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Guidelines for Online Assessment for educators - Coggle Diagram
Guidelines for Online Assessment for educators
Clarifying the concept "Online Assessment"
Benefits of online assessment
Test items can be randomised when assessment is taken
In multiple choice, distractors can be randomised
Test items can be tagged by difficulty
Some types os tests items can be scored by the tool that is used
Online tools can give immediate feedback to students
Online tools can perform items analyses on the test items
Techniques of Online Assessment
audio, video, animation, innovative item types
Multiple choice tests
True - or - false items
essays
Short-answer tests
online games
Online, digital or ePortfolios
Student journaling, blogging annd wiki building
Further dimensions of Online Assessment
Learning analytics
the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs
Self- and peer- assessment tasks
increase student responsability and autonomy
Achieve more advanced and deeper understanding
elevate role and status of students as assessors
encourage deeper approach to learning
involving students in critical reflection
develop in students a better understanding of subjectivity and judgement
What Informs good online assessment practice
Balance between Formative and Summative Assessment Tasks
may be useful for ranking and comparing educational schools, they may yield disaggregated data that were produced out of context. Formative assessments offer the same advantages as traditional tools but can also take new forms.
Authentic learning and assessment
It is an increasingly popular approach, as it follows for more holistic assessment of student abilities.
Authentic learning is a pedagogical approach especially appealing to educational technologists
Realistic tasks can potentially cognitively challenge student teachers to solve problems and to thinks in the same ways that experienced teachers do.
Bloom's Revised Taxonomy
In 2001, Bloom's taxonomy was revised to align with 21st century learning environments.
Differences between Print medium and Online Medium
The advent of modern computer monitors, and the clarity that they provide, can suggest that humans read text presented in the digital realm in the same way as they would read in printed text. However reading digital and printed are not the same process
Development of 21st century skills
Schools must provide students with a broader set of 21st century skills to thrive in a rapidly evolving, technology-saturated world.
To be successful in both their careers and personal lifes, students must better understand how to apply what they learn in school subjects to deal with real-world challenges
Skills
Life and career skills
Learning and innovation skillss
Critical thinking
Communication
Collaboration
Creativity
Information, media and technology skills
21st century support systems
Principles for Online Assessment
Prerequisites for implementing Online Assessment
Supportive institutional policies for ICT integration and ICT use for assessment
Access for students and staff to devices and technologies that are appropriate for the setting within which the users are situated
Reliable access to internet for using the plethora of web-based tools that are available for online assessment
Sustainability plans and strategies for ICT integration
Capacity building for staff in ICT integration and online assessment
Encouragement of academic staff to use ICT tools
ICT integration in the curricula of programmes
Best - Practice Principles for Online Assessment
Longitudinal reflection
Higher quality feedback
Readymade tools
Technology-enabled Authentic learning
Enhanced collaboration
Exploit a Variety of techniques
Address Diversity
Prepare IT people
Monitor and remediate
Web Design Best Practices