UNIT 6:

ASSESSMENT TASKS IN TEACHING AND LEARNING

BERREROS,PAULA
BRITTHANY A. BIBAR, JACKIELOU
L.
GAMUTIN,
CASSANDRA DANICA LABORTE, JESSA
C. MAE
MARAMAG. GLORY ENRIQUEZ,
B. JEMALYN T.
 CONTENTS

1. ICT and Assessment in Learning

a. Types of Assessments
b. Role of ICT in Assessment of Learning
c. Current Trends in Assessment of Learning
c.2. Criteria in Choosing Appropriate Assessment Tools

2. Guidelines in the Development and Use of the Non- Conventional or

Digital Tools for Teaching and Learning

3. Selection and Use of tools and Apps in Teaching and Learning

 CONTENTS

4. Creating e-Portfolio as Technology Tool

5. Collaborative Environment in the Digital World

6. Digital Literacy Skills in the 21st Century.

ICT AND ASSESSMENT
IN LEARNING

REPORTER:
BERREROS, PAULA BRITTHANY
A.
INNOVATIVE TECHNOLOGIES FOR ASSESSMENT
TASKS IN TEACHING AND LEARNING

ASSESSMENT LEARNING TEACHING

 - CLOSELY RELATED AND INTERWOVEN BECAUSE
EACH PROVIDES INFORMATION THAT CAN
DETERMINE EFFECTIVE INSTRUCTIONS. THE USE OF
TECHNOLOGY, PLAYS A VITAL ROLE IN ASSISTING THE
TEACHERS HOW TO ACCESS STUDENT’S LEARNING.
 Assessment is very important in student learning and teaching.

There are many approaches in assessment of learning with an emphasis

on the process of learning along with the product of learning.

The ultimate measure of student’s competence is performance.

The Development in Information and Communication Technology

(DICT) has thrown open numerous possibilities for assessing students’
learning and providing immediate feedback.
 This lesson discusses about the basics of assessment
practices, explores how various technology tools can be
integrated effectively for assessing student learning and
describes the emerging trends in technology-based
assessment in teaching and learning.
 ASSESSMENT is the process of
IDENTIFYING, GATHERING, and
INTERPRETING

information about student’s learning.

 TYPES OF
ASSESSMENTS
 t
- The process of evaluating and measuring an individuals’
achievement; typically done with assessment tools such as
assignments or examinations.

- The process of gathering and discussing information from

multiple and diverse sources in order to develop a deep
understanding of what students know, understand, and can
do with their knowledge as a result of their educational
experiences.
Assessmen
t
(as Pre-Assessment): Can help you identify
your students’ current knowledge of a subject,
skill sets and capabilities, and to clarify
misconception before teaching takes place. It
assesses a students’ strengths and weaknesses
can help you better plan what to teach and
how to teach it.
 t
- Assesses a student’s performance during
instruction, and usually occurs regularly
throughout the instruction process.
- Provides feedback and information during
the instructional process, while learning is
taking place; and while learning is occuring
Assessmen
t
- It measures a student’s achievement at the
end of instruction.
- Takes place after the learning has been
completed and provides information and
feedback that sums up the teaching and
learning process
ROLE OF ICT IN
ASSESSMENT OF
LEARNING
 What is
ICT?
Is a broader term for Information Technology (IT)
which refers to all communication technologies.

- It includes Internet, Wireless Network, Cellphone,

Computer, Middleware, Software, Video Conference,
Social Networking and other media applications and
services.
 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 useful
and helpful to teachers, it is 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
test material is an effective classroom
assessment system in place, a valid
demonstration of student learning and progress
connected to classroom instruction and
experience can be confirmed.

◦ Improves students performance in later use of

the same test material.
◦ According to (Sidhu, 2013) In educational assessment, the
use of technology as an innovation and support for teaching
and learning, is essential to improve instruction and increase
performance.

◦ Test play a vital role in traditional learning as well as in e-

learning and this helps the teachers and the students to
measure learning.
 There are many freeware where the teachers can
create quizzes and evaluate the learning electronically.

SOME SITE OR APPS THAT CAN BE USED IN

MAKING EXAM ARE:

Google Form
Quizizz
Google Classroom
Kahoot!
◦ Online examination systems seek to efficiently evaluate the
test takers thoroughly through a fully automated system that not
only saves time, but also give fast results.

