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Innovative Technologies for

6 : Assessment Tasks in teaching and
Learning

Lesson 1: ICT and Assessment of Learning

Assessment plays a major role in student learning. There are many new approaches to
assessment with an emphasis on the process of learning along with the product of learning.
Performance based authentic assessment is emphasized world over. In India also there is an
emphasis on continuous and comprehensive evaluation of students’ learning. Development in
information and communication technology has thrown open numerous possibilities for
assessing student learning and providing feedback.

This unit on ICT in Assessment discusses about the basics of assessment practices and
explores how various technology tools can be integrated effectively for assessing student
learning. The concept map below gives an overview of how ICT can be used for assessment.

Lesson outcomes:

1. Explain the concepts of the roles of ICT in assessment.

2. Evaluate assessment tools using rubrics.

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

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2. How do students know what is expected and are they able to articulate
expectations, share their work and reflect on others’ work?

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3. What is the role of ICT in assessment in learning?

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4. Visit http://www.wordclouds.com/ and explore it. Try to encode some words

related to ICT and assessment in Learning.

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Create an essay about the role of assessment in student learning. (c om p os ed of 3

p ar ag r ap h s )

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Education Technology has introduced new, exciting and innovative ways to

engage students in active learning while online. The teachers can incorporate
active learning activities thorough technology in fully -online lessons, homework,
modules in 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, essent ial 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’s, 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 students 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.

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 ta lk, engaging with a written or a
visual text, engaging with multimedia, or a combination of these.

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Types of Assessment
Formative Assessment

Formative assessment is often viewed as more of a natural part of the

teaching and learning process. It can inclu de strategies such as observations,
having students read out loud, and asking students questions in class, as well as
the use of different types of tools, like digital games.

This type of testing is used to gauge student learning during the lesson.
Often, teachers are evaluating student learning without even knowing it. It is
informal and low-stakes, meaning that the kind of decisions that are made from
these types of assessments should be limited to informing and adjusting
instructional practices, such as reteaching a lesson or grouping students for extra
help. They are designed to give students the opportunity to demonstrate they
understand the material.

Schools normally do not send home formal reports on formative testing, but
it is an important part of the teaching and learning process. If you help your
children with their homework, you are likely using a version of formative testing as
you work together.

It provides feedback and information during the instructional process, while

learning is taking place , and while learning is occurring.

Summative Assessment

Summative assessments are used as a checkpoint at the end of the year or

course to assess how many content students learned overall.

These tests are given to all students in a classroom, school, or state, so

everyone has an equal opportunity to demonstrate what they know. Students
demonstrate their ability to perform at the level prescribed as the proficiency
standard for the test. Results are often aggregated to also understand school and
district performance for the purpose of accountability.

In my opinion, the most important function of summative assessments is

student equity. It’s our way of making sure that populations of students are not
being left behind. In order to do so, we need to evaluate not just the total
population of students but a breakdown by subgroup so we can identify any
potential under-served populations of students and put interventions in place for
their success.

It takes place after the learning has been completed and provides
information and feedback that sums up the teaching and learning process.

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Diagnostic Assessment

This testing is used to “diagnose” what skills a student has demonstrated

proficiency on. Diagnostic testing often measures for student misconceptions or
where students are in stages along a progression, such as by grade level, of
concepts, or skills. For example, diagnostic reading assessments can measure
what grade level students are fluent at reading, or based on their comprehension of
the text.

Teachers use diagnostic testing information to guide what and how they
teach. They’ll spend more time teaching skills students struggled with most on the
diagnostic test.

Diagnostic assessments can be a very helpful tool for parents. The feedback
my kids receive on thes e tests lets me know the specific areas where they may
need extra help at home.

Can help you identify your student’s current knowledge of a subject, their
skill sets and capabilities and to clarify misconceptions before teaching takes
place. Knowing studen ts’ strengths and weakness can help you better plan what to
teach and how to teach.

Authentic Assessment

An authentic assessment usually includes a task for students to perform and a

rubric by which their performance on the task will be evaluated. It 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 of 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 teac hers because students’ information and results of examination can
be recorded and stored and can be easily retrieved. W ith the use of ICT, the
teachers can right away give feedback to students on the result of assessments.
Feedback from the computer during the use of test material improves students’
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. W ith an effective classroom assessment system in
place, a valid demonstration of student learning and progress connected to
classroom instruction and experience can be confirmed.

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Tests play a vital role in traditional learning as w ell as e-learning and this
helps teachers and learners in measuring learning. There are many freeware were
the teachers can create quizzes and evaluate learning electronically. Online
examination systems seek to efficiently evaluate the test takers thoroug hly 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
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: (1) a ccessibility; (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.

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 21 st century assessment includes: (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 teache rs, administrators and other stakeholders. In the 21 s t
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 pract ical 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 (W illiams, 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 and learning and assessment. Computers and related technologyare
viewed as the future of teaching and lea rning and also as a powerful technological

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machine to promote development of learning. Computers are able to create a more

attractive and effective learning environment (Keser&Ozcan, 2011).

