Chapter VI

INNOVATIVE TECHNOLOGIES FOR ASSESSMENT TASKS IN TEACHING AND

LEARNING

Overview

Assessment, Learning and teaching are closely connected and interwoven

because each provides information that can determine effective instruction. In the process
of conceptualizing a plan on how to teach, as learning outcomes are put in place, the next
step to consider is how these are to be evaluated. This is an important part of instruction
because data gathered in this phase of instruction will inform the teacher whether the
students have actually learned or that the teacher has to consider a better approach in
teaching.

This chapter which composed of two lessons presents important concepts on

assessment in learning while integrating technology tools that can appropriately evaluate
student’s learning. Varied types of online assessment tools are discussed. The ePortfolio
assessment is also presented as an alternative way that can provide learners the chance
to reflect how they learn. Online examination software and applications designed to
assess the gather data afford the teacher ample chance to give immediate feedback on
student learning. The criteria for choosing the appropriate assessment tool are also
included.

General Objectives:

At the end of this chapter, the students will be able to explain the role of ICT in
assessment in learning, design and create electronic assessment portfolio, explore
various digital online and offline assessment alternatives available. They will be also
describe the current trends in technology- based assessment practices in schools and to
select appropriate assessment tools.
Lesson 1: ICT and Assessment in Learning

Pre- discussion

Assessment is very important in student learning. There are many approaches to

assessment in learning with an emphasis on the process of learning along with the
product of learning. The ultimate measure of student’s competence is performance.
Development in Information and Communication Technology (ICT) has thrown open
numerous possibilities for assessing student learning and providing immediate feedback.

Specific Objectives:

At the end of the lesson, the students are expected to:

1. Distinguish the different types of assessment.

2. Explain the concepts of the roles of ICT in assessment.
3. Analyze the importance of Information and Communication Technology (ICT) in
assessment in Learning

Discussion

Assessment is the process of identifying, gathering, and interpreting information

about student’s learning.

To understand better the different related terms on assessment especially formative and
summative assessment, please watch this video on youtube.. video link:
https://www.youtube.com/watch? v=u0Nsw3W4MW0.

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 student’s current
knowledge of a subject, their skill sets and capabilities and to clarify misconception
before teaching takes place. Knowing student’s strengths and weaknesses can
help you better plan what to teach and how to teach it.
 4. AUTHENTIC ASSESMENT- 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

Technology is supposed to play in effective and efficient assessment of learning.

The technology in modern times has reshaped the teaching learning process as it offers
various number of tools that can be used in the classroom to enhance the learning to a
great extent. Technology has the ability to support teachers by assessing students'
learning in terms of their performance in the classroom. The use of ICT in assessment is
now common where it utilizes digital devices which help in construction of assessment
tasks for students. It helps in delivery of assessment tasks. Not only construction or
delivery, the ICT has the ability to give grades or feedback to students. It is essential for
schools to encourage themselves to strengthen their commitment to developing a better
assessment practice which can support teachers, students and other stakeholders
(Marina, 2015).

There are technology 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 teachers because
students’ information and results of examination can be recorded and stored and can
easily be retrieved. With the use of ICT, the teachers can right away give feedback to
students on the results of assessment. Feedback from the computer during the use of the
test material improves student performance n later use of the same test.

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. Tests play a vital role in traditional learning as well as e-learning and this
helps the teachers and the learners in measuring learning. There are many freeware
where the teachers can create quizzes and evaluate learning electronically. Online
examination systems seek to efficiently evaluate the test takers thoroughly through a fully
automated system that not only saves time but also gives fast results. It is done in most
cases through a Web- Based Online Examination Software. This online examination will
also eliminate the need for monitoring while the exam is being taken.

One of the advantages of using a web- based exam software or an online examination
system is that it gives a high level of transparency as opposed to the traditional method or
remote method. It is almost impossible to compromise exam questions and evaluations
because they cannot also be influenced. 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 examinations are :

(1) accessibility and flexibility, (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.