It is done in most cases through a Web-Based Online Examination

software. EXAMPLES:
 This online examination will also
eliminate the need of 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 result instantly

and it is often possible for the exam taker to get
information on his result immediately.
 SOME OF THE MAJOR
ADVANTAGES OF ONLINE
EXAMINATIONS ARE:
 ACCESSIBILITY AND
FLEXIBILITY
Exams can be conducted everywhere
Does not need a long commute to exam venue
Students can take the same exam over a wide spread of
locations
Beneficial for students with disabilities
Allows candidate to take exams at their own convenience
 TIME MANAGEMENT
Online examination systems make use of computers
that helps in saving time

The lengthy formalities and processes

 SAVE COST
Elimination of Expenses
 STATISTICAL ANALYSIS
Comparative analysis can be done to analyze
the outcomes of exams overtime
• Security and confidentiality should also be
considered.
• Security needs to be given top priority for any
website that you will add information tool.
• Some schools utilized software for security and
privacy examinations
CURRENT TRENDS
IN ASSESSMENT
OF LEARNING
 In the 21 Century, we are facing a global
st

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.
CRITERIA IN CHOOSING
APPROPRIATE
ASSESSMENT TOOLS
 ASSESSMENT
Elimination of Expenses METHODS
Elimination of Expenses

Are the strategies, techniques, tools and

instruments for collecting information to
determine the extent to which student
demonstrate desired learning outcomes.
 Mehrens, (2001) as cited in McDivitt and

Elimination
Eliminationof Gibson (n.,d)
ofExpenses
Expenses

“The purpose of any assessment is to gather

data to facilitate decision making.”
 The following may be considered in
 choosingofofappropriate
Elimination
Elimination Expenses
Expenses assessment tools:

oGoals of assessment
oMethods of assessment either direct or
indirect; and
oThe interval in giving assessment
 (AIRASIAN,
Elimination of Expenses
2005)
Elimination of Expenses
During teaching, teachers not only have the
communicate the information they planned but also
continuously monitor students’ learning and
motivation in order to determine whether
modifications have to be made.
 (BORKO & LIVINGSTON, 1989)

Elimination
Eliminationof
ofExpenses
Expenses
Because of the complex cognitive skills required to
improvise and be responsive to students’ need while
simultaneously keeping in mind the goals and plans
of the lesson.
 DIRECT METHOD

Elimination
Eliminationof
ofExpenses
Expenses
Are examinations, written assignments,
presentations and performance, internship
supervisors, ratings of student skills, portfolios,
score gains between entry tests and exit tests,
capstone projects, thesis and dissertations, etc.
 INDIRECT METHOD
Elimination
Can provideof Expenses
a useful
Elimination of Expenses supplement and check on the
findings from direct measures.
Examples:
- Student satisfaction surveys,-Reflective essays
- Survey of students alumni, -Data on placement and;
- Exit interviews with graduating students, -Other measures of post
- Student participation rates, graduation performance etc.
 (WOO et
Elimination of Expenses al., n.d)
Elimination of Expenses
The rapid development of ICT has provided
teachers with digital platforms that support
learning and teaching.
 (DRIGAS AND KARYOTAKI, 2006)

Elimination
Eliminationof
ofExpenses
Expenses
Online task assigned by teachers will assess
the collaborative problem solving construct
and the five strands – (PARTICIPATION,
PERSPECTIVE TAKING, SOCIAL REGULATION,
TASK REGULATION, STUDENT’S LEARNING
AND KNOWLEDGE BUILDING SKILLS)
 It is also stressed in the same study that large-
Elimination
scale
Elimination of
ofExpenses
Expenses
differential item functioning (DIF) analysis
can validate an online problem solving ability test
that minimizes the extraneous differential effects
of students’ language background.
 (DRIGAS AND
Elimination of Expenses KARYOTAKI, 2006)
Elimination of Expenses
ICTs provide the means for the explicit design and
implementation of individualized or collaborative
problem-solving tasks through teacher’s interactive
scaffolding and immediate feedback supply towards
learners.
 MAGING MALUSOG
Criteria in Choosing
SA PAGLAKI
Appropriate Assessment Tools
IKAPITO-IKAWALONG
LINGGO
with the Use of – Rubrics,
Checklists, and Rating Scale
MAGING MALUSOG
SA PAGLAKI
Rubrics
IKAPITO-IKAWALONG
LINGGO
 MAGING MALUSOG
SA PAGLAKI
Checklists
IKAPITO-IKAWALONG
LINGGO
 MAGING MALUSOG
SA PAGLAKI
Rating Scales
IKAPITO-IKAWALONG
LINGGO
Guidelines in the Development and Use of
the Non-conventional or Digital Tools for
Teaching and Learning