ROLE OF ICT IN ASSESSMENT

Technology has a vital role to play in effective and efficient assessment of learning.
Modern technology offers educators a variety of new tools that can be used in the classroom.
Technology can help teachers assess their students' learning as well as their performance in
the classroom. Use of ICT in assessment involves the use of digital devices to assist in the
construction, delivery, storage or reporting of student assessment tasks, responses, grades or
feedback.

Geoffrey Crisp (2011) in the Teacher's Handbook on e-Assessment stated that the ICT
based assessment can be undertaken with many devices, such as traditional desktop
computers or laptops, with portable communication devices such as smart mobile phones, with
digital devices such as iPads or through the use of electronic gaming devices. ICT based
assessment can use a multitude of formats, including text documents or portable document
formats, multimedia formats such as sound, video or images; it can involve complex simulations
or games; it can also be undertaken by students in groups or individually and it can occur with
large numbers of students in a synchronous or asynchronous manner.

Teachers can use computers to construct their assessment tasks, to deliver these tasks
to relevant students and to record and provide feedback and grades to these students.
Computers can also be used to analyse students' responses, both to provide feedback to the
student on the quality and relevance of their response, as well as to provide feedback to the
teacher on whether the task can differentiate between students with different abilities. ICT
based assessment can be used to test many different capabilities and skills that are developed
by students. There are only a few tasks that might not be suitable for completing and recording
electronically, but the number of such tasks is rapidly diminishing as technology becomes more
sophisticated and widespread. In many disciplines laboratory equipment can be manipulated
remotely and students can undertake real time physical performances that are able to be
recorded and used for assessment purposes. We are quickly approaching the stage where our
imaginations will be the limiting factor in designing e-assessment tasks.

Christine, R. (2013) identified two conceptually different approaches to assessing Key

Competencies using ICT. On the one hand, Computer-Based Assessment (CBA) approaches
have been employed for more than two decades and now go beyond simple multiple choice test
formats. With this new "Generation Re-Invention" or "transformative" testing, questions are
increasingly integrated into more complex and authentic problem contexts, so that the full range
of Key Competencies can be assessed. Additionally, due to technological advances, a wider
range of answer formats, including free text and speech, can be automatically scored.

On the other hand, technology-enhanced learning environments offer a promising

avenue for embedded assessment of the more complex and behavioral dimensions of Key

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Competencies, based on Learning Analytics. Many of the currently available technology-

enhanced learning environments, tools and systems recreate learning situations which require
complex thinking, problem-solving and collaboration strategies and thus allow for the
development of generic skills. Some of these environments allow learners and teachers to
assess performance, understand mistakes and learn from them.

Christine, R. (2013) provided an overview of developments and trends in technology-

enhanced assessment by elaborating the work of Bunderson (1989), Martin (2008) and Bennett
(2010)) in the following figure.

Computer Assisted Assessment (CAA): Computer-assisted assessment refers to the

use of computers to assess students learning and performance. Computer-assisted assessment
is a term that covers all forms of assessments, whether summative or formative, delivered with
the help of computers. This covers both assessments delivered on computer, either online or
offline, and those that are marked with the aid of computers, such as those using Optical Mark
Reading (OMR).

Computer Assisted Assessment is typically formative, in that it helps students to

discover whether they have learned what the educator intended and provide timely feedback on
how best to teach a subject. Increasingly, it can be summative, with limited feedback typically
being given at the end of a course and serving to grade and categorize the student's work. It
can also be diagnostic, e.g. by testing for pre-knowledge.

Advantages

 Computer assisted testing is more likely to be objective testing; testing that can be
marked objectively and thus offer high reliability.
 The benefit is that the tests can be marked quickly and easily, and adapted to meet a
wide range of learning outcomes.

Disadvantages

 It is usually associated with testing knowledge and skills rather than conceptual
understanding, because of the frequent use of multiple choice questions (MCQ)
formatting, which is believed to test at a lower level of understanding when related to
Bloom's Taxonomy;
 Construction of good objective tests requires skill and practice and so is initially time
consuming;
 Hardware and software must be carefully monitored to avoid failure during examinations;
 Security issues can be a problem in Web based CAA; Students require adequate IT
skills and experience of the assessment type.

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Computer Adaptive Testing

One of the recent advancements in assessment is the design and use of computer-
adaptive tests, which add a great deal of efficiency to the testing process. Depending on the
student's responses, the software will automatically adjust the level of difficulty of the questions
it poses (after a number of correct answers, it will move on to harder items; too many incorrect
responses, and it will move back to easier ones), quickly zeroing in on student's level of mastery
of the given material. Further, the technology makes it a simple matter to include items that test
content from previous and subsequent grades, which allows measurement of a very wide
distribution of knowledge and skills (from below grade level to far above it) that might exist in
any given class or testing group.

CAT components: There are five technical components in building a CAT.

