COURSE/SUBJECT: Ag. Ed.

415
Educational Technology
First Semester, 2022-2023

Module 6: Innovative Technologies for Assessment Tasks in Teaching and Learning

Lesson 1-ICT and Assessment of Learning
Lesson 2-Criteria in Choosing Appropriate Assessment Tools

Activity/Assessment No. 6

Name Marian S. Salido Date January 16, 2022

Performed

Course/Section BSA-AGED-4A Date

Submitted

Week 15 Lesson 1-ICT and Assessment of Learning

Lesson 2-Criteria in Choosing Appropriate

Assessment Tools

INSTRUCTIONS:

1. Utilize this activity form in submitting your answers.

2. Print this after accomplishing. See to it that you have reviewed your answers and
avoid committing mistakes. This would then form part of your portfolio. 3. REFRAIN
FROM CHEATING. CHEATING IS PUNISHABLE as STIPULATED in the USTP Student
Handbook, Chapter 5-Offenses and Penalties. Article 1-Academic Offense, pp 43-45.

Topic/s:
Module Module 6: Innovative Technologies for Assessment Tasks in Teaching and Learning
Lesson 1-ICT and Assessment of Learning
Lesson 2-Criteria in Choosing Appropriate Assessment Tools

Learning Outcome/s: Participants will be able to:

Module 6: Innovative Technologies for Assessment Tasks in Teaching and Learning

Lesson 1-ICT and Assessment of Learning
1. Explained the concepts of the roles of ICT in assessment;
2. Evaluated assessment tools using rubrics
Lesson 2-Criteria in Choosing Appropriate Assessment Tools
1. Examined appropriate assessment tools to be used in the classroom;
 2. Reviewed assessment used by the teachers and determine if it is applicable in the
21st century;
3. Decided the type of measure to be utilized.

Resource Materials Needed:

1. PPT Presentations:

2. Textbooks: 1. Technology for Teaching and Learning, Bilbao, Purita EdD et al.
2. Field Study 3: Technology in the Learning Environment,Lucas, Maria
Rita, Ph D, Lorimar Publishing House.

Activity/ies:
1. Look at the figure in the inset, list down the key terms that are related to
assessment. Compare your answers with at least 2 of classmates. Use table
below. 15 pts.

Your answers Classmate 1 answers Classmate 2 answers

Formative ICT Portfolio
Summative Formative Formative
Portfolio Online Summative
Technology Portfolio Technology
Online Technology Online
Electronic Summative ICT

2. List down the common answers and the uncommon answers. Construct a table
for your answers. 10 pts.

COMMON ANSWERS UNCOMMON ANSWERS

Formative Electronic
 Summative ICT
Portfolio
Technology
Online

3. What is the role of ICT in assessment in learning? 10 pts.

The ability to capture, save, and easily access student data and test outcomes
makes using ICT in assessment quite advantageous for teachers. Using ICT, teachers
can give students immediate feedback on assessment results. When applying the same
test material again, student performance is improved thanks to computer feedback. In
order to improve instruction and performance, educational evaluation must make use of
technology as an innovation and support for teaching and learning. An efficient
classroom assessment system in place can provide a valid evidence of student learning
and development in relation to classroom instruction and experience.

4. Browse https://www.wordclouds.com/ and explore it. List down some words

which are related to ICT and assessment in learning. 15 pts.

Reflection Media Internet Formative

Scores Digital Computer Evaluation
Knowledge Rubrics E-assessment Mobile
Students Technology Tools Process
learning
Portal e- portfolio Teaching Grading
strategy
Portfolio Online Cognitive Testing
learning
Summative Analysis E-learning Outcomes
Online exams Objectives Digitalized Computing
school

5. Form a group of 10-12 and select the live lecturer, students,

cameraman/camerawoman, and technical staff. Follow the steps in preparing a
live lecture. 50 pts
a. Beginning the lecture
1) Plan an introduction to catch students” interest.
2) Provide a general overview of the content.
 3) Tell the students how you expect them to use the material.
4) Define or explain unfamiliar terminologies.
b. The body of the lecture
1) Organization
2) Allow time within the lecture to summarize key ideas and prepare relevant
examples to illustrate key ideas.
3) Observe nonverbal clues
c. Closing the lecture
1) Answer any questions raise at the beginning of the lecture and provide closure
for the lecture.
2) Record/video your live lecture and show/present it in the class.
3) Each member of the group shall have a copy of the group output and upload it in
the Group Chat to be seen by all interested parties.

6. Rate the output in each group by using the Rubric for video presentation. 20
points

Assessment/s:
With your original groupings, answer the following questions and select a rapporteur to
present your output in the class.