REPORTER:
BIBAR, JACKIELOU L.
 Non- Digital or Conventional Tools for
Teaching and Learning
Conventional teaching is also known as back to basics,
traditional teaching or customary teaching.
The term “Traditional teaching” relies mainly on a method
that utilizes, Text books, Lecture notes, memorization and
recitation techniques.
Examples of Non- Digital or Conventional
• Writing board
• Text books
• Manila paper and Butcher paper
• Dictionaries, Encyclopedias and other reference
books
• Handouts and notebook
 Digital or Non - Conventional Tools
for Teaching and Learning

Non- Traditional teaching methods are

commonly known as innovative/ Modern
teaching methods that involve the use of
technology, animation, Special effects and
are generally learner self directed and
interactive in nature.
 Examples of Digital tools

• Computers, laptop, cellphone

• Projector
• Power point presentation
• Electronic white boards or Smart boards
 Guidelines in the Construction and
Development of Conventional Instructional
Support Materials
1.Unity- use only one idea for each visual and include a
headline.
2. Simplicity- make ideas and relationships simply and easy to
recall.
3.Legibility- make letters big and readable for all in audience.
4.Consistency- use the same type and art style.
5.Clarity- avoid type that is too small to read, avoid all caps.
Selection and Use of tools and Apps
in Teaching and Learning

REPORTER:
GAMUTIN, CASSANDRA DANICA
C.
 What is Learning Tools?
1.Resources used for pedagogical purposes that facilitate learning. Among
these tools are emphasized communication and assessment tools

2.Tools included in learning environments for managing the course and

geared to facilitating student learning in the environment.

3.Tools included in Web-based learning environments for managing the

course and geared to facilitating student learning in the environment.

4.are included in online learning environments for managing the course,

and are geared to facilitating student learning in the environment.
Types of learning tools:

1. Video/Visuals

2. Audio
 What are the tools and apps used in
learning and teaching?
1. Google drive
2. Google classroom/ zoom
3. Edmodo
4.screen casting
5. White Board and marker
6. Visual aids
7. Gadgets ( Computer, laptops, Cellphone, tablet)
 1. Google Drive
Google drive is file storage service which is
developed by Google and allows the users to
store their respective files and documents in the
cloud, synchronize, and share them across other
devices. It comprises of MS-Word, PowerPoint,
and Excel.
 2. Edmodo
Like several other apps, Edmodo is another free learning platform for
student, teachers, and parents.
This app is more like Facebook; the only difference is that Edmodo is
solely reserved for educational purposes. Like Facebook, it has a timeline
where the students can post about their educational projects and
interact with other students if they wish to.
There’s also a library which can be used by the teachers and the
students to store information’s and files and get back to them in the time
of need. Along with that, the teachers can set up a quiz and multiple-
choice questions. This helps the students to know the answers to various
questions and allows the teachers to assess grades.
 3. Screen Casting
This app is more like taking a screen-shot, only a more advanced
version of it. Screen Casting allows you to take a picture of the
computer screen and lets you add your voice to it. This allows the
students to create an instructional video which helps them to revise
a topic over and over again.
The video also lets you create a specific writing style. So, you can
keep on adding notes beside each picture and remember the
important points.
 4. Zoom

is a videoconferencing application with file

and message sharing features.
.
Google Classroom is a class management
app ideally suited for file sharing.
5. Whiteboards, or small dry erase boards
It allows students to work collaboratively in small groups, and present
their thinking in a visual way as part of the learning process. Using
whiteboards, students working in groups can “report out” to the entire
class.
More than one student can contribute to the group’s whiteboard, so
students can easily fix their errors, revise their thinking, and rewrite their
ideas. The teacher can walk around the classroom and observe the
development of students’ thinking as they write their whiteboards. This
fosters communication between the teacher and students, and among
students.
 6.Visual aids
is an item of illustrative matter, such as a film,
slide, or model, designed to supplement written
or spoken information so that it can be
understood more easily.
 7. Gadgets
play an essential role to our study especially in
this time of pandemic where everyone is using
gadgets to attend class and learn.

