Lesson 1: ICT and Assessment of Learning In educational assessment, the use of technology as an innovation

and support for teaching and learning (Sindhu, 2013), is essential to

LESSON OUTCOMES improve instruction and increase performance. With an effective
classroom assessment system in place, a valid demonstration of
1. Explained the concepts of the roles of ICT in assessment student learning and progress connected to classroom instruction
and experience can be confirmed.
2. Evaluated assessment tools using rubrics

EXCITE
Tests play a vital role in traditional learning as well as e-learning
Assessment is very important in student learning. There are many and this helps the teachers and the learners in measuring learning.
approaches to assessment in learning with an emphasis on the There are many freeware where the teachers can create quizzes and
process of learning along with the product of learning. The ultimate evaluate learning electronically. Online examination systems seek
measure of a student's competence is performance. Development to efficiently evaluate the test takers thoroughly through a fully
in Information and Communication Technology (ICT) has thrown automated system that not only saves time but also gives fast
open numerous possibilities for assessing student learning and results. It is done in most cases through a Web-Based Online
providing immediate feedback. Examination Software. This online examination will also eliminate
the need for monitoring while the exam is being taken.
Lesson 1 on ICT and Assessment in Learning discusses 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 One of the advantages of using a web-based exam software or an
and learning. 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
Assessment is the process of identifying, gathering and interpreting
exams generate their results instantly and it is often possible for the
information about students' learning. To understand better the
exam taker to get information on his results immediately. Some of
different related terms on assessment especially formative and
the major advantages of online examination are:
summative assessment, please watch this video on YouTube.
(1) accessibility and flexibility;
Video link: https://www.youtube.com/watch?v=u0nSW3W4MWO
(2) time management;
After watching the video, on your own, do the following:

1. Write your reflection about formative and summative assessment, and (3) save cost; and
then share it in the class.
(4) statistical analysis.
2. After listening to all your classmates' sharing, make a general impression
about formative and summative assessment and then post it on your
personal blog. Invite classmates to comment on your post.
Security and confidentiality should also be considered. Security
TYPES OF ASSESSMENT needs to be given top priority for any website that you will add
information to. Some schools utilized software for security and
1. FORMATIVE ASSESSMENT provides feedback and information privacy of examinations.
during the instructional process, while learning is taking place, and
while learning is occurring.

2. SUMMATIVE ASSESSMENT takes place after the learning has been Education technology has introduced new, exciting and innovative
completed and provides information and feedback that sums up the ways to engage students in active learning while online. The
teaching and learning process. teachers can incorporate active learning activities through
technology in fully-online lessons, homework modules, and even in-
3. DIAGNOSTIC ASSESSMENT can help you identify your students' class online activities. Roblyer and Edwards (2000) as cited in (Keser
current knowledge of a subject, their skill sets and capabilities, and & Ozcan, 2011) suggested that there are important reasons for
to clarify misconceptions before teaching takes place. Knowing teachers to use technology in education: motivation, distinctive
students' strengths and weaknesses can help you better plan what instructional abilities, higher productivity of teachers, essential
to teach and how to teach it. skills for information age, and support for new teaching techniques
(cited in Samak, 2006).
4. AUTHENTIC ASSESSMENT describes the multiple forms of
assessment that reflect student learning, achievement, motivation,
and attitudes on instructionally relevant classroom activities.
Online learning initiatives often fail to engage and teach learners
THE ROLE OF ICT in ASSESSMENT in LEARNING because they are passive in nature reading PDFs, flipping through
slides, listening to long lectures. One way to improve these
There are new technologies created to provide students with higher experiences is to focus on incorporating active learning
level thinking skills, particularly the aspects of creative and critical methodologies.
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 Active learning is any learning activity in which the student
teachers can right away give feedback to students on the results of interacts or engages with the material, as opposed to passively
assessment. Feedback from the computer during the use of test taking in the information. The parents can also help the learners
material improves student performance in later use of the same test engage in rich learning experiences at home and during daily
material. activities such as field trips.
The teacher will give learning activities that are intentional, Beginning teachers find this more difficult than experienced
meaningful and useful. Activities which involve student interaction teachers because of the complex cognitive skills required to
with content can include listening to and/or watching a live or improvise and be responsive to students' needs while
recorded talk, engaging with a written or visual text, engaging with simultaneously keeping in mind the goals and plans of the lesson
multimedia, or a combination of these. (Borko & Livingston, 1989).