1. Enumerate and discuss the different assessment methods and tools utilized by
your teachers in elementary and high school.

Assessment methods and tools used Assessment methods and tools used
by your elementary teachers by your high school teachers
Paper and Pencil Summative
Quiz Formative
Projects Observations
Portfolios Portfolio
Summative Rubrics
Formative Subjective Assessment
Diagnostic Projects
Performance Assessment Oral Assessments
Group Based Assessment Performance Assessments
Grades Selected Response
Constructed Response
Grades
Objective Assessment
2. What are the advantages and disadvantages of these assessment methods
and tools? Give concrete examples.
Assessment Advantages Disadvantages Examples
methods and
tools used by
your teachers
Summative • Not always the
• Accelerate
perfect gauge of
individuals who
student understanding
already mastered the • Preliminary
(students don’t always
material. exams
test well.)
• Help assess how • Quarterly
• Students could
well you teach (how exams
underperform due to a
you present, type of
poorly made
instruction, etc.)
assessment.
Formative • Allow teachers to
• Are not graded,
check for
which takes the
understanding during • Short quiz
anxiety away from
the lesson instead of
students. It also • oral
waiting until the
detaches the thinking recitations
completion of the
that they must get
lesson to assess
everything right.
student learning.
Portfolio • Encourages student • Faculty time required
reflection on their to prepare the
learning. Students portfolio assignment
may come to and assist students as
understand what they they prepare them. • Learning
have and have not Logistics are Portfolios
learned. challenging. • Showcase
• Provides students • Students must retain Portfolio,
with documentation and compile their own •Personal
for job applications or work, usually outside Portfolio
applications to of class. Motivating
graduate school. students to take the
portfolio seriously may
be difficult.
Rubrics • Help students • Rubrics may not fully • Holistic rubric
understand your convey all information
expectations. instructor wants • Analytic rubric
students to know.
• Help students self-
improve. • Rubrics may lead to
anxiety if they include
• Make scoring easier too many criteria.
and faster.
• They take time to
• Make scoring more
 accurate, unbiased, develop, test,
and consistent. evaluate, and update.
Standardized • Test scores serve as • Test scores cannot • National
Assessments helpful indicators for reliably serve as Achievement
colleges and indicators of a Test
employers when student’s future
determining admission success.
and hiring decisions.
• Standardized test
• Educators can view questions fail to
reports with assess a student’s
information on a higher-level thinking
student’s progress skills.
and identify a trend of
growth or decline.
Projects • Students learn to • Difficult to assess
value the work and individual
contributions of contributions when the
others, share product is a group
responsibilities, and product. • Investigatory
compromise. Projects
• Judging what has
• Project-based been learned is not • Group Project
learning is an always evident from
opportunity for • PIT
looking at products.
students to critique
and revise their
approach when they
encounter obstacles.
Oral • Oral exams provide • Oral tests are less
Assessments evidence and support work to administer
for higher order and mark than essay ,• Oral
thinking and problem exams but take more questioning
solving skills. time than self-grading during lecture
multiple-choice • Research
• Oral exams help exams.
students develop defense
authentic • Debate
communication skills
in their discipline.
Performance • Can be used to • Usually the mostly
Assessments assess from multiple costly approach
perspectives • Role-playing
• Time consuming and
• Using a student- labor intensive to • Reporting
centered design can design and execute • Individual or
promote student for faculty and group activities
motivation students
• Can be used to • Must be carefully
 assess transfer of designed if used to
skills and integration document obtainment
of content of student learning
outcomes
• Engages student in
active learning
Selected • Can measure • Cannot assess • Multiple
Response abilities to make higher-order thinking choice
judgments about next skills (e.g., synthesis,
steps, draw organization, original • True-false
inferences, interpret thinking) • Matching type
data, and apply
information • Cannot provide
direct evidence of
• Can reliably assess real-world skills,
lower-order thinking particularly productive
skills or creative skills
• Can be efficient and
objective to score
Constructed • Short item questions • Best suited to testing • Fill in the
Response are truly easy to only factual black
construct knowledge
• Short answer
• Require student to • Must be carefully questions
create a correct worded to avoid
response ambiguity
• Can be scored • Difficult to score
relatively quickly accurately (spelling,
handwriting, grammar,
• Reduce the alternatives, etc)
possibility of simply
“guessing”
Grades • With the help of the • We can only get to • Percentage
grades the know about the grade grading
weaknesses and achieved by students
strength of the instead of the actual • Letter grading
students will be ability of the student.
identified.
• Students just focus
• By knowing the on attaining the
grades of the child, passing marks instead
parents also get of putting their main
aware about the focus on getting
capability of their child highest marks,
Objective • Quick and easy to • Take time and skill to
Assessments score, by hand or construct (especially • Instructor
electronically good questions) made quiz/tests
• Can cover lots of • Provide unprepared
 content areas on a students the
single exam and still opportunity to guess,
be answered in a and with guesses that
class period are right, they get
credit for things they
don’t know
Subjective • Measure the test • Demands expertise
Assessments taker’s writing and in measurement to
language skills, assure
especially if the validity/reliability/utility.
purpose is to test
language proficiency.
• Faculty and
• Measures the ability department
of the test taker to made exams
apply his knowledge,
rather than just
retention of
information and being
able to correctly recall
it verbatim.