These are some of the reasons how helpful

gadgets in learning of the students.
 1. Versality
2. Time Saving
3. Multi-tasking
4.fast approach
5.Developing language skills.
6. Knowledge improvement
7. Space saving
8. Ecology friendly
9. Tracking Healthy life styles
10. Unleash Creativity.
 Criteria in selection of teaching tools

1. TECHNICAL: does the tool meet device specification, is it

reliable and easy for teachers and students to use?
2. FINANCIAL: How much does the tool cost? If it's free does
it display ads or operate on the "freemium" model?
3. MOTIVATIONAL: does the tool engage students and allow
for personalization of learning?
4. PEDAGOGICAL: Does the app achieve your desired
purpose and represent instructional best practices ?
 CREATING E-
PORTFOLIO AS A
TECHNOLOGY TOOL

REPORTER:
LABORTE, JESSA MAE
 WHAT IS AN
EPORTFOLIO?
An e-portfolio refers to an “electronic portfolio”: a digital collection of evidence and
 

artifacts that represents the knowledge, skills, and accomplishments of an individual or

group (Lorenzo & Ittelson, 2005). These artifacts can include a variety of resources such as
documents and files from successful projects; proof of competencies and skill
advancement in the form of certificates and badges; and relevant experiences and
achievements.
Depending on the purpose of the e-portfolio, the creator often makes his or her work
widely available and then shares it with instructors, fellow students, or potential
employers or clients. An e-portfolio is a window into an individual’s past, present, and
future that showcases his or her lifelong learning and a commitment to continued
improvement.
FEATURES OF E-PORTFOLIO
.
1. MULTIMEDIA
One the student work is organised,
users can easily add sound, pictures,
graphics, and videos to the electronic
portfolio.
 .

2. COMPUTER SKILL
Student can gain valuable computer skills,
which considered to be quiet necessary in
today’s world, while developing and
editing their porfolios.
 .
3. ASSESSMENT
E-portfolios directly relate a student’s work to
the defined standards or criteria. E-portfolios
exhibit wider dimension of learning than just
the traditional methods(paper-pencil, reports
or exercises) . For instance, within an
electronic portfolio, a student can digital
audio , video and graphics to document
evidence in learning.
 WHY TO USE AN E-
PORTFOLIO?
• Because ePortfolios can provide a means for assessment
base on evidence of an individual ‘s growth over time and
effort- not a list of test scores.
• Because evaluating the learner’s work using a variety of
artifacts-graphics, pictures, multimedia, stories, journals,
or project-provides a view into the individual’s mind and
capabilities as well as the touching and learning
environment.

BAB V
Because the collection of work provides a powerful and comprehensive digital resume of the multiple intelligences of an individual, as a linguist, an artist, a scientist, a
mathematician, an athlete, a reflective learner, a self learner, or a cooperative learner.
Because of a longitudinal view of a learner’s work paints as a picture of growth, progress and continuity over time that the learner can collect, select and reflect upon
to present profile of accomplishment based on evidence.

BAB V
 . TYPES OF E-PORTFOLIOS

DEVELOPMENTAL SHOWCASE
ASSESSMENT
 DEVELOPMENTAL
.
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
Demonstrate student competence and skill for
well-defined areas .These maybe 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
Demonstrate exemplary and student skills. This
type of portfolio is creates at the end of the
program to highlight the quality of a student
work. Students typically show this portfolio to
potential employers to gain employment at the
end of a degree program.
E-PORTFOLIO EXAMPLE
 BENEFITS OF E-
PORTFOLIOS
.
FOR STUDENTS
ePortfolios can: help learners
develop new or deeper learning,
which results in higher grades;
help learners develop a better
sense of themselves as students
and as individuals; be shared with
friends and family members; and
showcase learners' achievements
when they are applying for a job
FOR TEACHERS
Teachers use ePortfolios to showcase
their professional work. A new teacher
might begin to create a portfolio well
before their first job. This might include
relevant projects or educational
opportunities during college. Classroom
internships and volunteer work can also
contribute to the portfolio of a new
teacher.
 ADVANGETAGES OF USING
E-PORTFOLIO
• It build learner’s personal and academic
growth as they do complex activities.
• it facilitates the integration of learning as
a students connect learning across sources
• It help students plan their own academic
pathways as they understand what they know
and are able to do and what they still need to
learn.
DIS-ADVANTAGES OF USING
E-PORTFOLIO
• It requires a constant updating to include the
post current project.
• the process of converting images and projects i
dgital files can be very time consuming.
• software conflicts when viewing documents are
a potential problem with e-portfolios, ad are a
large file sizes that can be overwhelm a
potential employer’s email account. An e-
portfoliocan also be difficult to use during a job
interview if you do not have access to a
computer
 COMPATIBILTY
Electronic portfolios may need to be saved in
different formats to prevent compatibility issues
with the prospective employers you email it to,
for instance, if your version of Microsoft Word
saves file as docx files , the person you send may
not be able to open the file . Unless is specified
in advanced , there is no way of knowing
whether your electronic portfolio will be
compatible with the person you are sending it to.
PORTABILITY
The convenience of an electronic portfolio is
considered as an advantage , although it also can
be a drawback. You can bring a disc, memory
card, or web address to an interview and expect
to be able to present your portfolio on whatever
computer they are available . You will still need
to have a hard copy with you even if you sent an
electronic copy in advance.
CHECKLIST