1. Calibrated item pool

2. Starting point or entry level
3. Item selection algorithm
4. Scoring procedure
5. Termination criterion

Advantages

 Adaptive tests can provide uniformly precise scores for most test-takers.
 An adaptive test can typically be shortened by 50% and still maintain a higher level of
precision than a fixed version.
 This translates into a time savings for the test-taker.
 Test-takers do not waste their time attempting items that are too hard or trivially easy.
 Like any computer-based test, adaptive tests may show results immediately after testing.

Disadvantages

 The first issue encountered in CAT is the calibration of the item pool.
 Although adaptive tests have exposure control algorithms to prevent overuse of a few
items, the exposure conditioned upon ability is often not controlled.
 In a CAT with a time limit it is impossible for the examinee to accurately budget the time
one can spend on each test item and to determine if he/she is on pace to complete a
timed test section.

ASSESSMENT: DIGITAL TOOLS AND OPTIONS

LMS based assessment option: There are a large number of ICT tools and services
supporting various kinds of assessment activities. Some of these are offered as specific
modules of learning management systems (LMS) like Moodle that enable the management of
question banks and items together with the administration and internet-based delivery of tests.

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The various assessment question types which are available in LMS like moodle are calculated,
description, essay, matching, embedded answers (cloze test / gap fill), multiple choice, short
answer, numerical, true/false, drag and drop, jigsaw, ordering, multi select, short answer etc.

Standalone assessment systems

There are comprehensive assessment management systems with specific focus on

summative and formative assessment, like Rogō. It is the University of Nottingham e-
Assessment management system used to create and deliver online assessments. This online
system supports the full process from question and paper creation (including peer and external
examiner reviews) to the analysis of exam results and creation of reports. It has support for
formative quizzes, summative exams, surveys and several other paper types. Authentic
assessments can be created using any combination of 15 question types together with graphics,
audio files and video. The question types are area, dichotomous, multiple choice questions
(MCQ), multiple response, extended matching, flash interface, fill-in-the-blank, image hotspots,
labelling, likert scales, ranking, script concordance test (SCT), text boxes, true/false
TAO is another such tool which provides an open architecture for computer-assisted test
development and delivery, with the potential to respond to the whole range of evaluation needs.
It provides to all the actors of the entire computer-based assessment process a comprehensive
set of functionalities enabling the creation, the management, and the delivery of electronic
assessments.

The Hot Potatoes suite includes six applications, enabling you to create interactive
multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill
exercises for the World Wide Web. Hot Potatoes is freeware, and you may use it for any
purpose or project you like.

OSCATS: Open Source Computer Adaptive Testing System: The OSCATS library
implements Item Response Theory (IRT) and cognitively diagnostic (latent classification)
models and item selection algorithms used in Computerized Adaptive Testing (CAT). OSCATS
facilitates the development of CATs and simulations of CATs by providing ready-to-use code for
running the CAT item selection and ability/classification estimation in an extensible, modular
framework.

Concerto-platform(R-based Adaptive Testing platform)

Online Adaptive Testing Platform Concerto is a web based, adaptive testing platform for
creating and running rich, dynamic tests. It combines the flexibility of HTML presentation with
the computing power of the R language. It's totally free for commercial and academic use, and
it's open source.

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E-Box

E-Box is a Technology Enabled Active Learning and Assessment platform. Apart from
the basic LMS components like quizzes, assignments, lesson components, resource
components etc, it has numerous activity components pertaining to technology and engineering
concepts that could be used for design and analysis oriented learning. These components are
also used for assessing the design and analysis skills of candidates, apart from the regular
knowledge level testing.

Yexambox

Create your own online exams and share privately for free. Share your quality online
exams publicly. Fine tune your online exams based on user performance, feedback and ratings.
Solve publicly available quality online exams anytime.
Activity: Visit the websites of some of this assessment tools and make a comparative analysis of
the features of these tools and share this in your blog.

Assessment embedded in authoring tools: Most of the authoring software tools allow
teachers to create, compile, administer and grade electronic tests, including, for example
eXelearning, xerte, adapt and Learner Activity Management System (LAMS). All these four tools
are open source authoring tools and can create many assessment types like cloze, multi select,
multi choice, true false, fill in the blanks, matching, drag and drop etc.

E-PORTFOLIO

An electronic portfolio (also known as an e-portfolio, e-portfolio, digital portfolio,

or online portfolio) is a collection of electronic evidence assembled and managed by a user,
usually on the web. Such electronic evidence may include inputted text, electronic files, images,
multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's
abilities and platforms for self-expression and if they are online, they can be maintained
dynamically over time.

An e-portfolio can be seen as a type of learning record that provides actual evidence of
achievement. Learning records are closely related to the learning. To the extent that a personal
learning environment captures and displays a learning record, it also might be understood to be
an electronic portfolio.

Meaning and Types

What is Portfolio Assessment?

