in the form
of assessment. As a teacher or as a future educator, we should know what we will be going to use in
assessment that is related to the objectives of the lesson. To be become an effective teacher, we must know
the following criteria in choosing appropriate assessment tools.

One of the challenges for beginning teachers is to select and use appropriate assessment
techniques suited to the learners’ needs. During teaching, teachers not only have to communicate the
information they planned but also continuously monitor students’ learning and motivation to determine
whether modifications have to be made (Airasian, 2005). Beginning teachers find this more difficult than
experienced teachers because of the complex cognitive skills required to improvise and be responsive to
students’ needs while simultaneously keeping in mind the goals and plans of the lesson (Borko & Livingston,
1989). The informal assessment strategies teachers most often use during instruction are observation and
questioning.

The teacher may either be utilizing direct or indirect method. Examples of direct method are
examinations, written assignments, oral presentations and performances, internship, supervisor’s ratings of
student’s skills, portfolios, score gains between entry and exit tests, capstone projects, theses, and
dissertations, etc.

Indirect methods can provide a useful supplement and check on the findings from direct measures
such as satisfaction surveys, surveys of students and alumni, exit interviews with graduating students, student
participation rates, reflective essays, data on placement and other measures of post-graduation performance,
etc.

The teacher may consider the following characteristics in selecting appropriate assessment tools
whether conventional or ICT-based assessment:

1. Measure the desired level of performance (level of satisfaction, productivity, efficiency, student
performance).
2. Cost effectiveness in terms of effort, time and money.
3. Useful that it will produce results that provide information that can be used in making decisions to
improve student learning.
4. Reasonably accurate and truthful.
5. Dependable, consistent responses over time.
6. Evidence of being on-going, not once and done.

After the discussion of a certain lesson the teacher conducts a formative assessment. One of the key
characteristics of formative assessment is the frequent use of evidence gathered from various methods as
feedback. Besides serving as an indicator of attainment levels, students use this feedback to set goals for the
next stage of learning. With this, teachers may utilize ICT in assessment. It enables both teachers and
students to provide valuable feedback on each learner’s progress. The rapid development of ICT has provided
teachers with digital platforms that support learning and teaching (Woo et al., n. d.). Online tasks assigned by
teachers will assess the collaborative problem-solving construct and the five strands (Participation,
Perspective Taking, Social Regulation, Task Regulation as well as students’ Learning and Knowledge
Building skills) according to Drigas and Karyotaki (2006). It is also stressed in the same study that large-scale
differential item functioning (DIF) analysis can validate an online problem-solving ability test that minimizes the
extraneous differential effects of students’ language background. Thus, online assessment can be
incorporated by teachers. ICT provide the means for the explicit design and implementation of individualized
and collaborative problem-solving tasks through teachers’ interactive scaffolding and immediate feedback
supply towards learners. (Drigas and Karyotaki, 2006).

Creating and Utilizing a Rubric

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A rubric is a set of criteria used to determine scoring for an assignment, performance, or product. This can
be used to score many kinds of written assignments or exams, papers, projects, speeches or ePortfolios. The
main purpose of rubrics is to assess student performances.

There are (2) types of rubrics:

1. Analytic rubrics describe work on each criterion separately. It utilizes separate, holistic ratings of
specific characteristics, products, or behaviors.
2. Holistic rubrics describe the work by applying all the criteria at the same time and enabling an
overall judgement about the quality of the work. It utilizes holistic rating for a product or behavior.

Technology can be used for assessing student learning in various purposes. By using technology in
managing assessment information data can be presented in different ways to meet the needs of the students,
teachers, and administrators. An electronic examination which is also called computer-based assessment
(CBA), computer-based testing (CBT) or e-exam is a test conducted using a personal computer (PC) or an
equivalent electronics device, in which the delivery, responses and assessment are affected electronically. E-
exams were developed more than four decades ago for professional certification in the IT industry and
progressively evolving as a preferred alternative to Paper-Pencil-Test (PPT) in schools, universities, recruiting
firms as well as private and public organizations (Bulama Bukar, Bello & Baba Ibi, M, 2016). Computer-Based-
Testing is more efficient than Paper-based tests because it is an individualized testing and has faster score
reporting within few minutes after last submission. The students can immediately view the scores on screen
and more convenient for teachers and students.

Computerized delivery of objective tests has more advantages compared to paper-pencil-test which
include the following:
1. The creation of item bank of questions invites the possibility of each student being presented with a paper
made up of different questions, but of an equivalent standard.
2. Automatic computerized marking facilitates immediate feedback for the students.
3. Students can be invited to sit tests as frequently as they find useful.
4. Computerized recording of results facilitates the analysis of group’s responses to questions.