1. WHO or WHAT IS
EVALUATED ?

• Student
• Teacher
• Curriculum program
• School
WHAT IS THE PURPOSE OF
EVALUATING ?

• Display best work and current

performance
• Display growth over time
• Determine whether learning goals
have been met.
• Determine quality instruction.
 WHAT ARE THE OTHER
PURPOSES?
• Improved attitude towards school works
• Learn to evaluate own performance
• Increase critical thinking skills by
developing evaluative criteria and using
it to select work to include
• Improve or demonstrate mastery of
specific academic skills.
WHO ARE THE RESPONSIBLE FOR
EVALUATING THE PORTFOLIOS ?

• Student’s classroom teacher

• Another classroom teacher
• In school panel
 REFERENCE
S
https://www.slideshare.net/hassyb/e-p
ortfolio-presentation-35477050
https://www.goshen.edu/careers/epor
tfolio-what-to-include/
ePortfolio
Benefits – Educational Technology
Collaborative Environment
in the Digital World

REPORTER:
MARAMAG, GLORY
TECHNOLOGY IN TEACHING AND LEARNING

Collaborative
Environment
in Digital World
Contents:

• What is collaborative learning?

• What are the different digital tools?
• What is knowledge community and community
inquiry?
 Digital Collaboration
Digital collaboration is the practice of people working together
through online means such as software-as-a-solution (SaaS)
platforms. Instead of teams only communicating and working
together in person, they are able to rely on digital tools to
address many of their collaborative needs
 Digital Technology
Digital technologies are electronic tools, systems, devices and
resources that generate, store or process data. Well known
examples include social media, online games, multimedia and
mobile phones. Digital learning is any type of learning that uses
technology.
 
 Online Collaborative Learning

•  Online collaborative learning means participants learning

together in teams using information communication
technologies, in particular, the Internet, as the mediating
tools.
 Core design principles of OCL
•  Harasim emphasises the importance of three key phases of knowledge
construction through discourse:
• idea generating: this is literally brainstorming, to collect the divergent thinking
within a group;
• idea organising: this is where learners compare, analyse and categorise the
different ideas previously generated, again through discussion and argument;
• intellectual convergence: the aim here is to reach a level of intellectual
synthesis, understanding and consensus (including agreeing to disagree),
usually through the joint construction of some artefact or piece of work, such as
an essay or assignment.
 Knowledge Community
A group of people who gather online and engage in the
acquisition and exchange of knowledge around a particular
topic, either with explicit goals of building new knowledge, or
less formally through shared interests and practice.
 Community of Inquiry

An educational community of inquiry is a group of

individuals who collaboratively engage in purposeful critical
discourse and reflection to construct personal meaning and
confirm mutual understanding.