Portfolios are used in many disciplines and although there are numerous definitions in
the literature, in general a portfolio can be described as, “a purposeful compilation and reflection
of one’s work, efforts and progress”. In addition there are different types of portfolio including
assessment, employment, learning, and teaching portfolios, the format ultimately depending on

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the purpose for which it is developed. Portfolios are considered as a learning and assessment
tool.

Portfolios are viewed both as reflective tools to document students’ academic progress
as well as organized digests of artifacts documenting professional development. Portfolios
include artifacts supporting evidence of personal reflection on and embodiment of outcomes.
Other uses of portfolios include program exit assessment, demonstration of competency,
achievement, and documentation of personal growth and social development.

Electronic Portfolio

An electronic portfolio (also known as an e-portfolio, digital portfolio, or online portfolio)

is a collection of electronic evidence assembled and managed by a user, usually on the Web.
Such electronic evidence may include inputted text, electronic files, images, multimedia, blog
entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms
for self-expression, and, if they are online, they can be maintained dynamically over time.

Types of e-portfolio

Developmental Portfolios: Demonstrate the advancement and development of student skills

over a period of time. Developmental portfolios are considered works-in-progress and include
both self-assessment and reflection/feedback elements. The primary purpose is to provide
communication between students and faculty.

Assessment Portfolios: Demonstrate student competence and skill for well-defined areas.
These may be end-of-course or program assessments primarily for evaluating student
performance. The primary purpose is to evaluate student competency as defined by program
standards and outcomes.

Showcase Portfolios: demonstrate exemplary work and student skills. This type of portfolio is
created at the end of a program to highlight the quality of student work. Students typically show
this portfolio to potential employers to gain employment at the end of a degree program.

Self-reflection is an important component of electronic portfolio development. If you do not

require participants to self-reflect on the artifacts they add to the portfolio, they will not gain from
the rich learning experience that e-portfolio development can provide!

Tools for Creating e-portfolio

There are many online and offline portfolio tools. A simple portfolio can be created using
presentation software like power point. There are many advanced portfolio systems currently
available.

 Asymetrix Toolbook (http://www.asymetrix.com/products/

 SuperLink(http://www.alchemediainc.com/

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Some commercially available electronic portfolio templates

 Macromedia Authorware (http://www.macromedia.com/software/authorware/)

 Macromedia Director (http://www.macromedia.com/software/director/
 Adobe Page Mill (http://www.adobe.com/products/pagemill/main.html FileMaker/
 Home Page (http://www.filemaker.com/products/hp_home.html Macromedia/
 DreamWeaver http://www.macromedia.com/software/dreamweaver/
 Netscape Composer (http://home.netscape.com/communicator/composer/v4.0/Adobe
 Acrobat portable document format (PDF) files (http://www.adobe.com/products/

E-portfolio Tool: Mahara: Mahara is a fully featured web application to build your electronic portfolio.
You can create journals, upload files, embed social media resources from the web and collaborate with
other users in groups.

Advantages of e-portfolio

 A well-executed e-portfolio program is a very good tool for higher education.

 It builds learners’ personal and academic growth as they complete complex activities.
 It facilitates the integration of learning as students connect learning across courses a
 It helps students plan their own academic pathways as they understand what they know
and are able to do and what they still need to learn.

DIGITAL RUBRICS

A rubric is a coherent set of criteria for students' work that includes descriptions of levels
of performance quality on the criteria. It is clear that rubrics have two major aspects: coherent
sets of criteria and descriptions of levels of performance for these criteria. It can be used to
assess and articulate specific components and expectations for an assignment. Rubrics can be
used for a variety of assignments: research papers, group projects, portfolios and presentations.

Rubrics let students know what is expected of them before the activity, and demystify
grades by clearly stating the expectations for a project or assignment. They also help students
see that learning is about gaining specific skills and they give students the opportunity to do
self-assessment to reflect on the learning process. During self-assessment, students reflect on
the quality of their work, judge the degree to which it reflects explicitly stated goals or criteria,
and revise. Self-assessment done using rubric is formative—students assess works in progress
to find ways to improve their performance. Teachers can either provide a rubric or create one
with students. Rubric could also be used as a peer assessment tool. A sample rubric by
Stevens, D. D. & Levi, A. J. (2005) is given below

Sample Rubrics for Presentation

 Task Description: Each student will make a 5 minute presentation on the changes in
one Portland community over the past 30 years. The student may focus the
presentation in any way s/he wishes, but there needs to be a thesis of some sort, not

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just a chronological exposition. The presentation should include appropriate photographs,

maps, graphs, and other visual aids for the audience.

