Republic of the Philippines
State Universities and Colleges
Buenavista, Guimaras
GRADUATE SCHOOL
ICT in EDUCATION
MTLE 226
MODULE
Information and Communication Technology (ICT)
in Educational Assessment
SUBMITTED BY:
GINA TA-ALA ISLAO
MTLE Summer Class 2018 – 2019
SUBMITTED TO:
EDMUND GOMEZ, Ph. D.
PROFFESOR
Republic of the Philippines
State Universities and Colleges
Buenavista, Guimaras
GRADUATE SCHOOL
Ed 226 – ICT in EDUCATION
I – Objectives of the Topic
1. Define classroom assessment.
2. Explain the process on how learners are assessed in the classroom.
(DepEd Order No. 8, s. 2015)
3. Explain E - assessment.
4. Explain the role of ICT in educational assessment.
II – Guide Questions
1. What is classroom assessment?
2. What are the types of classroom assessment?
3. How are learners assessed in the classroom?
4. What are the examples of assessment methods?
5. What is E - Assessment?
6. What are the role of ICT in educational assessment?
7. What is Computer – Assisted Assessment (CAA)?
8. What are the test systems used in ICT?
III – Content: ICT and Its Role in Educational Assessment
What is Classroom Assessment?
It is an ongoing process of identifying, gathering, organizing and
interpreting qualitative and quantitative information about what
learner know and can do.
Keep track of the learners’ progress.
Promote self-reflection and personal accountability.
Provide basis for the profiling of learners’ performance.
Types of Classroom Assessment:
Formative Assessment
* Assessment for learning
* Assessment as learning
* Ongoing forms of assessment
Informal, given at any time
Recorded but not graded
Summative Assessment
* Assessment as learning
* Occurs at the end of a particular unit
* Results are recorded and used to report on the learners
achievement
* measures whether learners have met the content and
performance standard
Learning Standards Comprise
Content Standard – “What should learners know?” The learners
demonstrate an understanding ….
Performance Standard - “What can learners do with what they
know?” The learners shall be able to…..
Learning Competencies – “What knowledge, understanding, skills
and attitudes should learners need to demonstrate in every lesson
and/or learning activity?” The learner should be able to discuss,
explain…..
How are learners assessed in the classroom?
Individual
Formative: Learners demonstrate independently what has been
learned or mastered through checkup, quizzes, written
exercises, performance models, and even electronic
presentation
Summative: Learners are assessed are assessed individually
through unit tests and quarterly exams
Collaborative
Formative: Peer assessment. Allows learners to support each other
learning through discussions, role playing, games and
other group activities
Summative: Learners participate in group activities; cooperate to
produce evidence of their learning.
The process of creating a learning, project is given
more weight or importance than the product itself.
Examples of Assessment Methods
Formative Assessment in Different Parts of the Lesson
Before the Lesson
1. Agree/Disagree activities
2. Games
3. Interview
4. Inventories/ Checklist of skills
5. KWL activities (I know, What to know, I learn)
6. Open-ended questions
7. Practice exercises
Lesson Proper
1. multimedia presentation
2. observation
3. other formative performance task
4. quizzes
5. recitation
6. simulation activities
After the Lesson
1. Checklist
2. Discussions
3. Games
4. performance task that emanate from the lesson
objectives
5. practice exercise
6. Short quizzes
7. Written work
Components of Summative Assessment
1. Written Work (WW) – at the end of unit or topic
2. Performance Task (PT) – at the end of the lesson
- focusing on the skills/topic lesson
3. Quarterly Assessment – several times during the quarter
- once at the end of the quarter
What is E-assessment?
computers can be used as the medium for testing, to score learners
test using automatic scoring software and as tool for doing
assessment tasks technology-based assessment.
it can be used to assess higher order learning outcomes.
ICT and Its Role in Educational Assessment
ICT can be used in testing and to administer tests, to score the
tests, to analyze the result, facilitate teachers in assessing learning
outcomes.
ICT can be integrated in completing student task such as a portfolio
and project-based assessment.
