Technology for Teaching Learning I

Chapter 7

Innovative Technologies for

Teaching-Learning and
Assessment Task
Chapter 7

Innovative Technologies for Teaching-Learning and

Assessment Task
 Introduction
Assessment, learning and teaching are closely connected and interwoven because
each provides information that can determine effective instruction. In the process of
conceptualizing a plan on how to teach, as the learning outcomes are put in place, the next
step to consider is how these are to be evaluated. This is an important part of instruction
because data gathered in this phase of instruction will inform the teacher whether the students
have actually learned or that the teacher has to reconsider a better approach in teaching.
Although the conventional ways of assessment still work, the role that ICT plays in
the present teaching and learning context has definitely changed the course of direction that a
teacher can pursue. The use of technology plays a vital role in assisting teachers how to
assess students' learning. It involves digital devices or online applications that can be used in
constructing, delivering and reporting learner’s performance.
This Unit, which is composed of two lessons, presents important concepts on
assessment in learning while integrating technology tools that can appropriately evaluate
students' learning. Varied types of online assessment tools are discussed. The ePortfolio
assessment is also presented as an alternative way that can provide learners the chance to
reflect how they learn. Online examination software and applications designed to assess and
gather data afford the teacher ample chance chance to give immediate feedback on student
learning. The criteria for choosing the appropriate assessment tool are also included.

Specific Objectives
At the end of the lesson, the students should be able to:
1. Identify technology-assisted tools in the assessment of learning
Duration
Chapter 7: Innovative Technologies for Teaching- = 3 hours
Learning and Assessment Task (2 hours discussion;
1 hour assessment)

Lesson Proper

ICT and Assessment of Learning

Assessment is very important in student learning. There are many approaches to

assessment in learning with an emphasis on the process of learning along with the product of
learning. The ultimate measure of student's competence is performance.
Development in Information and Communication Technology (ICT) has thrown open
numerous possibilities for assessing student learning and providing immediate feedback.
The previous lessons on ICT and Assessment in Learning discusses about the basics
of assessment practices, explores how various technology tools can be integrated effectively
for assessing student learning and describes the emerging trends in technology-based
assessment in teaching and learning.
Assessment is the process of identifying, gathering and interpreting information about
students learning. To understand better the different related terms on assessment especially
formative and summative assessment, please watch this video on Youtube.
Video link: https://www.youtube.com/watch?v=u0nSW3W4MW0
Types of Assessment
1. Formative assessment provides feedback and information during the instructional
process, while learning is taking place, and while learning is occurring.
2. Summative assessment takes place after the learning has been completed and provides
information and feedback that sums up the teaching and learning process.
3. Diagnostic assessment can help you identify your student’s current knowledge of a
subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes
place. Knowing students' strengths and weaknesses can help you better plan what to teach
and how to teach it.
4. Authentic assessment describes the multiple forms of assessment that reflect student
learning, achievement, motivation, and attitudes on instructionally relevant classroom
activities.
The Role of ICT in Assessment in Learning
There are new technologies created to provide students with higher level and the
thinking skills, particularly the aspects of creative and critical thinking, and the opportunity to
teach and assess those skills. The use of ICT in assessment is very helpful to teachers because
student’s information and results of examination can be recorded and stored and can easily be
retrieved, With the use of ICT, the teachers can right away give feedback to students on the
results of assessment. Feedback from the computer during the use of test material improves
student performance in later use of the same test material.
In educational assessment, the use of technology as an innovation and support for
teaching and learning (Sindhu, 2013), is essential to improve instruction and increase