-Garrison, Anderson and Archer (2000)

Developing meaningful online discussion

✔ appropriate technology 
✔ clear guidelines on student online behaviour
✔ student orientation and preparation
✔ clear goals
✔ choice of appropriate topics
✔ setting an appropriate ‘tone’ or requirements for
discussion

✔ defining clearly learner roles and expectations

✔ monitoring the participation of individual learners, and

responding accordingly

✔ regular, ongoing instructor ‘presence

✔ ensuring strong articulation between discussion topics

and assessment.
DIGITAL TOOL KITS
References

Barkley, E., Major, C.H., and Cross, K.P. (2017) Collaborative Learning Techniques San Francisco:
Jossey-Bass/Wiley
Bates, A. and Poole, G. (2003) 
Effective Teaching with Technology in Higher Education: Foundations for Success San Francisco: Jossey-
Bass
Brindley, J., Walti, C. and Blashke, L. (2009) Creating Effective Collaborative Learning Groups in an
Online Environment International Review of Research in Open and Distance Learning, Vol. 10, No. 3
Entwistle, N. (2000) 
Promoting deep learning through teaching and assessment: conceptual frameworks and educational conte
xts
 Leicester UK: TLRP Conference
Garrison, R., Anderson, A. and Archer, W. (2000) Critical Inquiry in a Text-based Environment: Computer
Conferencing in Higher Education The Internet and Higher Education, Vol. 2, No. 3
Harasim, L. (2017) Learning Theory and Online Technologies 2nd edition New York/London: Taylor and
Francis
DIGITAL LITERACY
SKILLS IN THE 21ST
CENTURY