>>>>>>>>> The informal assessment strategies teachers most often use during
instruction are observation and questioning.
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. The teacher may either be utilizing direct or indirect methods.
Assessing students with the use of ICT will help teachers receive Examples of direct method are examinations, written assignments,
feedback right away. The use of computer-adaptive tests is one of oral presentations and performances, internship supervisor's
the recent advancements in assessment. It is a design which add a ratings of student skills, portfolios, score gains between entry and
great deal of efficiency to the testing process. exit tests, capstone projects, theses and dissertations, etc.

Indirect methods can provide a useful supplement and check on the

findings from direct measures. The following are examples of this
LESSON 2: CRITERIA IN CHOOSING APPROPRIATE ASSESSMENT indirect method: Student satisfaction surveys, surveys of students
TOOLS and alumni, exit interviews with graduating students, student
participation rates, reflective essays, data on placement and other
Lesson Outcomes measures of post-graduation performance, etc.

1. Examined appropriate assessment tools to be used in the The teacher may consider the following characteristics in selecting
classroom appropriate assessment tools whether conventional or ICT-based
assessment:
2. Reviewed assessment used by the teachers and determine if it is
applicable in the 21" century 1. Measure the desired level of performance (level of satisfaction,
productivity, efficiency, student performance)
3. Decided the type of measure to be utilized
2. Cost effective in terms of effort, time and money.
Excite
3. Useful that will produce results that provide information that can
Assessment methods are the strategies, techniques, tools and be used in making decisions to improve student learning.
instruments for collecting information to determine the extent to
which students demonstrate desired learning outcomes. Teachers 4. Reasonably accurate and truthful.
need to select tools to assess student achievement in the target
outcome(s). The selection of tools involves a process to obtain 5. Dependable, consistent responses over time.
detailed information and the need to keep the process feasible and
manageable. Student learning styles vary widely and their 6. Evidence of being on-going, not once and done.
strengths and challenges with respect to assessment vary as well.
Teachers need to consider that variation as they choose After the discussion of a certain lesson the teacher conducts
assessments for their courses. By varying the way teachers assess formative assessment. One of the key characteristics of formative
student understanding, they are more likely to offer opportunities assessment is the frequent use of evidence gathered from various
for every student to demonstrate their knowledge. methods as feedback. Besides serving as an indicator of attainment
levels students use this feedback to set goals for the next stage of
The first step in attaining competency in selecting appropriate tests learning.
involves understanding the purpose or purposes for which an
assessment is given. According to Mehrens (2001) as cited in With this, teachers may utilize ICT in assessment. It enables both
McDivitt and Gibson (n.d.), in its broadest sense, the purpose of any teachers and students to provide valuable feedback on each
assessment is to gather data to facilitate decision making. learner's progress. The rapid development of ICT has provided
teachers with digital platforms that support learning and teaching
However, many kinds of decisions and many different types of (Woo et al., n.d.).
information may be gained from the use of tests and may serve to
facilitate decision making. The following may be considered in Online task assigned by teachers will assess the collaborative
choosing appropriate assessment tools: problem solving construct and the five strands (Participation
Perspective Taking. Social Regulation, Task Regulation as well as
(1) goals of assessment students' Learning and Knowledge Building skills) according Drigas
and Karyotaki (2006).
(2) methods of assessment, either direct or indirect; and
It is also stressed in the same study that large-scale differential
(3) the interval in giving assessment. item functioning (DIF) analysis can validate an online problem
solving ability test that minimizes the extraneous differential
Explore effects of students language background. Thus, online assessment
can be incorporated by teachers.
One of the challenges for beginning teachers is to select and use
appropriate assessment techniques suited to the learners' needs. ICTs provide the means for the explicit design and implementation
During teaching, teachers not only have to communicate the of individualized or collaborative problem-solving tasks through
information they planned but also continuously monitor students teachers interactive scaffolding and immediate feedback supply
learning and motivation in order to determine whether towards learners (Drigas & Karyotaki, 2006).
modifications have to be made (Airasian, 2005).
CREATING AND UTILIZING RUBRIC
A rubric is a set of criteria used to determine scoring for an more effective learning. by testing a range of skills, knowledge and
assignment, performance, or product. This can be used to score understanding. Using computers in assessment does not have to
many kinds of written assignments or exams, papers, projects, mean more multiple choice testing to the exclusion of other
speeches or ePortfolios. They are not useful, however, as a grading assessment techniques.
mechanism for multiple choice or short answer tests. There are
many samples of rubrics online, but the teacher may consider the A wide range of innovative assessment methods lend themselves to
learners, objective of the lesson, contextualization and localization. computer-based implementation.