Provide opportunities for learners to create electronic version of their
portfolio.
Support learners to complete their project
Essential for teachers to realize that the rubric used to assess e-
portfolios and projects must also assess learners’ technology use
Teachers and learners can also communicate through email or other
online media especially in relation to assessment using automatic
scoring software and as tool for doing assessment
What is AFL Program?
the assessment for learning program is based on the premise that
formative assessment guides and facilitates the learner to achieve
their optimum potentials.
it is run at our school by Evaluation Associates who are funded by
the MOOE to provide a contract to schools to provide the funding for
release to teachers to take part in the program.
How does AFL and ICT link?
as basis for “best practice” in teaching
ICT facilitators have knowledge and expertise in AFL concepts and
promote ICT embedded in the AFL methodology.
AFL is the corner stone or foundation of the teaching and learning
aspect of the project.
ICT is used to enhance the learning intensions.
ICT is about Teaching and Learning
The “constructivist” teaching and learning model underpins
integration of ICT into the curriculum.
This encourages:
* student- centered learning
* active exploratory, inquiry-based learning
* collaborative work
* creativity, critical thinking and informed decision making
Enhancing Learning with ICT
Fit within the framework of the learning intentions/curriculum
objectives
Choosing the best technology application for the learning situation.
The role of the teacher as a planner, manager and facilitator
Rationale for the Importance of Including ICT in Education
21st century employers consider workers with ICT skills – learners
are aware that acquiring ICT skills is important for their future
career.
ICT is considered to be a requirement for social participation in the
community and workplace – ICT now is seen in the same position
as literacy and numeracy.
ICT will lead to some benefit in education:
* good relationship between home and school
* greater parental involvement in learners’ progress
* better chances for the interactive involvement of
educational institution in society.
ICT play significant role in broadening and enriching teaching and
learning.
Testing and Assessment in ICT
Testing is a method of measuring a person’s ability, knowledge or
performance in a given domain
Testing and assessment are sometimes used interchangeably but
actually have different meaning
Assessment is a much broader term
Testing is part of assessment
Assessment can be conducted in many forms and is an ongoing
process
Testing has a more formal administrative procedure and occurs at
certain
times in a curriculum to provide measurement and evaluation
Testing aims to obtain relevant and accurate data to make important
decisions with a minimal amount of error
Computer – Assisted Assessment (CAA)
CAA technology can be used to assist in the assessment process
CAA technology such as Computer-Based Testing (CBT) help teacher
in assessing leaners achievement for making test items and
analyzing the test results usually used for examination, quiz and
questionnaire type testing
Is to help teachers to do assessment and where professional
judgement is involved
Campbell (2005) developed an e-marking tool that aims to lessen
the busy work of marking such as adding up marks, recording and
spell-checking comments by hand
E-marking tool has been applied to oral presentation, concept maps
and exams
Is about moving marking process off the desk and only the
computer by combining and integrating spreadsheets features, word
process and database applications
ICT is not only used to assess learners task, but also to prepare and
complete the task
Burgstahler (2010), states that ICT can be used to facilitate people
with disabilities, computers need adaptive or assistive hardware and
software such as voice or Braille output
Some Examples of Assessment Tools that are Used in the Online
Setting
course survey
exam and testing tool
internet assessment tools (Hot Potatoes, Quia, Exam Builder)
Rubric tools like Rubi Star
quiz creation tools like Quiz Star
Survey tools (Survey Monkey, Zoomerang, Survey Pro, Survey Gold,
Survey Gizmo)
These tools are used to create questions:
Multiple Choice
Essay
True or False
Matching Type
Fill in the Blanks
Ordering type of question in online testing
* When leaners are required to take the test, internet availability is
necessary.
