PROFED 608 Fvcking outline

LESSON 1

Learning Objectives

At the end of the lesson, the students can:

a. determine the concepts of the roles of ICT in assessment

b. evaluate the assessment tools using rubrics

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.

Watch the video on Youtube (Insert niyo yung Video sa PPT mwaaa)

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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

 In Educational assessment, the use of technology as an innovation and support for teaching
and learning (Sindhu, 2013), is essential to improve instruction and increased performance.
 Tests play a vital role in traditional learning as well as e-learning and this helps the teachers and
the learners in measuring learning.
 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.
 Web-Based Online Examination Software – An online examination system is a computer-based
test system that can be used to conduct computer-based tests online.

Some of the major advantages of Online examination

1. accessibility and flexibility

 2. time management
3. save cost
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.

Current Trends in Assessment in Learning

The 21st century assessment

1. utilizing multiple measures of assessment,

2. increasing the use of technology,
3. focus on the 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.

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
 support for new teaching techniques

Online learning initiatives often fail to engage and teach learners because they are passive in
nature, reading PDFs, flipping through slides, and 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
trips.

LESSON 2

Learning Objectives

At the end of the lesson, the students can:

a. examine appropriate assessment tools to be used in the classroom

b. determine if the reviewed assessment used by the teachers is applicable in the 21st century
Assessment methods – are the strategies, techniques, tools and instruments for collecting
information to determine the extent to which students demonstrate desired learning outcomes.

The selection of tools involves a process to obtain detailed information and the need to keep the
process feasible and manageable.

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.

Appropriate Assessment techniques

 Direct methods - examples 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 – examples are 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.

Selecting appropriate assessment tools (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

One of the key characteristics of formative assessment is the frequent use of evidence gathered
from various methods as feedback.
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)

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.
Two (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 judgment about the quality of the work. It utilizes holistic rating for a product or
behavior.

Computer-based Assessment (CBA), Computer-based Testing (CBT) - an electronic examination

or e-exams conducted using a personal computer (PC) or an equivalent electronics device, in
which the delivery, responses personal 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).

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.

Paper-and-pencil testing
- 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.

Electronic Portfolio
- Also known as an ePortfolio, digital portfolio, or online portfolio, is a collection of electronic
evidence assembled and managed by a user, usually on the Web (Zimmerman, 2012).
- It 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
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 highlights of a student's academic career.
3. Documentation portfolio - It involves a collection of work over time showing growth and
improvement reflecting students 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.
5. Evaluation/Assessment ePortfolios - The teacher may utilize this for both formative and
summative assessments feedback.

To understand better, please watch this video.

What is an ePortfolio?
Communicate and showcase skills, experiences, and learning
Video link: https://www.youtube.com/watch?v=xvqBORISA5k
(PA ATTACH NG VID SA PPT EHE:>)