performance. With an effective classroom assessment system n place, a valid demonstration
of student learning and progress connected to classroom instruction and experience can be
confirmed.
Tests play a vital role in traditional learning as well as e-learning and this helps the
teachers and the learners in measuring learning. There are many freeware where the teachers
can create quizzes and evaluate learning electronically. Online examination systems seek to
efficiently evaluate the test takers thoroughly through a fully automated system that not only
saves time but also gives fast results. It is done in most cases through a Web- Based Online
Examination Software. This online examination will also eliminate the need for monitoring
while the exam is being taken.
One of the advantages of using a web-based exam software or an online examination
system is that it gives a high level of transparency as opposed to the traditional method or
remote method. It is almost impossible to compromise exam questions and evaluations
because they cannot also be influenced. Most online exams generate their results instantly
and it is often possible for the exam taker to get information on his results immediately. Some
of the major advantages of online examination are: (1) accessibility and flexibility; (2) time
management; (3) save cost; and (4) statistical analysis.
Security and confidentiality should also be considered. Security needs to be given top
priority for any website that you will add information to. Some schools utilized software for
security and privacy of examinations.
Current Trends in Assessment in Learning
Traditional assessment like objective test such as multiple choice, matching type true
or false and other paper-and-pencil test received criticism by some experts in assessment. The
21st century assessment includes: (1) utilizing multiple measures
of assessment, (2) increasing the use of technology, (3) focus on the growth and development
of the learner, and (4) differentiating the roles and responsibilities of the teachers,
administrators and other stakeholders. In the 21st century, educators and students can no
longer afford this disconnect. To help students become college and career-ready, we need to
teach them how to apply what they are learning in school to the practical and intellectual
tasks in their everyday lives (Wolpert-Gawron, 2010).
The concept of 'classroom' has been shifting in recent years with dedication to
purposefully designed learning spaces and seamless integrations of technologies (Williams,
2017). In the 21st century, we are facing a global economy where information travels at the
speed of ight and knowledge of how to harness and sift through that information has become
vital to our personal and national well-being. As an educator, we know that our students must
graduate ready to function in this expanded world.
Educational technology is used to increase the efficiency of education in teaching,
learning and assessment. Computers and related technology are viewed as the future of
teaching and learning and also as a powerful technological machine to promote development
of learning. Computers are able to create a more attractive and effective learning environment
(Keser & Ozcan, 2011).
Education technology has introduced new, exciting and innovative ways to engage
students in active learning while online. The teachers can incorporate active learning
activities through technology in fully-online lessons, homework modules, and even in-class
online activities. Roblyer and Edwards (2000) as cited in (Keser & Ozcan, 2011) suggested
that there are important reasons for teachers to use technology in education: motivation,
distinctive instructional abilities, higher productivity of teachers, essential skills for
information age, and support for new teaching techniques (cited in Samak, 2006).
Online learning initiatives often fail to engage and teach learners because they are
passive in nature - reading PDFs, flipping through slides, listening to long lectures. One way
to improve these experiences is to focus on incorporating active learning methodologies.
Active learning is any learning activity in which the student interacts or engages with
the material, as opposed to passively taking in the information. The parents can also help the
learners engage in rich learning experiences at home and during daily
activities such as field trip.
The teacher will give learning activities that are intentional, meaningful and useful.
Activities which involve student interaction with content can include listening to and/or
watching a live or recorded talk, engaging with a written or visual text, engaging with
multimedia, or a combination of these.

