Please enable JavaScript.
Coggle requires JavaScript to display documents.
Guidelines for Online Assessment for Educators : - Coggle Diagram
Guidelines for Online Assessment for Educators
:
CLARIFYING THE CONCEPT “ONLINE ASSESSMENT”
Benefits of Online Assessment
Techniques of Online Assessment
Multiple-choice tests
True-or-false items
Essays
Short-answer tests
Online games
Student journaling, blogging and wiki building
Online, digital or ePortfolios
can contain movies, audio, presentations, text, hyperlinks and
animations.
FURTER DIMENSIONS OF ONLINE ASSESMENT
Moodle is a
useful tool for this.
Self- and peer-assessment tasks
increase student responsibility and autonomy;
achieve a more advanced and deeper understanding of the subject matter, skills and
processes;
elevate the role and status of students as assessors;
encourage a deeper approach to learning;
involving students in critical reflection; and
develop in students a better understanding of their own subjectivity and judgement.
WHAT INFORMS GOOD ONLINE
ASSESSMENT PRACTICE
Balance between Formative and Summative Assessment Tasks
Authentic Learning and Assessment
assessment systems be based on multiple measures of students’ abilities, including 21st-century
skills;
assessment of 21st-century skills be listed as an integral part of the academic assessments in
math, reading and science;
reporting requirements be expanded to include information on whether the student is
achieving 21st-century skills; and
Bloom’s Revised Taxonomy
Consider the Differences between Print Medium and Online
Medium
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 the Internet for using the plethora of web-based tools that are available for
online assessment;
sustainability plans and strategies for ICT integration, and access to devices and the
Internet;
capacity building for staff in ICT integration and online assessment, by means of
professional development activities;
sufficient technical support for academic staff and teachers using online assessment tools;
ICT integration in the curricula of programmes, and the modelling, coaching and
preparation of teacher educators in the use of different online assessment tools;
policies that provide for the earning of final marks in courses not only from summative
assessment tasks, but also from formative assessment tasks.
Best-practice Principles for Online Assessment