University of Science and Technology of Southern Philippine

Alubijid│ Cagayan de Oro│Claveria│ Jasaan│ Oroquieta│ Panaon

Module No. 6: Innovative Technologies for Assessment Tasks in Teaching and Learning

Lesson 2: Criteria in Choosing Appropriate Assessment Tools

Lesson Outcomes
1. Examined appropriate assessment tools to be used in the classroom
2. Reviewed assessment used by the teachers and determine, i
century
3. Decide the type of measure to be utilized
Excite:
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 the 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 test involves understanding the purpose or purpose for which an assessment is
given. According to Mehrens (2001) as cite in McDivitt and Gibson (n.d.), in its broadest
sense, the purpose of any assessments 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.
Task:
Answer the following questions and share them with the class.
1. Enumerate and discuss the different assessments methods and the tools utilized by
your teachers in elementary and high school.
2. What are the advantages and disadvantages of these assessment methods and
tools? Cite concrete example.

EXPLORE
One of the challenges for beginning teacher 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 supervisors ratings
of student skills, portfolios, score gains between entry and exit tests, capstone projects, theses and
dissertations, etc.
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Indirect methods can provides a useful supplement and check on the findings from direct
measures. The following are examples of this indirect method: Student satisfaction surveys, surveys of
student 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 ICT in
assessment. It enables both teachers and students to provide valuable feedback on each
r r’ rogr . T r d d v o ment 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 implementation of individualized or collaborative problem-solving
tasks through teachers interactive scaffolding and immediate feedback supply towards
learners (Drigas & karyotaki, 2006).

Creating and Utilizing Rubric

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 holistic rating for a
product or behavior.
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
 University of Science and Technology of Southern Philippine
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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 Test 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 facilities immediate feedback for the students.
3. Students can be invited to sit tests as frequently as they find useful.
4. Computerized recording of results facilities 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
“ ow” r g. Electronic assessment tool 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.

Exchange
It is important to note that teachers should use variety of assessment methods in the classroom.
Assessing students is how the teachers are 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
ud ’ r d d . 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 is includes test, such as knowledge and ability test, and inventories, such as personality and
interest inventories. The process of achievement testing is chain with many links, including identifying
what to teach, providing good instruction, selecting appropriate test question format, and reviewing
for the test. Some examples are multiple choice test, true or false, matching type, analogy, simple
recall, and the like.
Answer the following questions.
1. Why is it important to include higher-level thinking question in their instruction and in their
assessments?
3. What should teachers keep in mind when writing test items?

Electronic Portfolio
An electronic portfolio which is also known as an ePortfolio, digital portfolio, or online portfolio
(https://en.wikipedia.org/wikiElectronic _portfolio - cite_note – 1) is a collection of electronic
evidence assembled and managed by a user, usually on the Web (Zimmerman, 2012). ePortfolio
includes input test, electronic files, images, multimedia, blog entries and hyperlinks. ePortfolios are
o d mo r o o u r’ d orm or –expression.

Types of ePortfolios

1. Ideas 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
( ow ) g g o ud ’ d m r r.
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3. Documentation portfolio – It involves a collection of work over time showing growth and
m rov m r g ud ’ r go d d ou om .
4. Learning ePorfolios – These portfolio are typically created by a student as part of a learning
activity as a way to demonstrate learning and the learning process. These portfolios often shared with
other students to elicit peer feedback as an essential part of the learning process.
5. Evaluation/Assessment eporfolios – the teacher may utilize this for both formative and
summative assessments feedback.

To understand better, please watch this video.

Video link: https://www.youtube.com/watch?v=xvqBORISA5K

Task: For whole class conversation:

1. What are the advantages of creating an ePortfolio?
2. What technology tools can we use to construct an ePortfolio?
3. What evidence is there that ePortfolios are beneficial to student learning?