Criteria in Choosing Appropriate Assessment Tools

Assessment methods are the strategies, techniques, tools and instruments for
collecting information to determine the extent to which students demonstrate desired learning
outcomes. Teachers need to select tools to assess student achievement in the target
outcome(s). The selection of tools involves a process to obtain detailed information and the
need to keep the process feasible and manageable. Student learning styles vary widely and
their strengths and challenges with respect to assessment vary as well. Teachers need to
consider that variation as they choose assessments for their courses. By varying the way
teachers assess student understanding, they are more likely to offer opportunities for every
student to demonstrate their knowledge. The first step in attaining competency in selecting
appropriate tests involves understanding the purpose or purposes for which an assessment is
given. According to Mehrens (2001) as cited in McDivitt and Gibson (n.d.), in its broadest
sense, the purpose of any assessment is to gather data to facilitate decision making. However,
many kinds of decisions and many different types of information may be gained from the use
of tests and may serve to facilitate decision making. The following may be considered in
choosing appropriate assessment tools: (1) goals of assessment (2) methods of assessment,
either direct or indirect; and (3) the interval in giving assessment.

One of the challenges for beginning teachers is to select and use appropriate
assessment techniques suited to the learners' needs. During teaching, teachers not only have
to communicate the information they planned but also continuously monitor students learning
and motivation in order to determine whether modifications have to be made (Airasian,
2005). Beginning teachers find this more difficult than experienced teachers because of the
complex cognitive skills required to improvise and be responsive to students' needs while
simultaneously keeping in mind the goals and plans of the lesson (Borko & Livingston,
1989). The informal assessment strategies teachers most often use during instruction are
observation and questioning.
The teacher may either be utilizing direct or indirect method. Examples of direct
method are examinations, written assignments, oral presentations and performances,
internship supervisor's ratings of student skills, portfolios, score gains between entry and exit
tests, capstone projects, theses and dissertations, etc.
Indirect methods can provide a useful supplement and check on the findings from
direct measures. The following are examples of this indirect method: Student satisfaction
surveys, surveys of students and alumni, exit interviews with graduating students, student
participation rates, reflective essays, data on placement and other measures of post-
graduation performance, etc.
The teacher may consider the following characteristics in selecting appropriate
assessment tools whether conventional or ICT-based assessment:
1. Measure the desired level of performance (level of satisfaction, productivity, efficiency,
student performance)
2 Cost effective in terms of effort, time and money
3 Useful that will produce results that provide information that can be used in making
decisions to improve student learning
4. Reasonably accurate and truthful
5. Dependable, consistent responses over time
6. Evidence of being on-going, not once and done
After the discussion of a certain lesson the teacher conducts formative assessment.
One of the key characteristics of formative assessment is the frequent use of evidence
gathered from various methods as feedback. Besides serving as an indicator of attainment
levels, students use this feedback to set goals for the next stage of learning. With this,
teachers may utilize 1CT in assessment. It enables both teachers and students to provide
valuable feedback on each learner's progress. The rapid development of ICT has provided
teachers with digital platforms that support learning and teaching (Woo et al., n.d.). Online
task assigned by teachers will assess the collaborative problem solving construct and the five
strands (Participation,
Perspective Taking, Social Regulation, Task Regulation as well as students' Learning
and Knowledge Building skills) according Drigas and Karyotaki (2006): It is also stressed in
the same study that large-scale differential item functioning (DIF) analysis can validate an
online problem solving ability test that minimizes the extraneous differential effects of
students' language background. Thus, online assessment can be incorporated by teachers.
ICTs provide the means for the explicit design and tasks through implementation of
individualized or collaborative problem-solving tasks through teachers interactive scaffolding
and immediate feedback supply towards learners (Drigas & Karyotaki, 2006).
A rubric is a set of criteria used to determine scoring for an assignment, performance,
or product. This can be used to score many kinds of written assignments or exams, papers,
projects, speeches or ePortfolios. They are not useful, however, as a grading mechanism for
multiple choice or short answer tests. There are many samples of rubrics online, but the
teacher may consider the learners, objective of the lesson, contextualization and localization.
The main purpose of rubrics is to assess student performances. For some performances, the
teacher may observe the student in the process of doing something, like making their projects,
online drill, tutorial, and many more.
There are two (2) types of rubric:
1. Analytic rubrics describe work on each criterion separately. It utilizes separate, holistic
ratings of specific characteristics, products, or behaviors.
2. Holistic rubrics describe the work by applying all the criteria at the same time and enabling
an overall judgment about the quality of the work. It utilizes and holistic rating for a product
or behavior.
Creating and Utilizing Rubric
Technology can be used for assessing student learning in various purposes. By using
technology in managing assessment information data can be presented in different ways to
meet the needs of the students, teachers and administrators. An electronic examination which
is also called computer-based assessment (CBA), Computer-based testing (CBT) or e-exam is
a test conducted using a. personal computer (PC) or an equivalent electronics device, in
which the delivery, responses and assessment are effected electronically. e-exams were
developed more than four decades ago for professional certification in the IT industry and
progressively evolving as a preferred alternative to Paper-Pencil-Test (PPT) in schools,
universities, recruiting firms as well as private and public organizations (Bulama Bukar,
Bello &Baba Ibi, M, 2016). Computer-Based-Testing is more efficient than Paper-based tests
because it is an individualized testing and has faster score reporting within few minutes after
last submission. The students can immediately view the scores on screen and more
convenient for teachers and students.
Computerized delivery of objective tests has more advantages compared to paper-
pencil-test which include the following:
1. The creation of item bank of questions invites the possibility of each student being
presented with a paper made up of different questions, but of an equivalent standard.
2. Automatic computerized marking facilitates immediate feedback for the students.
3 Students can be invited to sit tests as frequently as they find useful.
4. Computerized recording of results facilitates the analysis of groups responses to questions.
The teacher may consider balance assessments (blend of traditional and ICT based
assessment). Although computerized testing facilities can provide a rapid means of assessing
and providing feedback to large numbers of students, it is essential to consider their use as
part of the overall unit strategy, especially as multiple choice/limited response type questions
can lead to an emphasis on "shallow learning. Electronic assessment tools are unlikely to
reduce significantly the burden of assessment, but they can be used to promote deeper and
more effective learning by testing a range of skills, knowledge and understanding. Using
computers in assessment does not have to mean more multiple choice testing to the exclusion
of other assessment techniques. A wide range of innovative assessment methods lend
themselves to computer-based implementation.