Excellent Competent Needs work

Knowledge/ The presentation The presentation uses The presentation uses

demonstrates a depth of knowledge which is little relevant or accurate
Understanding historical understanding generally accurate with information, not even that
by using relevant and only minor inaccuracies, which was presented in
accurate detail to and which is generally class or in the assigned
support the student’s relevant to the student’s texts.
thesis. thesis.
Little or no research is
20% Research is thorough Research is adequate apparent.
and goes beyond what but does not go much
was presented in class beyond what was
or in the assigned texts. presented in class or in
the assigned text.
Thinking/Inquiry The presentation is The presentation shows The presentation shows
centeredaround a thesis an analytical structure no analytical structure
30% which shows a highly and a central thesis, but and no central thesis.
developed awareness the analysis is not
of historiography or always fully developed
social issues and a high and/or linked to the
level of conceptual thesis.
ability.
Communication The presentation is Presentation techniques The presentation fails to
imaginative and used are effective in capture the interest of the
20% effective in conveying conveying main ideas, audience and/or is
ideas to the audience. but a bit unimaginative. confusing in what is to be
communicated.
The presenter responds Some questions from
effectively to audience the audience remain
reactions and questions unanswered.
Use of visual The presentation The presentation The presentation
aids includes appropriate includes appropriate includes no visual aids or
and easily understood visual aids, but these visual aids that are
20% visual aids which the are too few, in a format inappropriate, and/or too
presenter refers to and that makes them difficult small or messy to be
explains at appropriate to use or understand, understood.
moments in the and/or the presenter
presentation. does not refer to or The presenter makes no
explain them in the mention of them in the

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presentation. presentation.

Presentation The presenter speaks The presenter speaks The presenter cannot be
skills clearly and loudly clearly and loudly heard and/or speaks so
enough to be heard, enough to be heard, but unclearly that s/he
10% using eye contact, a tends to drone and/or cannot be understood.
lively tone, gestures, fails to use eye contact,
and body language to gestures, and body There is no attempt to
engage the audience. language consistently or engage the audience
effectively at times. through eye contact,
gestures, or body
language.

Though rubrics are very useful, developing this is time consuming and this need to be
prepared well in advance. However use of technology in developing rubrics will be able to save
time of teachers. There are many digital rubric creating tools available currently for the teachers
and learners to create rubrics on the go.

Rubric Development Guidelines

• Examine an assignment for your course.

• Outline the elements or critical attributes to be evaluated (these attributes must be objectively
measurable).
• Create an evaluative range for performance quality under each element; for instance,
"excellent," "good," "unsatisfactory."
• You can reinforce a developmental approach by students by using a developmental scale in
your rubric, like "Beginning", "Emerging" and "Exemplary."
• Add descriptors that qualify each level of performance:
• Avoid using subjective or vague criteria such as "interesting" or "creative"; instead, outline
objective indicators that would fall under these categories.
• The criteria must clearly differentiate one performance level from another.
• Assign a numerical scale to each level.
• Give a draft of the rubric to your colleagues for feedback.
• Train students to use your rubric and solicit feedback; this will help you judge whether the
rubric is clear to them and will identify any weaknesses.
• Rework the rubric based on the feedback.

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DIGITAL ASSESSMENT ALTERNATIVES

Several digital assessment alternatives are available for assessing students' performance.
Some of the Web 2.0 tools available today can serve as alternative assessment tools for
student learning. They can engage students as they reflect, share and demonstrate what they
have learned or are learning. Some of the digital assessment alternatives are considered here.

Online assessment is the process used to measure certain aspects of information for a set
purpose where the assessment is delivered via a computer connected to a network. Most often
the assessment is some type of educational test. With the emergence of read write web and the
development in software as a service (SaaS), it is possible to design and conduct online
assessment with ease. There are many online service providers both free and paid for
designing and developing online tests and quizzes.

Digital Concept Map: Digital concept maps can be created by using offline tools like VUE,
freemind or can be created using online tools like bubbl.us, or weismap. Concept maps can be
used formatively to make student thinking visible. When students construct and submit their
understanding of key concepts and their linkages through a concept map, it becomes clear
whether the students understand the conceptual framework around a topic of study. Concept
maps also provide immediate visual data to faculty on student misconceptions and their level of
understanding

Online Forum: Forum is an asynchronous communication tool. There are many standalone
forum tools like vanilla or php bb. Forum or discussion board is also an integrated feature of all
the learner management system. This can be used in many ways as an assessment tool.
Learners could be asked to brainstorm on a topic by posting their ideas in a forum. There can
be question answer forum where every learner needs to post their answer in order to see the
other learners' response to the question. Teacher can create many topic specific discussion
forums and this could be used to evaluate learners' level of understanding and misconceptions
if any.

Survey Tools: There are many online survey tools like survey monkey, poll daddy or lime
survey. These tools can be used as an assessment tool and also to collect feedback from
learners. In situations where you may have a bipolar set of opinions, it is helpful to surface that
in a non-threatening way. Anonymous online polls can be used to gather and demonstrate the
two sides without revealing individual attitudes. A survey can be useful for measuring the entire
class's grasp of course concepts, since survey answers are aggregated. Because of their
anonymous and aggregated nature, surveys may also be particularly handy for course
evaluation.