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, It is important to note that teachers should use variety of
tutorial, and many more. There are two (2) types of rubric: assessment methods in the classroom. Assessing students is how
the teachers are able to evaluate students over the material they
1. Analytic rubrics describe work on each criterion separately. It are learning in the classroom, and therefore has to be done fairly to
utilizes separate, holistic ratings of specific characteristics, accommodate each and every student's interests and needs. This is
products, or behaviors. why it is important for teachers to use a variety of different
assessments in their classroom.
2. Holistic rubrics describe the work by applying all the criteria at
the same time and enabling an overall judgment about the quality Paper-and-pencil testing is the most common assessment
of the work. It utilizes holistic ratings for a product or behavior. procedure utilized by teacher to gather formal evidence about pupil
learning.
Technology can be used for assessing student learning for various
purposes. By using technology in managing assessment information Paper-and-pencil instruments refer to a general group of
data can be presented in different ways to meet the needs of the assessment tools in which students read questions and respond in
students, teachers and administrators. An electronic examination writing.
which is also called...
This includes tests, such as knowledge and ability tests, and
 COMPUTER-BASED ASSESSMENT (CBA), COMPUTER-BASED inventories, such as personality and interest inventories.
TESTING (CBT) or
 E-exam Is A Test conducted using a PERSONAL COMPUTER The process of achievement testing is a chain with many links,
(PC) or an equivalent electronics device, including identifying what to teach, providing good instruction,
selecting appropriate test question formats, and reviewing for the
—in which the delivery, responses and assessment are effected test.
electronically. e-exams were developed more than four decades ago
for professional certification in the IT industry and progressively Some examples are multiple choice tests, true or false, matching
evolving as a preferred alternative to... type, analogy, simple recall, and the like. Please take time to watch
this video.
Paper-Pencil-Test (PPT) in schools, universities, recruiting firms as
well as private and public organizations (Bulama Bukar, Bello &
Baba Ibi, M, 2016), (...)
Electronic Portfolio
An electronic portfolio which is also known as an ePortfolio, digital
Computer-Based-Testing is more efficient than Paper-based tests
portfolio, or online portfolio.
because it is an individualized testing and has faster score reporting
within few minutes after last submission. The students can (https://en.wikipedia.org/wiki/Electronic_portfolio cite_note- 1) is
immediately view the scores on screen and are more convenient for a collection of electronic evidence assembled and managed by a
teachers and students. user, usually on the Web (Zimmerman, 2012).
Computerized delivery of objective tests has more advantages ePortfolio includes input text, electronic files, images, multimedia,
compared to paper-pencil-tests which include the following: blog entries, and hyperlinks. ePortfolios are both demonstrations of
the user's abilities and platforms for self-expression.
1. The creation of item bank of questions invites the possibility of
each student being presented with a paper made up of different
TYPES of ePORTFOLIOS
questions, but of an equivalent standard.
1. Ideal portfolio It contains all work of students. It is not given to
2. Automatic computerized marking facilitates immediate feedback
provide students a grade.
for the students.
2. Showcase/Professional ePortfolios - These ePortfolios are
3. Students can be invited to sit tests as frequently as they find
primarily a way to demonstrate (showcase) the highlights of a
useful.
student's academic career.
4. Computerized recording of results facilitates the analysis of
3. Documentation portfolio - It involves a collection of work over
groups' responses to questions.
time showing growth and improvement reflecting students'
The teacher may consider balance assessments (blend of traditional learning of identified outcomes.
and ICT based assessment).
4. Learning ePortfolios These portfolios are typically created by
Although computerized testing facilities can provide a rapid means students as part of a learning activity as a way to demonstrate
of assessing and providing feedback to large numbers of students, it learning and the learning process. These portfolios are often shared
is essential to consider their use as part of the overall unit strategy, with other students to elicit peer feedback. Learning portfolios
especially as multiple choice/limited response type questions can support the idea of formative feedback as an essential part of the
lead to an emphasis on "shallow" leaming. learning process.

Electronic assessment tools are unlikely to reduce significantly the 5. Evaluation/Assessment ePortfolios - The teacher may utilize this
burden of assessnient, but they can be used to promote deeper and for both formative and summative assessment feedback.