It is important to note that teachers should use variety of assessment methods in the
classroom. Assessing students is how the teachers arc able to evaluate students over the
material they are learning in the classroom, and therefore has to be done fairly to
accommodate each and every student's interests and needs. This is why it is important for
teachers to use a variety of different assessments in their classroom.
Paper-and-pencil testing is the most common assessment procedure utilized by
teacher to gather formal evidence about pupil learning. Paper-and-pencil instruments refer to
a general group of assessment tools in which students read questions and respond in writing.
This includes tests, such as knowledge and ability tests, and inventories, such as personality
and interest inventories. The process of achievement testing is a chain with many links,
including identifying what to teach, providing good instruction, selecting appropriate test
question formats, and reviewing for the test. Some examples are multiple choice tests, true or
false, matching type, analogy, simple recall, and the like. Please take time to watch this
video. Video link: https://www.youtube.com/watch?v=e60DLLkm_Q0
Electronic Portfolio
An electronic portfolio which is also known as an ePortfolio, digital portfolio, or
online portfolio (https://en.wikipedia.org/wiki/Electronic_portfolio - cite_note-
1)1S a collection of electronic evidence assembled and managed by a user, usually on the
Web (Zimmerman, 2012). ePortfolio includes input text, electronic files, images, multimedia,
blog entries, and hyperlinks. ePortfolios are both demonstrations of the user's abilities and
platforms for self-expression.
Types of ePortfolios
1. Ideal portfolio - it contains all work of students. It is not given to provide students a grade.
2. Showcase/Professional ePortfolios These ePortfolios are primarily a way to demonstrate
(showcase) the highlights of a student's academic career.
3. Documentation portfolio - It involves a collection of work over time showing growth and
improvement reflecting students' learning of identified outcomes.
4. Learning ePortfolios These portfolios are typically created by a
student as part of a learning activity as a way to demonstrate learning and the learning
process. These portfolios are often shared with other students to elicit peer feedback.
Learning portfolios support the idea of formative feedback as an essential part of the learning
process.
5. Evaluation/Assessment ePortfolios The teacher may utilize this for both formative and
summative assessments feedback.

References:
Bilbao, B. EdD et al. Technology for Teaching Learning I. (2019). Lorimar Publishing Co.
Smaldino. S. et al. (2005). Instructional Technology and Media for learning. 8 th ed. New
Jersey. Pearson Prentice Hall
Victoria State Government (2013). Assessment Tools. Retrieved
from:Http://www.education.vic.gov.au/school/teachers/support/Pages/tools.aspx
http://www.edtechteacher.org/assessment
UNESCO 92013). Training Guide on ICT Multimedia Integration for Teaching and learning.
Pp. 60-63
Angelo, T &Cross, K.P. (1993). Classroom assessment Techniques 2nd ed. A Handbook for
College Teachers
Activity Sheet
Name:_______________________________ Year & Section:________________________
Subject:______________________________ Score:________________________________
Activity 1 Essay
Direction: answer the following.
1. What is the role of ICT in assessing student learning? Cite specific examples.

2. As a future teacher, how will you assess your future students?

3. What are the advantages and disadvantages of using ICT in assessment? How about
conventional assessment methods?

4. Cite ways of selecting appropriate assessment tools.

Watch the video on youtube: video link (https://www.youtube.com/watch?v=e60DLLkm_Q0

After watching the video, on your own, do the following.
1. What is paper and pencil test?

2. Why is it important to include higher-level thinking questions in their instruction and

in their assessments?

3. Make a reflection on the video.

4. To understand on how to design test questions, you may access this iste:
www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/
Assessment/test-questions.html
a. Why is it important to include higher-level thinking questions in their instruction and
in their assessments?
b. What should teachers keep in mind when writing test items.
Assessment
Each question will be graded based on this five (5) point rubric.

LEVEL DESCRIPTION

Well written and very organized.

Excellent grammar mechanics.
5 - Outstanding Clear and concise statements.
Excellent effort and presentation with detail.
Demonstrates a thorough understanding of the topic.

Writes fairly clear.

Good grammar mechanics.
4 - Good
Good presentation and organization.
Sufficient effort and detail.

Minimal effort.
Minimal grammar mechanics.
3 - Fair
Fair presentation.
Few supporting details

Somewhat unclear.
Shows little effort.
2 - Poor Poor grammar mechanics.
Confusing and choppy, incomplete sentences.
No organization of thoughts.

Very poor grammar mechanics.

Very unclear.
1 - Very Poor
Does not address topic.
Limited attempt.
Assignment (if any)

Direction: Create a Blog

1. You may go to wix.com and create your own beautiful blog.

2. Make a rubric in selecting appropriate assessment tools and upload to your blog.

3. Send the link to your respected GC of the class.

Feedback Form
 
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
Learning Module : Number: _________ Title : ______________________
How do you feel about the topic or concept presented?
□ I completely get it. □ I’m struggling.
□ I’ve almost got it. □ I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or lost?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________ 
Did you raise your concern to your instructor? □ Yes □ No
If Yes, what did he/she do to help you?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
If No, state your reason?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________ 
How do you want it to be enhanced?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the subject
teacher (within the 1st week of the class).