Wikis: A wiki is a website that allows users to collaboratively edit and create content. The most
prominent example of a wiki is Wikipedia, a collaboratively created online encyclopedia. Wikis
have become very popular environments for collaborative projects in formal education and

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training. The learners' contribution in wiki can be assessed by the teachers. This can also be a
tool for self and peer assessment.

Blogs: In general, the learning journal is a way of documenting learning and collecting
information for self-analysis and reflection. Learning journals help students reflect on how they
learn best. Learning journals also help students reflect on their knowledge, skills and behaviours
as they learn. Journals are used to:
• improve writing by helping students to practice and refine writing knowledge, skills and
behaviours accumulated over time
• define personal learning goals as students can reflect and plan for future learning and
progress
• record experiences so students can reflect on experiences to develop critical thinking, a
questioning attitude, and creative and emotive responses
• provide a representation of understanding for students to connect the experience to the
learning
• Online, blogs provide a convenient tool for journaling.

ICT for Self and Peer Assessment

Students can become better learners when they engage in deliberate thought about
what they are learning and how they are learning it. In this kind of reflection, students step back
from the learning process to think about what they have learned, how they have learned and
why they have learned. Such awareness, evaluation and regulation will encourage students to
become independent learners and can increase their motivation. Another way in which students
internalize the characteristics of quality work is by evaluating the work of their peers. Peer
assessment requires students to provide either feedback or grades (or both) to their peers on a
product or a performance, based on the criteria provided by the teachers or may developed by
them with the support of the learners. Mostly peer assessment is used for formative purposes to
encourage students to help each other plan their learning, identify their strengths and
weaknesses and in turn sharpen their meta-cognitive skills.
ICT can support peer and self-assessment process. The use of electronic learning
environments and web-based interfaces provide a good scope for peer and self-assessment in
reflection and feedback. The advent of dedicated web-based tools like WebPa, Teammates,
peerwise, sparkPlus allows the frequent and efficient implementation of self and peer
assessment activities even in large classes. Wikis and other collaborative tools and
environments can also help in peer and self-assessment. When learners are in an e-learning
environment using LMS have many opportunity for self and peer assessment .

WebPA is an online peer assessment system, or more specifically, a peer-moderated marking

system. It is designed for teams of students doing group-work, the outcome of which earns an
overall group mark. Each student in a group grades their team-mates (and their own)
performance. This grading is then used with the overall group mark to provide each student with
an individual grade. The individual grade reflects the students' contribution to the group.

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Students use PeerWise to create and to explain their understanding of course related
assessment questions, and to answer and discuss questions created by their peers.

Mobile Apps for Assessment

The increasing capacity of wireless communication and the growing number of mobile
devices (e.g. smartphones and tablets) on the one hand as well as modern Internet
technologies like JavaScript, HTML5 on the other hand provide new possibilities for mobile
based learning and assessment. There are a variety of mobile assessment tools that can be
used to engage students and provide enhanced feedback before, during, and after a daily
lesson or semester-long unit

Socrative is mobile app which engages the entire classroom with educational exercises and
games while capturing student results in real-time. Teachers can interact with the data to further
student understanding in the moment and review the reports to prepare for future classes.

Plickers is a powerfully simple tool that lets teachers collect real-time formative assessment
data without the need for student devices.

THE TRENDS IN TECHNOLOGY BASED ASSESSMENT

The National Education Technology Plan of the U.S. Department of Education (2016) has
detailed out how technology is transforming learning and assessment as follows:

Enhanced Question Types

Technology-based assessments allow for a variety of question types beyond the limited
multiple-choice, true-or-false, or fill-in-the-blank options that have characterized traditional
assessments. Examples of enhanced question types include the following:
• Graphic response, which includes any item to which students respond by drawing, moving,
arranging, or selecting graphic regions
• Hot text, in which students select or rearrange sentences or phrases within a passage
• Equation response, in which students respond by entering an equation
• Performance-based assessments, in which students perform a series of complex tasks
Technology-enhanced questions allow students to demonstrate more complex thinking and
share their understanding of material in a way that was previously difficult to assess using
traditional means.

Provide Real-Time Feedback

Technology-based formative assessments can offer real-time reporting of results, allowing
stakeholders to understand students' strengths and weaknesses, while guiding them to make
valid, actionable interpretations of the assessment data. Such assessments can enable
educators to see, evaluate, and respond to student work more quickly than can traditional

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assessments. Similarly, learners and their families can access this information almost in real
time. Technology-based summative assessments also facilitate faster turnaround of results.

Increase Accessibility
Advances in technology grounded in Universal Design and systems that align to Universal
Design for Learning (UDL) have made assessments more accessible and valid for a greater
number of students, including those with diverse abilities and language capabilities. These
advances have allowed a greater proportion of the population access to assessments. Special
features include the ability to increase font sizes and change colour contrast, text-to-speech,
bilingual dictionaries, glossaries, and more. Similarly, assistive technology, such as text-to-
speech, alternate response systems, and refreshable braille, supports students with disabilities
in accessing learning.

