ict and assessment of learning

1. ICT AND ASSESSMENT
OF LEARNING
TECHNOLOGY FOR TEACHING AND LEARNING 1
ERWIN MARLON R. SARIO

2. 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.

3. Assessment is the process of identifying, gathering and
interpreting information about students’ learning.
TYPES OF ASSESSMENT
1. FORMATIVE ASSESSMENT – provides feedback and information during the
instructional process, while learning is taking place, and while learning is
occurring.
1. SUMMATIVE ASSESSMENT – takes place after the learning has been
completed and provides information and feedback that sums up the
teaching and learning process.

5. 3. DIAGNOSTIC ASSESSMENT – can help you
identify your students’ current knowledge of a
subject, their skills sets and capabilities, and to
clarify misconceptions before teaching takes place.
Knowing students’ strengths and weaknesses can
help you better plan what to teach and how to
teach it.
4. AUTHENTIC ASSESSMENT – describes the
multiple forms of assessment that reflect students
learning, achievement, motivation and attitude on
instructionally relevant classroom activity.

6. THE ROLE OF ICT IN ASSESSMENT IN LEARNING
There are new technologies created to provide students with
higher level thinking skills, particularly the aspect 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 result of assessment. Feedback
from the computer during the use of test material improves
student performance in later use of the same test material.

7. CRITERIA IN CHOOSING APPROPRIATE
ASSESSMENT TOOLS
Assessment methods are the strategies, techniques, tools and instruments
for collecting information to determine the extent to which students
demonstrate desired learning outcomes. Teachers need to select tools to
assess student achievement in the target outcome(s). The selection of tools
involves a process to obtain detailed information and the need to keep the
process feasible and manageable. Students learning styles vary widely and
their strengths and challenges with respect to assessment vary as well.

8. Teachers need to consider that variation as they choose assessments
for their courses. By varying the way teachers assess student
understanding, they are more likely to offer opportunities for every
student to demonstrate their knowledge. Many kinds of decisions and
many different types of information may be gained from the use of
tests and may serve to facilitate decision making.
The following may be considered in choosing appropriate assessment
tools:
1. Goals of assessment
2. Methods of assessment either direct or indirect
3. The interval of giving assessment

9. 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 (Ariasian, 2005). Beginning teachers
find this more difficult than experienced teacher 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 teacher may either be utilizing direct or indirect method. Example of direct
method are examinations, written assignments, oral presentations and
performances, internship supervisor’s ratings of student skills, portfolios, score
gains between entry and exit tests, capstone projects, theses and dissertations
etc.

10. Indirect methods can provide a useful supplement and check on the
findings from direct measures. The following examples of this indirect
method: student satisfaction surveys, surveys of students and alumni,
exit interviews with graduating students, student participation rates,
reflective essays, data on placement and other measures of post-
graduation performance etc.

11. Teachers may consider the following characteristics in selecting
appropriate assessment tools whether conventional or ICT based
assessment:
1. Measure 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 over time
6. Evidence of being on-going, not once and done

12. 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
rubrics is to assess student performance.
TWO TYPES OF RUBRIC:
a. Analytic rubrics describe work on each criterion separately. It
utilizes separate holistic ratings of specific characteristics, products
or behavior
b. Holistic rubrics describe the work by applying all the criteria at the
same time and enabling an overall judgement about the quality of
the work. It utilizes holistic rating for a product or behavior.