Scribd
Upload
37 views13 pages

Lesson 6 TTL1

Uploaded by

eduardoiptorres0102
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
37 views13 pages

Lesson 6 TTL1

Uploaded by

eduardoiptorres0102
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 13

Lesson 6- TTL1

Prepared by:
Albert C. Santos, Ph.D.
Innovative Technologies for
Teaching-Learning and Assessment
tool
ICT and Assessment in Learning
 Computer based concept mapping with automated scoring can be used for
summative assessment of critical and creative thinking about complex
relationships.
 The use of ICT can help teachers by storing and recording information about
how students are developing understanding of new material; and by taking
over some of the role of assessing and providing feedback to students so
that teachers can focus on other aspects of supporting learning.
 Feedback from the computer during the use of test material improves
student performance in later use of the same test material.
 Several studies showed that interacting with a computer provides feedback
that supports better performance even if this only reflects back to the
students the moves and links they made in a visual representation of
relationships.
 For developing countries ICTs have the potential for increasing access
to and improving the relevance and quality of education. It thus
represents a potentially equalizing strategy for developing countries.
 However, the reality of the Digital Divide—the gap between those
who have access to and control of technology and those who do not—
means that the introduction and integration of ICTs at different levels
and in various types of education will be a most challenging
undertaking. Failure to meet the challenge would mean a further
widening of the knowledge gap and the deepening of existing
economic and social inequalities.
 Assessment tools are techniques used to measure a student’s
academic abilities, skills, and/or fluency in a given subject or to
measure one’s progress toward academic proficiency in a specific
subject area.
 An educational assessment tool is used for evaluating students’
performance and their level of knowledge in a particular subject.
Educational assessment tools can be used during the learning
process or on an ongoing basis.
Examples of Educational Assessment
Tools

 1. ASSISTments: This is a free online platform that teachers can use


to assign Maths tests to students, whether during the learning
process or outside the classroom. ASSISTments allow instructors to
provide immediate feedback as students turn in their tests.
 https://new.assistments.org/
 2. Formplus: Teachers can use Formplus to create surveys,
questionnaires, and polls for classroom assessments. Students can
participate in these assessments even without an internet
connection, and teachers can analyze responses immediately.
 3. Google Classroom Question Tool: Google classroom
allows you to create and share questions with your
students right in the app. Teachers can each student’s
answer separately or set up a discussion with different
groups.
 4. Quizizz Tool: If you’re conducting fact-based tests,
then the Quizizz tool is a great option. In Quizizz, you can
set up self-graded tests, which helps you save time on
assessments.
 Examples of Project Assessment
Tools
 1. Surveys: Tools like Formplus allow you to send out surveys,
questionnaires, and polls for opinion sampling and feedback.
Before launching your project, you can send out a baseline
survey, and after the project, you can administer a post-event
survey. This allows you to compare project outcomes with the
issues raised in the baseline survey.
 2. Observation: Participant and non-participant observation
methods can be used to gather first-hand feedback from
participants after your project launch.
 3. Case Studies: A case study is an in-depth exploration of a
subject matter related to real-life occurrences.
 Checklists, rating scales and rubrics are tools that state specific criteria
and allow teachers and students to gather information and to make
judgements about what students know and can do in relation to the
outcomes. They offer systematic ways of collecting data about specific
behaviours, knowledge and skills.
 The quality of information acquired through the use of checklists, rating
scales and rubrics is highly dependent on the quality of the descriptors
chosen for assessment. Their benefit is also dependent on students’
direct involvement in the assessment and understanding of the
feedback provided.
 The purpose of checklists, rating scales and rubrics is to:
 provide tools for systematic recording of observations
 provide tools for self-assessment
 provide samples of criteria for students prior to collecting and
evaluating data on their work
record the development of specific skills, strategies, attitudes and
behaviours necessary for demonstrating learning
 clarify students' instructional needs by presenting a record of current
accomplishments.
A rubric for assessment, usually in the
form of a matrix or grid, is a tool used to
interpret and grade students' work against
criteria and standards. Rubrics are
sometimes called "criteria sheets", "grading
schemes", or "scoring guides".
 Rubrics
can be designed for any content
domain.
 Checklists usually offer a yes/no format in
relation to student demonstration of specific
criteria. This is similar to a light switch; the
light is either on or off. They may be used to
record observations of an individual, a group
or a whole class.
 Creating Rubrics with Students
 Learning increases when students are actively involved in the
assessment process. Students do better when they know the goal,
see models and know how their performance compares to learning
outcomes.
 Learning outcomes are clarified when students assist in describing
the criteria used to evaluate performance. Use brainstorming and
discussion to help students analyze what each level looks like. Use
student-friendly language and encourage students to identify
descriptors that are meaningful to them. For example, a Grade 3 class
might describe levels of quality with phrases such as the following.
 Super!
 Going beyond
 Meets the mark
 Needs more work.

You might also like