Adapt to Learner Ability and Knowledge

Computer adaptive testing has facilitated the ability of assessments to estimate accurately what
students know and can do across the curriculum in a shorter testing session than would
otherwise be necessary. Computer adaptive testing uses algorithms to adjust the difficulty of
questions throughout an assessment on the basis of a student's responses. For example, if the
student answers a question correctly, a slightly more challenging item is presented next; if the
student answers incorrectly, he or she receives another opportunity to demonstrate knowledge
in a different manner.

Embedded With the Learning Process

Embedded assessments are woven directly into the fabric of learning activities students
undertake. Such assessments may be technology driven or simply a part of effective instruction,
and they may appear in digital learning tools and games. They are generally invisible to the
instructional process because they are embedded in the regular classroom activities. Embedded
assessments have the potential to be useful for diagnostic and support purposes in that they
provide insights into why students are having difficulties in mastering concepts and provide
insights into how to personalize feedback to address these challenges.

Assessment for On-going Learning

Technology provides students with multiple pathways to create assessable work throughout the
year. To demonstrate their understanding, students can create multimedia productions,
construct websites to organize and analyze information, and design interactive presentations to
serve as products for assessment. These pathways allow teachers to understand how students
access and understand information across given categories.
Technology has transformed the assessment practices by providing several soft wares. Now
software features have become an integral part of the test design, validation, norms etc.
Assessment information is now linked to multiple systems and reused. Several technology
enabled assessment models are available online. These models can be used for making an
effective assessment of students' learning and performance.

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Exploring Live Lecture

Successful live lecturers are not simply those with the most expertise or the
most outgoing personalities. Knowledge of the subject and comfort in public
speaking are helpful, but a live lecture is only successful if it communicates the
material effectively to the listeners. Please follow the following steps in preparing
your live lecture.

Do it by yourself, Follow the steps in preparing live lecture.

A. Beginning the Lecture
1. Plan an introduction to catch the student’s interest.
2. Provide a brief general overview of the content.
3. Tell students how you expect them to use the material.
4. Define or explain unfamiliar terminology.
B. The Body of the Lecture
1. Organization
2. Allow time within the lecture to summarize key ideas and prepare relevant examples to
illustrate key ideas.
3. Observe non-verbal clues.
C. Closing the Lecture
1. Answer any questions raised at the beginning of the lecture and provide
closure for the lecture.
2. Restate what you expect the students to gain from the lecture material.
3. Give concluding statement.
D. Record/video your live lecture and show/present it your instructor/professor.
E. Upload your live lecture video in Facebook and send the link to your teacher.

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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A. Answer the following questions.

1. Cite some advantages and disadvantages of online examination.

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2. What is the role of technology in assessing student learning?

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B. Directions: Read the following questions carefully and encircle the best
answer.

1. The following are major purposes of assessment, EXCEPT____.

A. evaluate learner’s achievement
B. diagnose a learner’s prior knowledge
C. provide corrective feedback
D. assess native intelligence
2. Teacher Marie utilizes online assessment to measure student learning on a specific topic.
What do you call this assessment?
A. Diagnostic C. Placement
B. Formative D. Summative
3. Which of the following statements is not correct?
A. 21st century learners are technology savvy.
B. The use of ePortfolio is always beneficial to the learners.
C. Web based examination may be utilized as formative assessment
D. The use of ICT in assessment gives immediate feedback to teachers and
learners.

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4. Which is TRUE about portfolio assessment?

A. All teachers utilize portfolio assessment correctly.
B. It is not an alternative assessment.
C. It is considered authentic assessment.
D. It requires no planning.

5. Teacher F assigned her students to create a video presentation about the current problems
in the school. As a student, what will you do first?
A. Conduct survey online on the problems encountered by the students.
B. Ask permission for the student affairs to conduct online survey.
C. Make the video presentation right away.
D. Download video from YouTube.

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Lesson 2: Criteria in Choosing Appropriate Assessment Tools

Assessment is the process of gathering evidence of students’ performance over a period

of time to determine learning and mastery of skills. Such evidences of learning can take the
forms of dialogue record, journals, written work, portfolios, tests and other learning tasks.
Assessment requires review of journal entries, written work, presentation, research papers,
essays, story written, tests results, etc.

The overall goal of assessment if to improve student learning and provide students,
parents and teachers with reliable information regarding student progress and extent of
attainment of the expected learning outcomes. Assessments use, as basis, the levels of
achievement and standards required for the curricular goals appropriate for the grade or year
level. Assessment results show the more permanent learning and clearer picture of the
student’s ability.

Assessment of skill attainment is relatively easier than assessment of understanding and

other mental ability. Skills can be practiced and are readily demonstrable. Either the skills exist
at a certain level or it doesn’t. Assessment of understanding is much more complex. We can
assess a person’s knowledge in a number of ways but we need to infer from certain indicators
of understanding through written descriptions. Assessment of learning outcomes will be treated
in a separate chapter.

