LESSON 6

INNOVATIVE TECHNOLOGIES FOR ASSESSMENT

TASKS IN TEACHING AND LEARNING

TOPICS1in
1. ICT and Assessment of Learning
2. Criteria in Choosing Appropriate Assessment Tools

LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. explain the role of ICT in assessment in learning;
2. design and created electronic assessment portfolio;
3. explore various digital online and offline assessment alternatives
available;
4. describe the current trends in technology-based assessment practices
in schools; and
5. select appropriate assessment tools

INTRODUCTION
Assessment, learning, and teaching are closely connected and interwoven because each
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 actually learned or
that the teacher has to 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 definitely changed the course of direction that a teacher can
pursue. The use of technology plays a vital role in assisting teachers how to assess students’
learning. It involves digital devices or online application that can be used in constructing,
delivering and reporting learners’ performance.

This lesson presents important concepts on assessment in learning while integrating

technology tools that can appropriately evaluate students’ learning. Varied types of online
assessment tools are discussed. The ePortfolio assessment is also presented as an alternative
way that can provide learners the chance to reflect how the lean. Online examination software
and application designed to assess and gather data afford the teacher ample chance to give
immediate feedback on student learning. The criteria for choosing the appropriate assessment
tool are also included.

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 TOPIC 1: ICT AND ASSESSMENT OF LEARNING

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 student’s competence is performance. Development in Information and
Communication Technology (ICT) has thrown open numerous possibilities for assessing student
learning and providing immediate feedback.

Lesson 1 on ICT and Assessment in Learning discusses about the basics of assessment
practices, explores how various technology tools can be integrated technology-based assessment
in teaching and learning.

Task:

1. Look at the figure below, what are the key terms related to assessment?

2. How do students know what is expected and are they able to articulate expectations,
share their work and reflect on others’ work?
3. What is the role of ICT in assessment in learning?
4. Visit https://www.wordclouds.com/ and explore it. Try to encode some words related to
ICT and assessment in learning.

Assessment is the process of identifying, gathering and interpreting information about

students’ learning. To understand better the different related terms on assessment especially
formative and summative assessment, please watch this video on YouTube.

https://www.youtube.com/watch?v=u0nSW3W4MW0

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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 skill sets 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.

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 the opportunity to teach and assess
those skills. The use of ICT in assessment is very helpful to teachers because students’ 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 feedback to students on the results of assessment.
Feedback from the computer during the use of test material 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 (Sindhu, 2013), is essential to improve instruction and increase performance. With
an effective classroom assessment system in place, a valid demonstration of student learning and
process connected to classroom instruction and experience can be confirmed.

Tests play a vital role in traditional learning as well as e-learning and this helps the teachers
and the learners in measuring learning. There are many freeware where the teachers can create
quizzes and evaluate learning electronically. Online examination systems seek to efficiently
evaluate the test taker 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 also be influenced. Most online get information on his results immediately. Some of the
major advantages of online examination are (1) accessibility and flexibility; (2) time management;
(3) save cost; and (4) 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 utilized software for security and
privacy of examinations.

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Current Trends in Assessment in Learning

Traditional assessment like objective test such as multiple choice, matching type true or false
and other paper-and-pencil test received criticism by some experts in assessment. The 21st
century assessment includes: (1) utilizing multiple measures of assessment, (2) increasing the use
of technology, (3) focus on growth and development of the learner, and (4) differentiating the
roles and responsibilities of the teachers, administrators and other stakeholders. In the 21st
century, educators and students can no longer afford this disconnect. 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(Williams,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 on teaching, learning

and assessment. Computers and related technology are viewed as the future of teaching and
learning and also as a powerful technological machine to promote development of learning.
Computers are able to create a more attractive and effective learning environment (Keser &
Ozcan, 2011).

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. Roblyer and Edwards (2000) as cited in (Keser & Ozcan, 2011) suggested that 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 (cited in Samak, 2006).

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
these experiences is to focus on incorporating active learning methodologies.

