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Guidelines for Online Assessment for Educators - Coggle Diagram
Guidelines for Online Assessment for Educators
3.2Benefits of Online Assessment
Multiple choice questions,distractors can be randomised.
Test items can be tagged by level of difficulty.
Some test items can be scored by the tool that is used.
Can perform items analyses on the test items ,which will help the assessor identify poor questions.
Pools can randomly assign different test to different students.
Online tools can give immediaty feedback to students.
3.3Techniques of Online Assessment
UDL...Universal Design for Learning
LMS...Learning Managment Systems For exmple Moodle
Multiple/choice tests: The common form of online assessment.
The multiple choice are easy to administer.
Questions can however ,measure reading ability . The disadvantages are that they are subject to guessing and often are time consuming to create.
Some popular are:Withoutbook
Proprofs
That Quizz
PollEverywhere
The traditional True /false items:Students has a 50 % chance of being correct by guessing
Essays:Are flexible and can assess higher/order learning skills.
They consume time for educators to score.
Subjectivity can be an issue during marking.
Short answer/tests:The advantage is that the answer can be scored immediatly.
Spelling mistakes can cause an incorrect grade whereas the teacher would have accepted the answer.
Online Games:They provide a safe and creative environment in cwhich students can learn to experiment , collaborate and solve problems.
Can be used in almost all educational disciplines.
Student Journaling ,blogging & wiki building. Journaling is a useful tool for encouraging student reflection.
Blogging is similar to journaling except that there are more features for providing access to the info.
Wikis are also tools that can be created by one or more studentsand can be constructed as private,semi/private or public.
Online Digital or ePortfolios Tipically are organised is presented to show content comprhension and learning growth over a period of time can be constructedusing a varietyof tools.
Further Dimensions of Online Assessment
Learning Analytics:LMS allows the teacher to monitor data such as the amount of time spent online and which pages where accessed.
The measurement,colletion,analysis and reporting about learnings and their contexts an optimizing learning in which occurs.
Self/and peer-assessment tasks some are:
Increase student responsability and autonomy.
Achieve and more advanced and depper understanding of the subject matter,skill and processes.
elevate the role and status of students as assessors.
Encourage a deeper approach to learning.
Involving students in critical reflection and develoop 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.
Authentic Learning and Assessment: popular appoach,as it allows for a more holisticassessment of student abilities.The give use learning tasks use knowledge situated in realistic contexts which is a potentially cognitively challenge to solve problems and to think in the same ways that experienced teachers do.
Development of 21 st. Century Skills: To be successful in both their careers and their personal lives,students must better understand how to apply what they learn in schoolsubjects to deal with a real / world challenges.
Bloom¨s Revised Taxonomy: Remember , understand,apply,analyse,evaluate and create
Assessment systems be based on multiply measures of students.
be listed as an integral part of the academic assessment in math,reading and science.
Be expanded to include information.
Consider the differences between print medium and online medium. Reading digital and printed text are not the same processes. The reader is able to access multiple sources,using several tabs in different designs and layouts.
Reading digital and printed text are not the same processes.The reader is able to access multiple sources ,using several tabs,in different designs layouts.
Online access and retievel tasks require readers to search for information in a more abstract space than in printed books or documents.
5.0 Priciples for Online Assessment:
5.2 Prerequisites for Implementing Online Assessment:Supportive institutional polices. Access for students and staff to devices and technologies.Reliable access to the Internet for using the plethora of web/basedtools that are available for online assessment.Sustainability plans and strategies for ICT integration.Encouragment of academic staff
5.3 Best-practice Principles for Online Assesment: 1. Longitudinal Reflection
2.Higher-Quality Feedback
3.Readymade Tools
4.Technology-enabled Authentic Learning
5.Enhanced Collaboration
6.Exploit a Variety of Techniques
7.Adress Diversity
8.Prepare IT and people
9.Monitor and Remediate
10.Web Design Best Practice