* For the offline setting, a set of questions can be designed by using
certain software, such as Adobe Dreamweaver
Test Systems that are Used in ICT
1. Computer Based Testing (CBT)
Using computer that acts as the test deliverer
Jonassen (2009), states that CBT has been used to make testing
process simpler for teachers and administrators to facilitate
faster scoring of learner’s work by using scanned sheets
CBT functions as the test medium and as a scorer
Can also analyze the test results to check the test items
performance
Mill et al (2002). state that nowadays, many tests for licensure
certificates and admission are done using CBT
CBT has been an option or sole means of test delivery for many
large-scale, high-stake testing program
Most CBT consist of fixed and close-ended response which
scored by using an automatic electronic scoring machine
CBT such as TOEFL offer a written essay section and an oral
production section, these sections are scored by human
Jamieson (2005), discusses the contribution of corpus linguistics
in recent developments of CBT to providing more authenticity by
designing more complex tasks and structures and by recording
written and oral score by using speech and writing recognition
software
“It is possible that in coming years, computers and technology
will have a wider role in assessment practice not only in
multiple-choice testing, but also written and oral test”
2. Computerized Adaptive Testing (CAT)
Is a specific type of CBT assisted by a computer program which
replaces a human administrator
Test takers performs the test on a computer
It begins by giving a moderately difficult question which is
immediately scored
Difficulty level of the next question depend on the test takers to
answer previous questions
Is about a computer program calculating an estimate of a
learners’ proficiency to choose appropriate questions
CAT does not have such “test forms” in paper and pencil testing
All items with varying difficulties are stored in the CAT item pool,
which contain a large number of calibrated items
Items are drawn from the item pool by the item selection
alogarithm by which the difficulty level of the item is adapted to
each individual examinees level
Computer-delivered Testing Offers:
Economies in the delivery of traditional paper test
Automatic collection of learners’ responses of the response
consist of simple alphanumeric test, multiple-choice answer and
short-answer papers “drag-and-drop” responses
Automatic marking of simple learner response without using
human judgement or interpretation
New type of task presentation using interactive multimedia
element
IV - Conclusion
ICT can be applied to support educational assessment practice
in several ways. Computers can help in scoring student assignments, such
as multiple-choice tests and marking reports, essays and projects. The
use of an automatic scoring machine to score fill-in-the-bubble or a
marking system for teachers to mark essays is some examples of using
ICT as a marking tool. Computer can be used as the medium for
testing, scoring tests and test score analysis. Computer-Based Testing
(CBT) and Computerized-Adaptive Testing (CAT) are two examples of
ICT application in assessment practice in which students perform the
test in front of a computer. It also assists students to complete their
assessment tasks such as the use of electronic portfolios and project-
based assessment. Teachers will assess the e-portfolio and project by
using a rubric that assesses not only the process and product, but also
their students’ use of technology. There are many ways of incorporating
ICT in assessment practices. Schools and other educational institutions
can find the most appropriate method that suit their context. Therefore, it
is now essential for schools to encourage themselves to strengthen their
commitment to developing a better assessment practices which can
support teachers, students and other stakeholders.
“Learners may be good test takers but once they leave the world of
testing they have to think for themselves because the world doesn’t come
organized in four choices with the fourth one being None of the above”,
by Howard Gardner.
“Quality education needs good assessment”.
V - References
Brown, H. D. (2004). Language Assessment - Principles and Classroom
Practices. New Tork: Pearson Education Inc.
Brown, H. D., & Abeywickrama, P. (2010). Language Assessment –
Principles and Classroom Practices (2 ed.). New York: Pearson
Education Inc.
Burgstahler, S. (2010). Working Together: People with Disabilities and
Computer Technology. Retrieved from
http://www.washington.edu/doit/Brochures/PDF/wtcomp.pdf
Burkhardt, H., & Pead, D. (2003). Computer Based Assessment - A
Platform for Better Tests? In C. Richardson (Ed.), Whither
Assessment? (pp. 133-148).
London, UK: Qualifications and Curriculum Authority. Butler, S. M., &
McMunn, N. (2006). Measurement and Assessment in Teaching.
San Francisco: Josey-Bass.
Campbell, A. (2005). Application of ICT and rubrics to the assessment
Assessment and Evaluation in Higher Education, 30(5), 529-537.