ASSESSMENT/ENRICHMENT

Instructions: Answer the following questions and submit through our Google classroom.

1. Discuss the different types of assessment and its significance in the teaching-
learning process.
2. What is the importance of Information and Communication Technology (ICT) in
assessment of Learning?
3. Create a short video clip about the role of assessment in student learning using the
rubric for video presentation posted in our Group Chat(GC).

REFERENCE/S

Barker, P. (1999) Implementing Learning Technology. Retrieved from

http://www.icbl.hw.ac.uk/ltdi/implemeting-it://using.htm

Kharbach , M.(2017) Educational Technology and Mobile Learning. Retrieved from

https://www.educatorstechnology.com/2017/02/the-ultimate-edtech-chart-for-
teachers.html

Zimmerman,E.(2012) . Career couch: Showcasingyour work,in an online portfolio.New

York Tines.
LESSON 2: CURRENT TRENDS IN ASSESSMENT OF LEARNING

Overview

For many, the word “assessment” translates into multiple choice questions or
writing for hours in a crowded exam hall – it is something very defined and has a certain
place in our education or career. The huge advancements in computer-based testing are
now redefining the possibilities of assessment, particularly in terms of what can be tested,
how and when. These advancements mean that there are many more applications for
both summative and formative testing, applications that even a couple of years ago would
not have been possible.

Assessment has always been an integral part of the teaching and learning
process. The information from assessment 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 design which add a great deal of efficiency to the test process.

Pre-discussion

Education Technology has introduced new, exciting and innovative ways to

engage students in activie 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, 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.
Specific Objectives:

At the end of the lesson, the students will be able to:

1. Explain the current trends in assessment.

2. Determine the importance of ePortfolio in teaching – Learning process.

Current trends in Assessment

The 21st 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
teachers, administrators, and other stakeholders. In the 21 st century, educators and
students can no longer afford this disconnect. To help students become college and
career- ready, we need to teach them how to apply what they are learning in school to the
practical and intellectual tasks in their everyday lives. (Wolpert- Gawron, 2010).
The concept of classroom has been shifting in recent years with dedication to
purposefully designed learning spaces and seamless integration of technologies
(Williams,2017). In the 21st century, we are facing a global economy where information
travels at the speed of the light and knowledge of how to harness and sift through that
information has become vital to our personal and national well- being.

Classroom-Based Assessments Fostering 21st Century Learning with Classroom-

Based Assessments

Teachers evaluated student knowledge through recall test, or by asking content questions
during a lecture, but researchers and practitioners are beginning to understand that a
different type of teacher developed assessments can play an important role in supporting
learning (Black & Wiliam, 1998; W. J. Popham, 2008b) and in helping to transform
teaching practice. In fact, incorporating 21st century teaching practices should start with
updating teachers’ arsenal of assessment strategies that they use in the classroom to
support their teaching (Jacobs,2010).

The research around classroom assessments suggests that the tools and strategies we
wish to discuss share three important traits that in different degrees:

1) Provide Insight on Student Learning so Teachers Can Modify Instruction:

Because many of these assessment tools and strategies are formative in nature, the
information garnered from their implementation can be used to immediately inform
teachers’ instructional decisions. For example, information garnered from portfolios
 can help teachers evaluate the effectiveness of their own instruction while helping
them make informed decisions about future lessons.

2) Assess Broader Range of Skills and Abilities: Traditional forms of assessment

like multiple-choice, fill in the blank, and true/false, privilege memorization and recall
skills that demand only a low level of cognitive effort (Dikli, 2003; Shepard, et al.,
1995). The assessment tools and strategies outlined in this paper provide more robust
means to measure higher order thinking skills and complex problem solving abilities
(Palm, 2008). Strategies such as performance bases assessment (PBA) and
portfolios, take into account multiple measures of achievement, and rely on multiple
sources of evidence, moving beyond the standardized examinations most commonly
used for school accountability (Shepard, et al., 1995; Wood, Darling-Hammond, Neill,
& Roschewski, 2007). Self-and peer assessment both teach and assess a broader
range of life skills like self-reflection, collaboration, and communication. As a tool to
measure student learning, rubrics allow teachers to measure multiple dimensions of
learning.

