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Guidelines for Online Assessment for Educators - Coggle Diagram
Guidelines for Online Assessment for Educators
CLARIFYING THE CONCEPT “ONLINE ASSESSMENT”
Techniques of Online Assessment
True-or-false items
require students to indicate which of two potential responses is true. A student therefore has a 50 per cent chance of being correct by guessing.
Essays
Essays are flexible and can assess higher-order learning skills.
Multiple-choice tests
Multiple-choice tests are a common form of online assessment.
Short-answer tests
disadvantage is that often students will not type the exact answer and will be marked wrong.
advantage of having students take this type of examination online is that the answers can be scored immediately by comparing the student response to a pre-populated answer.
Online games
offer exciting assessment opportunities. provide a safe,creative environment in which students can learn experiment, collaborate and solve problems.
Student journaling, blogging and wiki building
journaling is a particular useful tool for encouraging student reflection,
and teacher educators may elect to assess the journal entries by using a rubric.
Blogging is similar to journaling, except that there are more features for providing access to the
information
wiki can be created by one or more students and can be constructed as private, semi-private or public. Wikis are particularly useful for collaborative group projects and are conducive to social constructivist learning
Online, digital or ePortfolios
portfolio is a collection of student work that is organised, reflected upon and presented
to show content comprehension and learning growth over a period of time.
Online portfolios can be constructed using a variety of ICT tools. write documents and upload photos, audio and video. All content
can be tagged and, if necessary, shared to other media tools
online ePortfolio tools is strongly this sets outcomes at the “Create” level, where students are expected to be creating, composing, constructing, designing, generating, inventing and producing
digital portfolio is the ability to include a variety of content. ePortfolios, for example, can contain movies, audio, presentations, text, hyperlinks and animations.
Benefits of Online Assessment
Test items can be randomised 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 randomised.
Test items can be tagged by level of difficulty.
“Pools” of test items can be used from which the tool can 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 identify poor questions
WHAT INFORMS GOOD ONLINE ASSESSMENT PRACTICE
Balance between Formative and Summative Assessment Tasks
Summative assessments, which assess “learning,” fail to provide educators with timely information on how to adapt their teaching or what content to re-teach. Although summative assessments may be useful for ranking and comparing educational schools.Formative assessments, are administered frequently by teachers during a learning unit to assess student learning as it happens
Authentic Learning and Assessment
is an increasingly popular approach, as it allows for a more holistic assessment of student abilities
Development of 21st-century Skills
Bloom’s Revised Taxonomy
Bloom’s Taxonomy was revised to align with 21st-century learning environments.
Remember
YouTube, Wordle, Diigo, Office applications, Google Notes, Listmaster, MindMeister, PowToon, TED-Ed
Understand
Skitch (iPad), Sketchbook Express, Blogspot, Twitter, Mindnode
Apply
Tape a Talk, Cartoon Drawer, Adobe Connect, Picasso, Wiki, Smartsheet, Weebly
Evaluate
Skype conferencing, Pro’s and Con’s, Socrative, Snopes,
Analyse
Spreadsheet tools, Evernote, MindMash, Wufoo
Create
Presentation tools (Prezi), YouTube, Screenr, Google Sites, Wix, WordPres
Consider the Differences between Print Medium and Online Medium
The credibility of printed resources is often not in question. In contrast, when reading online, the student must also assess the credibility of the content, given that online publishing is so simple
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
useful
for identifying students who are at risk of failing a programmed.
Self- and peer-assessment tasks
elevate the role and status of students as assessors
involving students in critical reflection
achieve a more advanced and deeper understanding of the subject matter, skills and
processes;
encourage a deeper approach to learning
increase student responsibility and autonomy
develop in students a better understanding of their own subjectivity and judgement.
PRINCIPLES FOR ONLINE ASSESSMENT
Prerequisites for Implementing Online Assessment
the successful implementation of online assessment depends on:
sustainability plans and strategies for ICT integration, and access to devices and the
Internet
encouragement of academic staff to use ICT tools, by including the use of such tools as
performance indicators during performance assessment
access for students and staff to devices and technologies that are appropriate for the setting
within which the users are situated
capacity building for staff in ICT integration and online assessment, by means of
professional development activities
reliable access to the Internet for using the plethora of web-based tools that are available for
online assessment
supportive institutional policies for ICT integration and ICT use for assessment
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
Higher-quality Feedback
. Online assessment tasks will best support learning when they are accompanied by feedback that is timely, sufficiently detailed and constructive.
Readymade Tools.
The performance criteria for online assessment tasks should be made explicit by the use of rubrics or assessment standards.
Longitudinal Reflection
. Online formative assessment tasks are used diagnostically to improve teaching practices and learning tasks
Technology-enabled Authentic Learning.
Online assessment tasks should be characterised by having real-life value
Enhanced Collaboration.
In the range of assessment tasks in a programme, include online assessment tasks that require discussion and collaboration amongst students.
Exploit a Variety of Techniques.
A variety of online assessment techniques and tools are used in programmes.
Address Diversity.
Well thought out assessment strategies should take into account student diversity so as not to advantage or disadvantage any group of students. 1. socio-economic status. 2.access to devices 3.access to and stability of Internet connection 4.racial, ethnic, cultural or tribal differences 5.learners with special educational needs (both cognitive and
physical 6.second-language English speakers 7.stable electricity supply 8.cultural variables
repare IT and People.
Sufficient systems should be in place for supporting online assessment tasks.
Web Design Best Practices.
Webpages that contain online assessment activities should follow best-practice web design principles.
Monitor and Remediate.
The results of online assessment tasks should be used to identify “students at risk.”