Assessment Using ICT
Assessment is described as the process of identifying, gathering and interpreting information about student learning; the central purpose is to be able to provide information on student achievement and progress, therefore the teacher can set the direction for ongoing teaching and learning (Department of Education and Training, 2009). Technology has enabled teachers of the 21st century to use effective and immediate methods of assessing students in both summative (assessment of learning) and formative (assessment for learning) ways (Redecker & Johannessen, 2013).
The above image illustrates university students actively participating in a lecture with the use of 'clickers' or 'LRS - learner response systems', a hand held devise used to promote active learning (Educause, 2013). This system provides immediate feedback to students, and the teacher also has the ability to set the response system to 'anonymous' allowing students to answer the questions in a nonthreatening way (Kent & Campbell, 2013). Higher education widely accepts the use of this technology, but it could also be advantageously utilised in schools.
The above image illustrates university students actively participating in a lecture with the use of 'clickers' or 'LRS - learner response systems', a hand held devise used to promote active learning (Educause, 2013). This system provides immediate feedback to students, and the teacher also has the ability to set the response system to 'anonymous' allowing students to answer the questions in a nonthreatening way (Kent & Campbell, 2013). Higher education widely accepts the use of this technology, but it could also be advantageously utilised in schools.
In addition to the LRS question above, there are limitless tools available to assess students using technology. Some of the methods available include digital portfolios, concept mapping, blogs, YouTube, Google Apps, and other multimedia - word, videos, audio tracks (Kent & Campbell, 2013). Whether it is one individual task, or a combination of several of these methods, teachers can properly ascertain what level of knowledge students have at a particular time. I found it extremely beneficial as a student to receive feedback throughout the school term to see how I was progressing with my learning, so as a future educator I strongly believe in integrating formative assessment.
There are many innovative approaches to teaching and assessment that incorporate both traditional tools with new technologies and ICTs. For example, the traditional criteria sheet has been adapted and modernised into an assessment 'rubric'. A rubric that is designed correctly has the ability to properly inform students how they are progressing with the lesson content and allows the teacher to accurately check where each student is placed with their learning.
"Rubistar" is a fantastic website that aids teachers in designing their rubric by providing a basic template that can easily be edited to suit the specific subject requirements. Rubric's can be modified depending on the class and the purpose of the assessment (formative/summative), and have the ability to incorporate sections on peer review or self-evaluation (Rubistar, 2008). I find that formative assessment is paramount to student achievement and technological tools have been designed to provide students with continuous feedback.
Integration of this new technology has allowed old methods of assessment to be updated and made more relevant to 21st century students. I believe the main difference between the old and the new assessment practices is the strong focus on continuous feedback using multiple evidence. No longer will teachers be assessing students on isolated facts and skills, but instead incorporating a range of tools and gathering data continuously. This provides students with regular feedback and allows them to self-asses which elements of the course work require more attention. Other differences include the integration of assessment with teaching as opposed to relying on individual and stressful tests & quizzes. Furthermore, there is no longer a focus on right/wrong answers, instead group discussion and higher order thinking is encouraged in the classroom. Great for more in-depth understanding!
Images from google.com images
Assessment is a compulsory part of the schooling system but has been evolved to foster student learning and provide students with more meaningful feedback than "right or wrong". I would take full advantage of the technological tools available to aid in assessment when I become an educator, especially considering 'teaching' is actively involving technology too. I strongly believe in consistent and productive feedback that allows students to identify their strengths and weaknesses and therefore work on and improve their overall understanding of topics. This leads me to believe that the students who receive continuous feedback and know what to work on, are more likely to do better on final summative assessment items too!
References:
- Department of education and training. (2009). Retrieved from:
http://www.curriculumsupport.education.nsw.gov.au/consistent_teacher/assessment.htm - Kent, P., Campbell, C. (2013). Assessment for teaching today: A guide to assessment strategies and activities. South Yarra, VIC: Macmillan Education
- Redecker, C., Johannessen, O. (2013). Changing assessment towards a new assessment paradigm using ICT. European Journal of Education 48(1), 79-96. doi: 10.1111/ejed.12018
- Rubistar (2008). Retrieved from: http://rubistar.4teachers.org/index.php
- Why IT matters to higher education: EDUCASE review online. (2013). Retrieved from:
http://www.educause.edu/ero/article/clickers-classroom-active-learning-approach