3) Give Students New Roles in the Assessment Process that Make Assessment a
Learning Experience: In contrast to the traditional teacher-designed, teacher-
administered, teacher-graded tests, this cadre of assessments involves students
throughout the assessing process. Involving students in the creation of assessment
criteria, the diagnosis of their strengths and weaknesses, and the monitoring of their
own learning, transfers the locus of instruction from the teacher to his or her students
(Nunes, 2004). For example, the most successful rubrics involve students in the
creation of the evaluation criteria. This creates buy-in, increases engagement, and
fosters a deeper commitment to the learning process. In the assembly of a portfolio,
students not only get to decide which work is graded, they have the opportunity reflect
up and evaluate the quality of those submissions. This type of involvement fosters
metacognition, active participation, and ultimately puts students at the center of the
learning process (McMillan & Hearn, 2008).

Six Effective Assessment Strategies

The following sections describe six assessment tools and strategies shown to impact
teaching and learning as well as help teachers foster a 21st century learning environment
in their classrooms: 1) Rubrics, 2) Performance-based assessments (PBAs), 3)
Portfolios, 4) Student self-assessment, 5) Peer-assessment, 6) Student response
systems (SRS). Many of the assessment strategies currently in use fit under one or more
of the categories discussed. Furthermore, it is important to note that these strategies also
overlap in a variety of ways.
 1. Rubrics

Rubrics are both a tool to measure students’ knowledge and ability as well as an
assessment strategy. A rubric allows teachers to measure certain skills and abilities not
measurable by standardized testing systems that assess discrete knowledge at a fixed
moment in time (Reeves & Stanford, 2009).
Unlike a standard checklist used to assess performance, a rubric is a set of criteria
that articulates expectations and describes degrees of quality along a continuum (H. L.
Andrade, Ying, & Xiaolei, 2008; Rezaei & Lovorn, 2010; Wiggins & McTighe, 2005). The
rubric is not only utilized in conjunction with summative assessments; it is a tool that can
enhance the entire learning process from start to finish by serving a number of purposes
including communicating expectations for an assignment, providing focused feedback on
a project still in process. Additionally, they encourage self-monitoring and self-
assessment and give structure for a final grade on an end product (H. L. Andrade, et al.,
2008; Lee & Lee, 2009; National Research Council, 2002).
Rubrics are considered “inclusive assessment tools” that can be used as class-
wide assessment tools to help students at all levels make meaningful progress towards
curricular goals (Lee & Lee, 2009).

2. Performance-based Assessments

Performance-based assessments (PBA), also known as project-based or authentic

assessments, are generally used as a summative evaluation strategy to capture not only
what students know about a topic, but if they have the skills to apply that knowledge in a
“real-world” situation. By asking them to create an end product, PBA pushes students to
synthesize their knowledge and apply their skills to a potentially unfamiliar set of
circumstances that is likely to occur beyond the confines of a controlled classroom setting
(Palm, 2008). Some examples of PBA include designing and constructing a model,
developing, conducting and reporting on a survey, carrying out a science experiment,
writing a letter to the editor of a newspaper, creating and testing a computer program, and
outlining, researching and writing an in-depth report (Darling-Hammond & Pecheone,
2009; Wren, 2009). Regardless of the type of performance, the common denominator
across all PBAs is that students are asked to perform an authentic task that simulates a
real life experience and mimics real world challenges (Wiggins & McTighe, 2005;
Shepard, 1995).

