Maha Hasan presentation on online assessment applications

1. ONLINE ASSESSMENT

2. WHAT SHOULD ASSESSMENT
DO?

3. 1. Should measure ------ Learning Objectives
Application of knowledge
2. Assessment techniques should … reflect
the pedagogy of courses
(Marcel Robles & Sandy Braathan 2002)

4. WHO SHOULD DO THE
ASSESSMENT?

5. ** Student self-assessment
** Teacher-Student interaction (feedback)
** Supervisor / Lead person

6. WHAT TYPES OF
ASSESSMENT DO WE HAVE?

7. TYPES OF ASSESSMENT
1. Traditional
** measures lower level Cognitive Skills
** factual recall, comprehension and application

8. 2. Alternative
** measures the AFFECTIVE DOMAIN
team activities, evaluation of self-learning examines Ss attitudes and
peer interaction, reflection through portfolios character traits

9. 3. Performance
** measure the Psychomotor Domain
Students’ demos of competence in a skill or task

10. WHAT KINDS OF
ASSESSMENT DO WE HAVE?

11. 1. Diagnostic
-- Pre-assessment
2. Formative
-- On going
-- Instant feedback for enhancing work
3. Summative
-- End of course
-- Final wholesome evaluation

12. HOW DOES TECHNOLOGY AFFECT
LEARNING?

13. TECHNOLOGY
** Facilitates teaching
** Promotes learning
If we move courses from the traditional classroom to
an Online setting [this] fundamentally shifts:
** human interaction
** learning paradigms
** assessment techniques
(Robles and Braathen 2002)

14. To assess Students in class, we should provide them with
Rubrics as was suggested by Roblyer & Ehkamil (2000)
 According to him this Rubrics should include 4 elements of
interaction:
 ** Social goals
 ** instructional goals
 ** Types and uses of technology
 ** Impact of interactivity and changes in learner behaviour

15. WHAT TECHNOLOGICAL ASSESSMENT
TOOLS DO WE HAVE?
 SOCRATIVE.COM
 Kahoot.com
 Zaption.com
 Chatzy, Today’s meet, Ning, Google Docs, Google Forms
 One Note class Notebook ---- Microsoft
 Cambridge English – Write and Improve (Beta)
 Edmodo
 Class Dojo
 Wiki.com
 Plickers.com

16. TO SUM UP
ASSESSMENT ONLINE
-- Can be an indicator of Ss growth and learning
-- Help instructors look at Ss progress in grammar,
organization and development of ideas
-- Analyse Ss contributions to a threaded Discussion ---
understanding and conceptualization of ideas.
-- Allows intstructor/teacher to create portfolios of Ss
work

17. REFERENCES
1. Robles, Marcel & Braathen, Sandy, 2002
www.aconsticslab.org/dots_sample/module2/robles&
Braathen2002.pdf
2. Cambridge English TV
Understanding Assessment – What every Teacher Should Know
3. 5 Fantastic, Fast, Formative Assessment Tools
http://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-
davis
4. Popham,W. James
Assessment Literacy for Teachers: Faddish or Fundamental?
5. Galaczi, Evelina, Learning Oriented Assessment and
Technology,Cambridge Uni. Press
http://www.cambridge.org/elt/blog/2016/05/learning-oriented-
assessment-
technology/?utm_source=facebook&utm_medium=nonpaid&utm_cont
ent=evelin

18. THANK YOU
www.facebook.com/maha.esltraining
maha.professionaltrainer@gmail.com
@MahaHssn