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

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

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 TOPIC 2: 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 achievement in the target
outcome(s). The selection of tools involves a process to obtain detailed information and the need
to keep the process feasible and manageable. Student learning styles vary widely and their
strengths and challenges with respect to assessment vary as well. Teaches need to consider that
variation as they choose assessments 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 ins selecting appropriate
tests involves understanding the purpose or purposes for which an assessment is given, according
to Mehrens(2001) as cited in McDivitt and Gibson (n.d.), in its broadest sense, the purpose of any
assessment is to gather data to facilitate decision making. However, many kinds of decisions and
many different types of information may be gained from the use of tests and may serve to
facilitate decision making. The following may be considered in choosing appropriate assessment
tools: (1) goals of assessment (2) methods of assessment, either direct or indirect; and (3) the
interval in giving assessment.

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 in order to determine whether modifications have to be made (Airasia,2005).
Beginning teachers find this more difficult than experienced teachers because of the complex
cognitive skills require 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 rating of student 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 finding from direct
measures. The following are examples of this indirect method. Student 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 effective in terms of effort, time and money
3. Useful that 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

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 After the discussion of a certain lesson the teacher conducts 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 task 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 Drigas and Karyhotaki (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. ICTs provide the means for the explicit design and
implementation of individualized or collaborative problem-solving tasks through teachers’
interactive scaffolding and immediate feedback supply towards learners (Drigas & Karyotaki,
2006).

Creating and Utilizing Rubric

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. They are not useful, however, as a grading mechanism for multiple
choice or short answer tests. There are many samples of rubrics online, but the teacher may
consider the learners, objective of the lesson, contextualization and localization. The main
purpose of rubrics is to assess student performances. For some performances, the teacher may
observe the student in the process of doing something, like making their projects, online drill,
tutorial, and many more. There are two (2) types of rubric:

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 judgment 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 electronic device, in which the
delivery, responses and assessment are affected electronically. E-exams were developed more
than four decade 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 Bukas, Bello & Baba Ibi, M, 2016). Computer-
Based-Testing is more efficient than Paper-based tests because it is an individualized testing and

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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 groups’ responses to
questions.

The teacher may consider balance assessments

(blend of traditional and ICT based assessment).
Although computerized testing facilities can 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 reduce significantly 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.

It is important to note that teachers should use variety of assessment methods in the
classroom. Assessing students is how the teachers are able to evaluate students over the material
they are learning in the classroom, and therefore has to be done fairly to accommodate each and
every student’s interests and needs . This is why it is important for teachers to use a variety of
different assessment in their classroom.

Paper-and-pencil testing is the most common assessment procedure utilized by teacher

to gather formal evidence about pupil learning. Paper-and-pencil instruments refer to a general
group of assessment tools in which students read questions and respond in writing. This includes
tests, such as knowledge and ability tests, and inventories, such as personality and interest
inventories. The process of achievement testing is a chain with many links, including identifying
what to teach, providing good instruction, selecting appropriate test question formats, and
reviewing for the test. Some examples are multiple choice tests, true or false, matching type,
analogy, simple recall, and the like. Please take time to watch this video

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 https://www.youtube.com/watch?v=R2vWo-G_t0A

Electronic Portfolio

An electronic portfolio which is also known as an e-Portfolio, digital portfolio or online

portfolio (https://en.wikipedia.org/wiki/Electronic_portfolio-cite_note-1) is a collection of
electronic evidence assembled and managed by a user, usually on the Web (Zimmerman, 2012).
ePOrtfolio includes are both demonstrations of the user’s abilities and platforms for self-
expression.

Types of e-Portfolios

1. Ideal portfolio- it contains all work of students. it is not given to provide students a grade.
2. Showcase/Professional ePortfolios- these ePortfolios are primarily a way to demonstrate
(showcase) the highlight of a student’s academic career.
3. Documentation portfolio- it involves a collection of work over time showing growth and
improvement reflecting student’s learning of identified outcomes.
4. Learning ePortfolios- these portfolios are typically created by a student as part of a
learning activity as a way to demonstrate learning and the learning process. These
portfolios are often shared with other students to elicit peer feedback. Learning portfolios
support the idea of formative feedback. Learning portfolios support the idea of formative
feedback as an essential part of the learning process.
5. Evaluation/ Assessment ePortfolios- the teacher may utilize this for both formative and
summative assessments feedback.

To understand better, please watch this video.

https://www.youtube.com/watch?v=vqBORISA5k

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