3. Performance-based assessments
Have been used in many countries for decades and offer many advantages not
afforded by standardized paper and pencil multiple-choice exams. Wiggins and McTighe
(2005) assert that in fact, “authentic assessments are meant to do more than “test”: they
should teach students (and teachers) what the “doing” of a subject looks like and what
kinds of performance challenges are actually considered most important in a field or
profession” (p. 337). PBA, coupled with an well-designed measurement tool such as a
scoring rubric, can provide the how and the why a student might be struggling, versus just
the what of standardized tests; as a result, PBA can actually help teachers figure out how
their students best learn (Falk, Ort, & Moirs, 2007; Shepard, 2009). PBA, used as a
formative assessment, also provides more timely feedback than large-scale standardized
tests. Standardized tests can take a number of months to produce results, but PBA allows
teachers to make meaningful adjustments while they are still teaching their current
students (Darling-Hammond & Pecheone, 2009; Wood, et al., 2007). Additional benefits
of PBA are that they are inherently more student-centered and are better at assessing
higher order thinking and other 21st century skills (Wood, et al., 2007; Wren, 2009). In a
yearlong study of 13 third grade teachers in Maryland, Shepard and her team (1995)
noted “small but real gains” in students’ ability to explain mathematical patterns and
tables; a skill previously exhibited by only the most adept students (p. 27). Not
surprisingly, PBA helps students to be more engaged and invested in their learning
(Wood et. al., 2007; Wiggins & McTighe, 2005). PBA also allows for differentiation of
assessment so that all students have space to demonstrate understanding including
special education and ELL students (Darling-Hammond, 2009).

4.Portfolio Assessment

Portfolios are a collection of student work gathered over time that is primarily used
as a summative evaluation method. The most salient characteristic of the portfolio
assessment is that rather than being a snapshot of a student’s knowledge at one point in
time (like a single standardized test), it highlights student effort, development, and
achievement over a period of time; portfolios measure a student’s ability to apply
knowledge rather than simply regurgitate it. They are considered both student-centered
and authentic assessments of learning (Anderson & Bachor, 1998; Barootchi &
Keshavarz, 2002). Portfolios are one of the most flexible forms of assessment because
they can be effectively adapted across subject areas, grade levels and administrative
contexts (i.e. to report individual student progress, to compare achievement across
classroom or schools and to increase parent involvement in student learning) (Sweet,
1993; National Research Council, 2002).
One of the strengths of the portfolio as an assessment tool is that it can be
smoothly integrated into classroom instruction (as opposed to be an add-on style of the
standardized summative test). The portfolio acts as a repository for work assigned and
completed throughout the year. It does not necessitate additional tests or writing
assignments.
Portfolios foster self-reflection and awareness among students as they are often
asked to review previous assignments and projects and assess strengths and
weaknesses of both their processes as well as their final products (Sweet, 1993).

5. Self-assessment

According to McMillan and Hearn (2008) “self-assessment occurs when students

judge their own work to improve performance as they identify discrepancies between
current and desired performance”. In this way, self-assessment aligns well with
standards-based education because it provides clear targets and specific criteria against
which students or teachers can measure learning. Self-assessment is used to promote
self-regulation, to help students reflect on their progress and to inform revisions and
improvements on a project or paper (Andrade and Valtcheva, 2009). Ross (2006) argues
that in order for self-assessment to be truly effective four conditions must be in place: the
self-assessment criteria is negotiated between teachers and students, students are taught
how to apply the criteria, students receive feedback on their self-assessments and
teachers help students use assessment data to develop an action plan (p. 5). A number
of studies point to the positive effects self-assessment can have on achievement,
motivation, self-perception, communication, and behavior (H. Andrade & Valtcheva, 2009;
Klenowski, 1995; McMillan & Hearn, 2008). McDonald and Boud (2003) report that high
school students who were trained in self-assessment not only felt better prepared for
their external examinations, they actually outperformed their peers who had not received
the training. Similarly, students across grade levels and subject areas including narrative
writing, mathematics and geography outperformed their peers in the control group who
had not received self-assessment training (Ross, 2006).
Andrade and Valtcheva (2009) in their literature reviews cite numerous studies that
found a positive relationship between the use of self-assessments and the quality of
writing, depth of communication skills, level of engagement and degree of learner
autonomy. Finally, self-assessment is also a lifelong learning skill that is essential outside
of the confines of the school or classroom (McDonald and Boud, 2003).
An additional strength of self-assessment as a formative assessment tool is that it
allows every student to get feedback on his or her work.