3. Explore video link: https:www.youtube.com/watch?v=e60DLLkm_QO

a. What is a paper-pencil test?

Traditional student assessment methods like written assessments are

referred to as “paper and pencil assessment.” It is a particular category of
assessment instruments in which students read questions and write responses to
them. This comprises assessments such as knowledge and aptitude exams as well
as surveys such as personality and interest inventories. The most popular
assessment method used by teachers to compile official evidence of student learning
is paper and pencil testing.

b. Why is it important to include higher-level thinking questions in their

instruction and in their assessments?
 Higher-level thinking questions require more time for students to think about
and explain their answers, but they can greatly expand classroom interaction and
learning. When students are asked questions of a higher order, they use their
experiences to create answers. In other words, their understanding becomes more
individual. Thought-provoking questions not only encourage deeper discussion in the
classroom, but also help students develop the skills to make real decisions. Asking a
variety of questions encourages students to engage with the material and expand
their understanding of it. The questions force students to answer based on their own
understanding rather than simple memory, allowing students to learn how to think,
not what to think.

c. Make a reflection on the video. https://www.youtube.com/watch?v=Z_Ns-oMfBu4

Building questioning strategies in a teacher’s classroom is not a one-day training.

It takes a full week or a couple of weeks to develop strong questioning strategies in a
classroom, but it is one of the most important tools our students require. We must
develop higher order thinking skills, comprehension skills, and students’ ability to
capture information, digest it, and bring it back to you in a different form. And it is the
teacher’s responsibility, not the students’, to achieve that goal. In Bloom’s taxonomy
level one, students are asked basic questions beginning with what, where, who, and
when- which are the key bases of their understanding. We tend to have that
fundamental conversation—level, not analysis—and we naturally rely on what they
know and what we discuss. In a classroom situation, if a teacher is just making
decisions on the spot and coming up with a question, they will likely produce material
that falls into a lower bloom’s taxonomy category than they would prefer.

4. Why is it important to include higher-level thinking questions in their

instruction and in their assessment?

Advanced cognitive demands are placed on students via higher-order questions.

They urge pupils to look beyond the obvious answers to questions. Higher-order
questions encourage critical thinking because they require students to do more than
just recollect material; they also require them to apply, analyze, synthesize, and
evaluate it. For instance, application questions ask students to apply knowledge
learned in one context to another, analysis questions expect students to break the
whole down into its component parts, such as analyzing mood, setting, and
characters, expressing opinions, drawing conclusions, and synthesis questions ask
students to use previous ideas to generate new ones using data from various
sources, and evaluation questions ask students to make judgments, explain reasons
for their conclusions, and formulate recommendations.
 5. What should teachers keep in mind when writing test items?

Below are several guidelines in designing fair, yet challenging, exams or test items
that accurately gauge student learning:

 Maintain consistency
Between goals for the course, methods of teaching, and the tests used to
measure achievement of goals. If, for example, class time emphasizes review
and recall of information, then so can the test; if class time emphasizes
analysis and synthesis, then the test can also be designed to demonstrate
how well students have learned these things.

 Use testing methods that are appropriate to learning goals

For example, a multiple choice test might be useful for demonstrating
memory and recall, for example, but it may require an essay or open-ended
problem-solving for students to demonstrate more independent analysis or
synthesis.

 Help Students prepare

Most students will assume that the test is designed to measure what is
most important for them to learn in the course. You can help students prepare
for the test by clarifying course goals as well as reviewing material. This will
allow the test to reinforce what you most want students to learn and retain.

 Use consistent language

In stating goals, in talking in class, and in writing test questions to
describe expected outcomes. If you want to use words like explain or discuss,
be sure that you use them consistently and that students know what you
mean when you use them.

 Design test items that allow students to show a range of learning.

That is, students who have not fully mastered everything in the course should
still be able to demonstrate how much they have learned.

Be safe and May God is with us always

PREPARED BY:

ROSALITO A. QUIRINO-Ph.D.
Prof.V1