Assessment using ICTs in the Classroom

Why should we use Information and Communication technologies in Assessment?

Social Constructivist theory suggests that alternative forms of assessment should be implemented in order to obtain a clear representation of the progress in a student’s learning (Rowe, 2006). Kent (2013) explains that in order “to understand the big picture, sometimes we need to examine the small details.” This entails teachers to collect both formative and summative examples of student work on a frequent basis in order to provide feedback in a timely fashion to the student. This also allows opportunity for reflection on your own teaching practices and whether you should make any adjustments. According to Peter Kent (2013), “one of the most effective ways to improve student learning is to use technology in both teaching and assessment”.

Examples of ICTs that can be used for Assessment purposes

·         Wikis can be used to assess student learning as well as collaborative learning. When marking a wiki, you the can look at the history to see what components each student has completed. This allows you to assess individual contributions.

·         Graphic Organizers are a great way to assess the knowledge and understanding of individuals.

·         YouTube is an ideal place for students to place assessment items such as digital storybooks. You can have students create a video on a certain topic and then upload to YouTube where you can then access and mark it.

(Kent, 2013)

Learner Response Systems

Learner response systems which allow for multiple-choice or short responses such as Top Hat Monacle or the program used on the Interactive Whiteboard allow for teachers to attain a response from large groups of students from the Classroom to lecture theatres (Howell, 2012).

 

Top Hat Monacle is a great program to use with large groups of students such as EDUC1049. The lecturer used this program at the beginning of lectures primarily to check for understanding of key concepts explored in the Flip classroom videos and lectures. This type of program will be able to show students whether they are on the right track or not and give them the opportunity to ask questions immediately comprehend what they will need to revise. The only negative is that technology does not always go to plan and there will always be glitches that require practice to move past.

It would also be beneficial for students in the classroom for when teachers normally ask for responses during a discussion it is not possible to get more than a few answers at a time. With the use of a learner response system, every child will have the opportunity for input. There are also some great benefits for the teacher using a program such as this including student feedback.
 

What does the future look like for Assessment using ICTs?

“Assessment platforms such as are currently an emerging technology, but are expected to be widespread within the coming years.” (Kent, 2013) As technology continues to progress, online programs will be able deliver assessments and frequently collect and accumulate information from these Online assessments. They will also have the ability to combine these outcomes with important student information such as their demographic information, attendance, behavior and standardized testing results (Kent, 2013). This program will prove to be incredibly beneficial to teachers by helping inform teaching practice by presenting useful information back to the teacher in a short period of time.

Reference List

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Melbourne, Australia: Oxford University Press.

Kent, P. (2013). Technology for Assessment. In P. Kent, & C. Campbell, Macmillan masterclass : assessment for teaching today (pp. 35-43). Melbourne: Macmillan Education Australia.

 Rowe, K. (2006). "Effective teaching practices for students with and without learning difficulties: Constructivism as a legitimate theory of learning AND of teaching?" Retrieved from http://research.acer.edu.au/learning_processes/10