The teacher may consider balance assessments (blend of traditional and ICT based assessment).
Although computerized testing facilities can be provide a rapid means of assessing and providing feedback to
large numbers of students, it is essential to consider their use as part of the overall unit strategy, especially as
multiple choice/limited response type questions can lead to an emphasis on "shallow" learning. Electronic
assessment tools are unlikely to significantly reduce the burden of assessment, but they can be used to
promote deeper and more effective learning, by testing a range of skills, knowledge and understanding. Using
computers in assessment does not have to mean more multiple-choice testing to the exclusion of other
assessment techniques. A wide range of innovative assessment methods lend themselves to computer-based
implementation.

Computer-based testing has many advantages, both for the credentialing program and for the examinees.
However, it also has certain disadvantages, including greater demands on program resources. Prior to making
the decision to convert an exam program to computer-based testing, it may be useful to evaluate the potential
match between characteristics of CBTs and the exam program. This evaluation might be conducted through a
feasibility analysis. A smooth and successful transition to a CBT program will be further aided by a conversion
plan that emphasizes thorough preparation and careful decisions. Preparations that are likely to be needed
include supplementing the item bank, revising the organizational structure, and training internal staff.
Decisions that will need to be made include the test delivery method to apply, the scheduling approach to
establish, and the CBT vendor to use. Even with careful planning, a CBT program is likely to be more
expensive than a paper-and-pencil test program. However, for some exam programs the advantages provided
by computer-based testing sufficiently outweigh the additional resources required to be worth the effort of
conversion and the costs of maintenance

It is important to note that teachers should use variety of assessment methods in a classroom. Assessing
students is how the teachers can evaluate students over the material they are learning in the classroom and
therefore must be done fairly to accommodate every student's interest and needs. Therefore, it is important
for teachers to use a variety of different assessments in their classroom.

Paper-and-pencil testing as the most common assessment procedures utilized by teacher to gather
formal evidence about learning. Paper-and-pencil instruments referred to a general group of assessment tools

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in which students with questions respond in writing.

Electronic Portfolio
Electronic portfolio which is also known as a portfolio, digital portfolio, or online portfolio is a collection
of electronic evidence assembled and managed by a user. Usually, the web portfolio includes input text,
electronic files, images, multimedia, blog entries and hyperlinks. Portfolios are both demonstrations of the
user's abilities and platforms for self-expressions.

Types of ePortfolio

 Ideal portfolio, it contains all works of students. It provides students a great showcase.
 Professional ePortfolio, these portfolios are primarily a way to demonstrate the highlights of a
student's academic career.
 Documentation portfolio, it involves a collection of work overtime showing growth and improvement,
reflecting students’ learning of identified outcomes.
 Learning ePortfolio, these portfolios are typically created by a student as a part of a learning activity
and to demonstrate learning and the learning process. These portfolios are often shared with other
students to elicit peer feedback.

Learning portfolio support the idea of formative feedback as an essential part of the learning process. The
teacher may utilize this for both formative and summative assessments feedback.

LEARNING ACTIVITY 2

Conduct an online interview with three teachers regarding their practice on assessment. Share the result of
their online interview to the whole class using a power-point presentation in not more than 10 slides. Upload
your file in Google Drive and insert the link on the space provided below.

SUMMARY

Here are some pointers to remember:

 The ultimate measure of students' competence is performance.

 Assessment is the process of identifying, gathering and interpreting information about student's
learning.
 In educational assessment, the use of technology as an innovation and support for teaching and
learning, is essential to improve instruction and increase performance.
 To help students become college and career-ready, we need to teach them how to apply what they
are learning in school to the practical and intellectual tasks in their everyday lives.
 Assessment methods are the strategies, techniques, tools, and instruments for collecting information
to determine the extent to which students demonstrate desired learning outcomes.
 ICT provide the means for the explicit design and implementation of individualized and collaborative
problem-solving tasks through teachers’ interactive scaffolding and immediate feedback supply
towards learners.
 Computer-Based-Testing is more efficient than Paper-based tests because it is an individualized
testing and has faster score reporting within few minutes after last submission.
 Learning portfolio support the idea of formative feedback as an essential part of the learning process.

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REFERENCES

Bilbao, et al. (2019). Technology for teaching and learning 1. Quezon City, PH: Lorimar Publishing, Inc.

Formulative and Summative Assessment from https;//www.youtube.com/

Watch?v=u0nSW3W4MW0UNESCO (2013).

Training Guide of ICT Multimedia Integration for Teaching and Learning. pp. 60-63

Paper and pencil test in https://www.youtube.com/

Watch?v=e60DLLkm_Q0

ePortfolio in https://www.you-tube.com/watch?v=xvqBORISSA5k

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