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Online Assessment and
Data Analytics
Institute of Technical Education
(ITE)
1
Introduction
 Formative Curriculum Based Assessments
(CBA)
2
Identify ‘at-risk’
students at an early
stage
Determine teaching
effectiveness
Formative Assessments (Before)
 Used the pen and paper method
3
Formative Assessments (Before)
4
Time
consuming to
conduct
assessments
Time
consuming to
mark
assessments
Time consuming to
analyze results and
identify the high
performers and ‘at-
risk’ students
Formative Assessments (After)
 Use the Blackboard Learning Management
System to conduct the assessments
5
Formative Assessments (After)
 Export Blackboard data and use Data
Analytics to analyze the results and identify
the high performers and ‘at-risk’ students
6
Formative Assessments (After)
 Analyze the reasons for the poor results of
the ‘at-risk’ students
7
Poor
attendance Academically
weak
Personal/Family Don’t Wait Till the Last
Tangible Benefits
 Improved productivity in administering
assessments
8
Before After
Tangible Benefits
 Cost savings
9
Intangible Benefits
10
 Module Learning Plan
Blackboard Demo
11
 Online Assessments
 Full Grade Center
Blackboard Demo
12
 Item Analysis
Blackboard Demo
13
Data Analytics Demo
14
 Pre/Post Test Results (All Students)
Data Analytics Demo
15
 Pre/Post Test Results (Individual Student)
Data Analytics Demo
16
 Mark Distribution
 Blackboard LMS has helped us
tremendously improve our
productivity in administering pre
and post assessments
Summary
17
 Data Analytics has helped us to identify the
high performers and ‘at-risk’ students in an
efficient way
Thank You !
18

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Online assessment and data analytics - Peter Tan - Institute of Technical Education, Singapore

Hinweis der Redaktion

  1. Good morning Honourable judges, ladies and gentlemen. Welcome to our Project Presentation. We are from ITE College West, School of Electronics and Information Technology, Security Technology Department and the title of our project is: To Enhance the Efficiency of Administering Curriculum Based Assessments.▼
  2. CURRENT SITUATION The current practice of administering the curriculum based assessments is: Lecturer prints and distributes the assessment paper to the students After attempting the paper, the students mark for each other Lecturer collects the assessment paper Lecturer enters the scores into a spreadsheet Lecturer manually evaluates the results Lecturer manually identifies the ‘at-risk’ students▼
  3. CURRENT SITUATION The current practice of administering the curriculum based assessments is: Lecturer prints and distributes the assessment paper to the students After attempting the paper, the students mark for each other Lecturer collects the assessment paper Lecturer enters the scores into a spreadsheet Lecturer manually evaluates the results Lecturer manually identifies the ‘at-risk’ students▼
  4. CURRENT SITUATION The current practice of administering the curriculum based assessments is: Lecturer prints and distributes the assessment paper to the students After attempting the paper, the students mark for each other Lecturer collects the assessment paper Lecturer enters the scores into a spreadsheet Lecturer manually evaluates the results Lecturer manually identifies the ‘at-risk’ students▼
  5. CURRENT SITUATION The current practice of administering the curriculum based assessments is: Lecturer prints and distributes the assessment paper to the students After attempting the paper, the students mark for each other Lecturer collects the assessment paper Lecturer enters the scores into a spreadsheet Lecturer manually evaluates the results Lecturer manually identifies the ‘at-risk’ students▼
  6. CURRENT SITUATION The current practice of administering the curriculum based assessments is: Lecturer prints and distributes the assessment paper to the students After attempting the paper, the students mark for each other Lecturer collects the assessment paper Lecturer enters the scores into a spreadsheet Lecturer manually evaluates the results Lecturer manually identifies the ‘at-risk’ students▼
  7. CURRENT SITUATION The current practice of administering the curriculum based assessments is: Lecturer prints and distributes the assessment paper to the students After attempting the paper, the students mark for each other Lecturer collects the assessment paper Lecturer enters the scores into a spreadsheet Lecturer manually evaluates the results Lecturer manually identifies the ‘at-risk’ students▼
  8. CURRENT SITUATION The current practice of administering the curriculum based assessments is: Lecturer prints and distributes the assessment paper to the students After attempting the paper, the students mark for each other Lecturer collects the assessment paper Lecturer enters the scores into a spreadsheet Lecturer manually evaluates the results Lecturer manually identifies the ‘at-risk’ students▼
  9. CURRENT SITUATION The current practice of administering the curriculum based assessments is: Lecturer prints and distributes the assessment paper to the students After attempting the paper, the students mark for each other Lecturer collects the assessment paper Lecturer enters the scores into a spreadsheet Lecturer manually evaluates the results Lecturer manually identifies the ‘at-risk’ students▼
  10. INTANGIBLE BENEFITS The intangible benefits of this project are: Students are able to determine their scores immediately after each attempt Students are able to see correct answers immediately after each attempt Module teachers need not print and distribute assessment papers Error-free marking and processing of results Great teamwork between module teachers ▼
  11. INTANGIBLE BENEFITS The intangible benefits of this project are: Students are able to determine their scores immediately after each attempt Students are able to see correct answers immediately after each attempt Module teachers need not print and distribute assessment papers Error-free marking and processing of results Great teamwork between module teachers ▼
  12. INTANGIBLE BENEFITS The intangible benefits of this project are: Students are able to determine their scores immediately after each attempt Students are able to see correct answers immediately after each attempt Module teachers need not print and distribute assessment papers Error-free marking and processing of results Great teamwork between module teachers ▼
  13. INTANGIBLE BENEFITS The intangible benefits of this project are: Students are able to determine their scores immediately after each attempt Students are able to see correct answers immediately after each attempt Module teachers need not print and distribute assessment papers Error-free marking and processing of results Great teamwork between module teachers ▼
  14. INTANGIBLE BENEFITS The intangible benefits of this project are: Students are able to determine their scores immediately after each attempt Students are able to see correct answers immediately after each attempt Module teachers need not print and distribute assessment papers Error-free marking and processing of results Great teamwork between module teachers ▼
  15. INTANGIBLE BENEFITS The intangible benefits of this project are: Students are able to determine their scores immediately after each attempt Students are able to see correct answers immediately after each attempt Module teachers need not print and distribute assessment papers Error-free marking and processing of results Great teamwork between module teachers ▼
  16. INTANGIBLE BENEFITS The intangible benefits of this project are: Students are able to determine their scores immediately after each attempt Students are able to see correct answers immediately after each attempt Module teachers need not print and distribute assessment papers Error-free marking and processing of results Great teamwork between module teachers ▼
  17. INTANGIBLE BENEFITS The intangible benefits of this project are: Students are able to determine their scores immediately after each attempt Students are able to see correct answers immediately after each attempt Module teachers need not print and distribute assessment papers Error-free marking and processing of results Great teamwork between module teachers ▼
  18. THANK YOU!