PED08- TECHNOLOGY FOR TEACHING AND LEARNING

Narrative Report of Group 2

Overview
Assessment, learning, and teaching are closely
connected and interwoven because each provides information that
can determine effective instruction. 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 applications that can be used in
constructing, delivering and reporting learners" performance.
This Unit, which is composed of two lessons, 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.

Objectives
At the end of this module, everyone should be able to:
 Explain the role of ICT in assessment in learning
 Know the current trends on technology-based assessment practices
 Demonstrate the use of ICT in assessment in Teaching and Learning
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Introduction
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 effectively for
assessing student learning and describes the emerging trends in technology-based assessment
in teaching and learning

Objectives
At the end of this Lesson, everyone should be able to:
 Explained the concept of the roles of ICT in assessment
 Classify the different types of ICT in assessment

What is Assesment ?
> Assessment in 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.

Types of Assessment
 Formative assessment - provides feedback and information during the instructional
process, while learning is taking place, and while learning is occurring
 Summative assessment - takes place after the learning has been completed and
provides information and feedback that sums up the teaching and learning process.
 Diagnostic assessment - can help you identify your students current knowledge of a
subject, their skill sets and capabilities, and to clarify misconceptions before teaching
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takes place. Knowing students' strengths and weaknesses can help you better plan
what to teach and how to teach it
 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 And Teaching

> 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.
Use of ICT in Assessment
 Teacher can easily access the student information and academic performance. They will
be able to record , stored and can be easily retrieved.
 Teacher will be able to respond their feedback to students on the results of assessment.

In educational assessment, the use of technology as an innovation and support

for teaching and learning (Sindhi, 2013), 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.
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 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 also be influenced.
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 Most online exams generate their results instantly and 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
 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.

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 21th century assessment includes:
 utilizing multiple measures of assessment,
 increasing the use of technology.
 focus on the growth and development of the learner, and
 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 21st 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.
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Educational Technology
> Educational technology is used to increase the efficiency of education in
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. Computer are able to create a more attractive and effective learning environment
(Keser & Orcan, 2011).
>Education technology has introduced new, exciting and innovative ways to
engage students in active learning while online. The teacher can incorporate active learning
activities through technology in fully-online lessons homework modules, and even in-class
online activities. Rablyer and Edwards (2006) 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 PDF flipping through slides, listening to the lectures. One
way to improve these experiences is to focus on incorporating learning methodologies. Active
learning is any learning activity in which the student user acts of engages.
>Active learning is any learning activity in which the student user acts of
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 doing 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 writen 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 tests is one of the recent advancements in assessment. It is a design
which add a great deal of efficiency to the testing process.
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Introduction
Assessment methods are the strategies, techniques, tools and instruments for
collecting information to determine the extent to which students demonstrate desired leaming
outcomes. Teachers 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.
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 (3) methods of assessment,
either direct or indirect, and (3) the interval in giving assessment.

Objectives
At the end of this Lesson, everyone should be able to:
 Described the appropriate assessment tools to be used in classroom
 Know the assessment used by the teachers and determine if it is applicable in the 21st
century

Beginning teachers find this more difficult than experienced teachers because
of the complex cognitive will 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.
 Direct method
> are examinations, written assignments, oral presentations and performances,
internship supervisor's ratings of student skills, portfolios, score gains between entry and
exit tests, capstone projects, theses and dissertations, etc.
 Indirect methods
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> can provide a useful supplement and check on the findings 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.
 Measure the desired level of performance (level of satisfaction, productivity, efficiency,
student performance)
 Cost effective in terms of effort, time and money
 Useful that will produce results that provide information that can be used in making
decisions to improve student learning
 Reasonably accurate and truthful
 Dependable, consistent responses over time
 Evidence of being on-going, not once and done
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, Tank Regulation as well as students' Leaming and
Knowledge Building skills) according Dirigas and 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.
>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:
 Analytic rubrics - describe work on each criterion separately. It utilizes separate,
holistic ratings of specific characteristics, products, or behaviors.
 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.
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Technology can be used for assessing student learning in a various purposes. By

using technology in managing 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 computer (PC)
or an equivalent electronics device, in which the delivery, responses and assessment are
effected electronically.
E-exams were developed than four decades ago for professional certification in
the IT industry and properly 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 in more efficies than Paper-based tests
because it is an individualized testing and has faster our reporting withi few minutes after last
submission. The students can immediately view o screen and more convenient for teachers and
students

Computerized delivery of objective test has more advantages and paper-pencil-test which
include the following:
 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.
 Automatic computerized marking facilitates immediate feedbacks for the students
 Students can be invited to sit tests as frequently as they find useful
 Computerized recording of results facilitates the analyses of groups responses to
questions.

The teacher may consider balance assessments (blend of traditional and ICT based
assessment).
 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 so 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
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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 assessments 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

Electronic Portfolio
>An electronic portfolio which is also known as an ePortfolio, digital portfol or
online portfolio (hmps://en.wikipedia.org/wiki/Electronic portfolio 1) is a collection of electronic
evidence assembled and managed by a user, ally on the Web (Zimmerman, 2012) ePortfolio
includes input text, electronic files images, multimedia, blog entries, and hyperlinks. ePortfolios
are both demonstrations of the user's abilities and platforms for self-expression.

Types of ePortfolios
 Ideal portfolio - It contains all work of students. It is not given to provide students a
grade.
 Showcase/Professional ePortfolios - These clortfolios are primarily ac way to
demonstrate (showcase) the highlights of a student's academic career
 Documentation portfolio - It involves a collection of work over time showing growth
and improvement reflecting students' leaning of identified outcomes
 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 as an essential part of the learning process,
 Evaluation/Assessment ePortfolios - The teacher may utilize this for both formative
and summative assessments feedback.

References:
Technology for Teaching and Learning Book
Members:
Anna Rose SanPablo John Loyd Kenneth Coronejo
Claris Mutya Mark Jencent Solleza
Francez Mae Azagra Porosa Mharjel Buerano
Harding Eleanor Helen Nipales Ella
PED08- TECHNOLOGY FOR TEACHING AND LEARNING

Rommel Subion Regudon Shanly Mae Padilla

PED08- TECHNOLOGY FOR TEACHING AND LEARNING