6. Peer Assessment

Peer assessment, much like self-assessment, is a formative assessment strategy

that gives students a key role in evaluating learning (Topping, 2005). Peer assessment
approaches can vary greatly but, essentially, it is a process for learners to consider and
give feedback to other learners about the quality or value of their work (Topping, 2009).
Peer assessments can be used for variety of products like papers, presentations,
projects, or other skilled behaviors. Peer assessment is understood as more than only a
grading procedure and is also envisioned as teaching strategy since engaging in the
process develops both the assessor and assessee’s skills and knowledge (Li, Liu, &
Steckelberg, 2010; Orsmond & Merry, 1996). Feedback that students are asked to
provide can confirm existing information, identify or correct errors, provide feedback on
process, problem solutions or clarity of communication(Butler & Winne, 1995).
The primary goal for using peer assessment is to provide feedback to learners.
This strategy may be particularly relevant in classrooms with many students per teacher
since student time will always be more plentiful than teacher time. Although any single
student’s feedback may not be as rich or in-depth as a teacher’s feedback, the research
suggests that peer assessment can improve learning.
USE OF E-PORTFOLIO

An ELECTRONIC PORTFOLIO- which is also known as an ePortfolio, Digital

Portfolio, or online Portfolio (https://en.wikipedia.org/wiki/electronic_portfolio -_ 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 includes input text , electronic files,
images, multimedia, blog entries and hyperlinks. ePortfolios are both demonstrations of
the user’s abilities and platforms for self- expressions.

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 overtime 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.
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..
5. Evaluation/Assessment ePortfolios- the teacher may utilize this for both
formative and summative assessments feedback.

*To understand better, please watch this video link: https//

www.youtube.com/watch?v=xvqBORISA5k

Assessment/ Enrichment

Answer the following:

 a. In the table below, list down all the advantages of ePortfolio in the students’
learning.

ADVANTAGES OF ePortfolio IN THE STUDENT LEARNING PROCESS

b. Write a paragraph on how current trends in assessment affect the teaching-

learning process.

Summary

Assessment is very important in student learning. There are many approaches to

assessment in learning with an emphasis on the process of learning along with the
product of learning. The ultimate measure of student’s competence is performance.
Development in Information and Communication Technology (ICT) has thrown open
numerous possibilities for assessing student learning and providing immediate feedback.

Assessment has always been an integral part of the teaching and learning
process. The information from assessment 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 design which add a great deal of efficiency to the test process.

Moreover, integration of Technology in Education has introduced new, exciting and

innovative ways to engage students in activities learning while online. The teachers can
incorporate active learning activities through technology in fully-online lessons, homework
modules and even in-class online activities.
REFERENCE/S

Anderson, J. O., & Bachor, D. G. (1998). A Canadian Perspective on Portfolio Use in

Student Assessment.

Andrade, H., Buff, C., Terry, J., Erano, M., & Paolino, S. (2009). Assessment-Driven
Improvements in Middle School Students' Writing. Middle School Journal, 40(4), 4-12.

Barker, P. (1999) Implementing Learning Technology. Retrieved from

http://www.icbl.hw.ac.uk/ltdi/implemeting-it://using.htm

Kharbach , M.(2017) Educational Technology and Mobile Learning. Retrieved from

https://www.educatorstechnology.com/2017/02/the-ultimate-edtech-chart-for-
teachers.html

Zimmerman,E.(2012) . Career couch: Showcasingyour work,in an online portfolio.New

York Tines.