Please enable JavaScript.
Coggle requires JavaScript to display documents.
Guidelines for Online Assessment for Educators - Coggle Diagram
Guidelines for Online Assessment for Educators
Assessment Definition: is a critical component of the education process.
In the summative mode, assessment results are considered reflective of the knowledge, skills and competences of students, and these results influence their employability. In the formative mode
In the formative mode shifts the focus to assessment for learning
Important dimensions: Chronology (whether teaching and learning are synchronous) and Pedagogy (whether they are instructor-led or learner-led) and openness.
Benefits of Online Assessment
Test items can be randomized when the assessment is taken, so no student will have test items appear in the same order as the student who is taking the same test on the next workstation
In the case of multiple-choice questions, distractors can be randomized. Test items can be tagged by level of difficulty.
Pools of test items can be used from which the tool can be randomly assign different test items to different students.
Some types of test items can be scored by the tool that is used, relieving the teacher or teacher educator from that burden. Online tools can give immediate feedback to students. Online tools can perform item analyses on the test items, which will help the assessor poor questions.
Techniques of Online Assessment
Multiple-Choice test: well-written multiple-choice test can assess different types of content and measure achievement at multiple levels of learning objectives.
True-or-False items: traditional true-or-false question items require students to indicate which of two potential responses is true
Essays: essays are flexible and can assess higher-order leaning skills, however, they are time-consuming for educators to score.
Short-Answer test: these test items require the student to fill on a word or phrase in response to a direct question, or to enter a word or phrase that was left out of a statement.
Online Games: they can provide a safe, creative environment in which students can learn to experiment, collaborate and solve problems.
Journaling, blogging and wiki building: It is an important strategy for encouraging individual or collaborative student writing.
Learning Analytics
Embedding the student learning experience allows the teacher to monitor data such as the alit of time spent online, and which pages were accessed. This enables educators to award a participation mark as part of the assessment scheme in a program.
Is is 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.
It is particularly useful for identifying students who are at risk if failing a program.
Self- and peer- Assessment Task
The primary aims of self - and peer- assessment are to: 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.
Develop in students a better understanding of their own subjectivity and judgement.
What Informs Good Online Assessment Practice
Balance between Formative and Summative Assessment Task
Summative assessments, which assess learning, fail to provide educators with timely information on how to adapt their teaching or what content to re-teach.
Formative assessments, in contrast, are administered frequently by teachers during a learning unit to assess student learning as it happens.
Authentic Learning and Assessment.
Authentic learning allows for a more holistic assessment of student abilities. The given learning tasks use knowledge situated in a realistic context.
These realistic tasks can potentially cognitively challenge students and teachers to solve problems and to think in the same ways that experienced teachers do.
What Informs Good Online Assessment Practice.
Development of 21st century skills
To be successful in both their careers and their personal lives, students must better understand how to apply what they learn in school subjects to deal with real-world challenges.
When online assessment task are developed by teacher educators, care should be taken to ensure that the range of cognitive skills are assessed.
Consider the differences between Print Medium and Online Medium
Prerequisites for Implementing Online Assessment
Supportive institutional policies for integration and use 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.
Sustainability plans and strategies for integration, and access to devices and the internet.
Capacity building for staff in integration and online assessment, by means of professional development activities.
Integration in the curricula of programs, and the modeling, coaching, and preparation of teacher educators in the use of different inline 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.
Sufficient technical support for academic staff and teachers using online assessment tools.
Best Practice Principles for online assessment
Exploit a Variety of techniques.
Address Diversity.
Prepare IT and People.
Monitor and Remediate.
Web design best practices.