Lesson outcomes:

1. Examine appropriate assessment tools to be used in the classroom.

2. Review assessment used by the teachers and determine if it is applicable in the 21st
century.

3. Decide the type of measure to be utilized.

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Answer the following questions.

1. Enumerate and discuss the different assessment methods and tools utilized by your teachers
in elementary and high school.
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2. What are the advantages and disadvantages of these assessment methods and tools? Cite
concrete example.
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Answer the following.

1. What is the role of ICT in assessing student learning? Cite specific examples.
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2. As a future teacher, how will you assess your future students?
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____________________________________________________________________________
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3. What are the advantages and disadvantages of using ICT in assessment. How about
conventional assessment methods?
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4. Cite ways of selecting appropriate assessment tools.
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A knowledge based society, or "21st

century society", is one in which its members,
through Lifelong learning, share innovations
and expertise within a community of experts
and non-experts, in the spirit of apprenticeship.
This results in a network of knowledge which is
created, shared, used and protected by the
network itself. Knowledge is used to inform and
improve ourselves and others both culturally
and materially, with the goal of building a
sustainable society.

21st Century Learning skills are skills necessary in a knowledge-based society, such as
information and communication skills (including information processing and research tools),
thinking and problem solving skills (including using technological tools such as spreadsheets to

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solve problems and think creatively) and interpersonal and self-directional skills (such as e-
learning and collaboration). Educational assessment, according to the British Columbia Ministry
of Education, is the "process of gathering evidence of what a student knows, understands, is
able to do and is working towards." In a knowledge-based society, with its network of both
technology and people, current assessment tools require upgrading to ensure that learners are
prepared for a rapidly changing and ever-connected community, society and world. It is
important to understand the culturally significant values that are currently driving the need for
knowledge and to consider the direction of the greater society before generating tools to
measure the progress of learners in that society. In order to do that we must consider the needs
of a 21st century learner in a knowledge-based society.

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 (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 rating of student skills, portfolios, score gains between entry and exit tests,
capstone projects, thesis and dissertations, etc.
Indirect methods 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 student 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. Measured 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 overtime
6. Evidence of being on-going, not once and done.

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 or the next stage of learning. With this, teachers may utilize ICT in

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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 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’s provide
the means for explicit design and implementation individualized or collaborative problem-solving
task 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 rubric is to assess student performances. For some performances, the teacher may
observe 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 student, teachers and administrators. An electronic examination which is
also called computer-based assessment (CBA), computer-based testing (CBT) or exam is a test
conducted using a personal computer (PC) or an equivalent electronics device, in which the
delivery, responses and assessment are effected 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 (BulamaBukar, 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:

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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 facilities immediate feedback for the students.
Students can be invited to sit tests as frequently as they find useful. 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 choices testing to the exclusion of other
assessment techniques. A wide range of innovative assessment methods lend themselves to
computer-based implementation.

Electronic Portfolio

An electronic portfolio which is also known as an ePortfolio, digital portfolio, or online

portfolio (http://en.wikipedia.org/wiki/Electronic_portolio - cite_note-1) is a collection of electronic
evidence assembled and managed by a user, usually on the Web (Zimmerman, 2012).
ePortfolio includes input text, electronic files, images, multimedia, blog entries, and hyperlinks.
ePortfolio 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 ePortfolios are primarily a 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’ learning 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.

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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 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. 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.

What are the advantages of creating an ePortfolio?

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What technology tools can we use to construct an ePortfolio?

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____________________________________________________________________________
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What evidence is there that ePortfolios are beneficial to student learning?

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Answer the following questions.

Give examples of assessment tools useful to 21st century teachers.

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Select assessment methods and create a digital rubric for the methods selected.
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Directions: Read the following questions carefully and encircle the best answer.

1. Computer-assisted test gives immediate corrective feedback and it is most useful

when____.

a. immediate and frequent

b. in a judgmental way
c. reliable and subjective
d. subjective and valid judgment

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2. Teacher Martha might choose to use more traditional testing methods over authentic or
performance assessment because____.
I. authentic assessments require considerable technical knowledge
II. authentic assessments are needs teachers’ productivity tool
III. authentic assessments are more difficult to administer

a. I only
b. II only
c. III only
d. I, II and III

3. Erwina keeps samples of all of her writing by scanning them and putting them in one
folder. On a regular basis, students and their teacher review work in these folders for the
purpose of assessing improvement over time. Then, Erwina uploaded them on her blog.
What do you call this?

a. Portfolios
b. Progress Report
c. Diary
d. Journal

4. Teacher Chris wants her students to clearly understand what it takes to get a good
grade on the Social Studies project she just assigned. She explains that to get an
Outstanding rating, the project must include at least eight references. Similar, less-
stringent criteria are given for the lower grades. This is an example of____.

a. scoring rubric
b. normative grading
c. grading to criterion
d. criterion-referenced testing

5. What is the content of an ePortfolio?

a. The length of the portfolio

b. The goal and purpose of the portfolio
c. The pictures incorporated in the portfolio
d. The characteristics of the students evaluated.

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