REPORTER:
ENRIQUEZ, JEMALYN
 DIGITAL LITERACY SKILLS IN THE 21ST
CENTURY
The 21st Century has redefined digital literacy. It has broadened in
perspective to include other aspects of the 21st context, these literacies are:
 DIGITAL LITERACY
 MEDIA LITERACY
 ARTS AND CREATIVITY LITERACY
 FINANCIAL LITERACY
 MULTICULTURAL LITERACY OR GLOBAL UNDERSTANDING
 DIGITAL LITERACY
Digital literacy are the individual’s capabilities to be
able to effectively and responsibly function and
perform in a digital society. The term “Digital
Literacy” was coined by Paul Glister in 1997.
 DIGITAL LITERACIES
 MEDIA LITERACY –is one’s ability to critically read information or content
and utilize multimedia in creatively producing communication.
 INFORMATION LITERACY – is locating information from the web and
Interpreting which evaluating its validity in order that it can be shared.
 ICT LITERACY – is knowing how to select and use digital devices,
applications or services to accomplish tasks requiring the use of the
internet.
 COMMUNICATION AND COLLABORATION – are one’s capabilities in
being able to participate in the digital networks in the teaching and
learning context.
 IDENTITY MANAGEMENT – is being able to understand how
to ensure safety and security in managing online identity
and foster a positive
 LEARNING SKILLS – are ways of knowing how to study and
learn in a technology-enriched environment, this is knowing
how to utilize technology in addressing the need to learn
efficiently.
 DIGITAL SCHOLARSHIP – is being able to link and participate
in professional and research practice. One important
component of digital literacy is having an in-depth
Understanding of concepts requiring essential core skills.
These core Skills are known as the Cs of the 21st Century.
THE FOUR C OF THE 21ST CENTURY SKILLS
1. CRITICAL THINKING – is learning how to solve
problems. It teaches students not to accept immediate
claims without seeking the truth. It is ability to
differentiate facts from opinion and not only just learn a
set of facts or figures.
2. CREATIVITY – requires students to think out of the box
and to take pride in what is uniquely theirs. It means that
they will be able to look at a problem from multiple
perspective. Creativity encourages students to think
beyond the expectations of conventions.
3. COMMUNICATION- makes students express their ideas in
the clearest and organized manner. Through varied modes –
face to face, technologically mediated or a blended
medium, they need to know how to efficiently and clearly
convey ideas.
4. COLLABORATION – When students Know how to work
well with others To accomplish a given task or to Solve a
problem at hand. This is a 21st essential, when students are
Made to work with others in a pair Or in a team. They are
given the Chance to practice how to relate With others.
EIGHT DIGITAL LITERACY SKILLS NEEDED TO BECOME
DIGITALLY LITERATE ACCORDING TO LYNCH (2017)
• Coding
• Collaboration
• Cloud Software
• Word Processing Software
• Screen casting
• Personal Archiving
• Information evaluation
• Use of Social Media
 CODING
Coding is a universal language. Basic understanding of
HTML, CSS and the like will create a shared understanding
of what can be done with the web pages.
 COLLABORATION
the use of Google Docs among Others allow
students to begin experimenting with Effective
online collaboration.
 CLOUD SOFTWARE
this is essential part of document Management. The
cloud is used to store everything From photos to
research projects to term papers and Even music.
 WORD PROCESSING
SOFTWARE
Google, Microsoft Online, Drop Box are
available for Storage and management
solution.
 SCREENCASTING
A screencast is a video Recording using the computer
screen and usually Includes an audio. On other hand
when you take A picture on the screen of your
computer, it is Called Print screen.
PERSONAL ARCHIVING
Students should be Taught the concepts of meta-
data, tagging, Keywords and categories to make
them aware How are they represented online.
INFORMATION EVALUATION
Critical thinking to Weed out fake news is a crucial in
21st century Skills. The tools and skills needed to
process Information are very much needed.
 USE OF SOCIAL MEDIA
Social media serves Different purposes
depending on the user, the Technology and the
need. For example, students Should realize that
twitter can be useful for Staying current on the
latest news in the field.
• ICT AND ASSESSMENT OF LEARNING (PART 1) - https://www.youtube.com/watch?v=aNlvsEBsgd8
• ICT AND ASSESSMENT OF LEARNING (PART 2) - https://www.youtube.com/watch?v=ZntbWbWsCAI
• ASSESSMENT CHECKLIST - https://www.youtube.com/watch?v=PyczffI9G_Y
• READY MADE RUBRIC ASSESSMENT TOOLS FOR PERFORMANCE TASK | Downloadable Files | Teacher Riya -
https://www.youtube.com/watch?v=D-VxO6x9yO8
• Roles of ICT In Assessment in Learning EDUC 8 -
https://www.youtube.com/watch?app=desktop&v=ewisJpE0bbg
• Introduction sa EDUC 8 Video - https://www.youtube.com/watch?v=dCBW-cjXDXM
• Rating Scales in Assessment – PELAGIO - https://www.youtube.com/watch?v=566uwr3CEDA
• (https://www-ilounge-com.cdn.ampproject.org/v/s/www.ilounge.com/articles/google-classroom-vs-zoom-
which-is-better-for-learning/amp?amp_gsa=1&amp_js_v=a6&usqp=mq331AQKKAFQArABIIACAw%3D
%3D#amp_tf=From%20%251%24s&aoh=16303212190961&referrer=https%3A%2F
%2Fwww.google.com&ampshare=https%3A%2F%2Fwww.ilounge.com%2Farticles%2Fgoogle-classroom-
vs-zoom-which-is-better-for-learning)
• https://www.techprevue.com/effective-educational-tools-modern-class/
• https://revenuesandprofits.com/digital-gadgets-for-students/
• https://exploringphysics.com/teaching-tips/why-use-whiteboards-in-a-classroom/
• Assessment tasks https://www.youtube.com/watch?v=GRmJ0iFC12s
• INNOVATIVE TECHNOLOGIES FOR ASSESSMENT TASKS IN TEACHING AND LEARNING
https://www.youtube.com/watch?v=65x848DJAro
• TTL GROUP 6, INNOVATIVE TECHNOLOGIES FOR ASSESSMENT TASK IN TEACHING AND LEARNING
https://www.youtube.com/watch?v=l1Zt76dbgUU
• Module 1: Types of Assessments https://www.youtube.com/watch?v=0xQKPz0zDL8
• Types of Assessment (as learning, for learning and of learning https://www.youtube.com/watch?v=qi8td0b1Wus
• The Roles of ICT in Assessment in Learning https://www.youtube.com/watch?v=GT1JvqC8HhU
• The Role of ICT in Assessment of Learning https://www.youtube.com/watch?v=ULO3fJj98Lk
• Roles of ICT In Assessment in Learning EDUC 8 https://www.youtube.com/watch?v=ewisJpE0bbg
• Current Trends in Assessment in Learning https://www.youtube.com/watch?v=t-MeORSd5i0
• Current Trends in Assessment https://www.youtube.com/watch?v=cX2Ej6_J0Kk
• Current Trends In Assessment (Barato) https://www.youtube.com/watch?v=s_JxJkzpMWM
• Criteria in Choosing Appropriate Assessment Tools https://www.youtube.com/watch?v=HB6QzOfiEd8
• Criteria in Choosing Appropriate Assessment tools (Technology for Teaching and learning 1)
https://www.youtube.com/watch?v=4r6olIzagsE
• Module-6-LESSON-2 (Criteria in Choosing Appropriate Assessment Tools) ppt presentation
https://www.youtube.com/watch?v=MM3WgMmMV-c