This document discusses assessment of student learning. It defines assessment and explains that the purpose of assessment is to understand what students know, can do, and how they feel. There are different types of assessment including placement, formative, diagnostic, and summative. Common assessment techniques include classroom assessment techniques, paper/pencil tests, presentations, portfolios and projects. The document also discusses various digital tools that can be used for assessment, such as Google Forms, Kahoot, and Edpuzzle. It highlights benefits and limitations of using technology for student assessment.
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch.
With these trends in mind, questions arise around the efficacy of online tests in higher education.
In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch.
With these trends in mind, questions arise around the efficacy of online tests in higher education.
In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Y3 ICT and the foundation subjects - Lecture 4, AssessmentMiles Berry
Preliminary reading: Sharland (2012). You should also try to find an example of pupils’ work done using ICT in your chosen foundation subject.
Focus question: What particular opportunities and challenges does ICT present to assessment for learning?
Lecture: Assessment for learning. Assessing without levels. Particular challenges of assessing ICT. E-assessment. Facilitating peer review, learning analytics. Badges. Using ICT to review teaching.
Task: Review a piece of work done using ICT in your chosen foundation subject. Analyse the ICT use, provide feedback to the pupil and set targets.
Innovative Uses of In-video Assessments and Video Analytics for Blackboard an...Blackboard APAC
As video becomes an increasingly common content delivery type, the question arises how to take best advantage of this medium. Very important is how to know that learners actually *understand* what they watch, not just that they watch or how much they watch. The best way to do this is with in-video assessments, provided as part of the standard offering by Kaltura.
In this presentation we will discuss basic use models for in-video assessments, but also discuss more advanced uses, and how to turn OER video content, student-generated videos, and even imperfect video performances into valuable teaching moments.
Finally, we will discuss how video analytics can be generated, and evaluated, including using them for adaptive learning experiences.
Cognitive, personality and behavioural predictors of academic success in a la...Blackboard APAC
In recent years there has been growing interest in the use of e-learning tools that are able to adapt to suit the ability levels, needs, or preferences of individual learners. In this project we aim to test the utility of an adaptive e-learning study tool within the context of a large undergraduate Psychology course (approximately 700 students). The study tool and a number of associated summative tests are hosted on the course’s Blackboard Learning Management System. Pilot data indicates that students that use the tool perform significantly better on the summative tests compared to non-users (t[683] = 4.35, p <0.001). We examine the relationship in the context of 1) learning analytics data that can be obtained via Blackboard, and 2) a number of known psychological predictors of academic success.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Examining the effect of a real time student dashboard on student behavior and...Bob Bodily
In this presentation we present a randomized control trial research study conducted to determine the effect of a real-time student dashboard on student behavior and student achievement. We also present on some of our design changes to increase student use of our dashboards.
Visit BobBodily.com for more information about my research.
Y3 ICT and the foundation subjects - Lecture 4, AssessmentMiles Berry
Preliminary reading: Sharland (2012). You should also try to find an example of pupils’ work done using ICT in your chosen foundation subject.
Focus question: What particular opportunities and challenges does ICT present to assessment for learning?
Lecture: Assessment for learning. Assessing without levels. Particular challenges of assessing ICT. E-assessment. Facilitating peer review, learning analytics. Badges. Using ICT to review teaching.
Task: Review a piece of work done using ICT in your chosen foundation subject. Analyse the ICT use, provide feedback to the pupil and set targets.
Innovative Uses of In-video Assessments and Video Analytics for Blackboard an...Blackboard APAC
As video becomes an increasingly common content delivery type, the question arises how to take best advantage of this medium. Very important is how to know that learners actually *understand* what they watch, not just that they watch or how much they watch. The best way to do this is with in-video assessments, provided as part of the standard offering by Kaltura.
In this presentation we will discuss basic use models for in-video assessments, but also discuss more advanced uses, and how to turn OER video content, student-generated videos, and even imperfect video performances into valuable teaching moments.
Finally, we will discuss how video analytics can be generated, and evaluated, including using them for adaptive learning experiences.
Cognitive, personality and behavioural predictors of academic success in a la...Blackboard APAC
In recent years there has been growing interest in the use of e-learning tools that are able to adapt to suit the ability levels, needs, or preferences of individual learners. In this project we aim to test the utility of an adaptive e-learning study tool within the context of a large undergraduate Psychology course (approximately 700 students). The study tool and a number of associated summative tests are hosted on the course’s Blackboard Learning Management System. Pilot data indicates that students that use the tool perform significantly better on the summative tests compared to non-users (t[683] = 4.35, p <0.001). We examine the relationship in the context of 1) learning analytics data that can be obtained via Blackboard, and 2) a number of known psychological predictors of academic success.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Examining the effect of a real time student dashboard on student behavior and...Bob Bodily
In this presentation we present a randomized control trial research study conducted to determine the effect of a real-time student dashboard on student behavior and student achievement. We also present on some of our design changes to increase student use of our dashboards.
Visit BobBodily.com for more information about my research.
Implementing Design thinking on Online Assessment and identifying the pain points of the stakeholders in the Education sector by using Empathy maps and Personas to innovate and come up with a Prototype for Online Assessment.
Ishfaq Majid. “ICT in Assessment: A Backbone for Teaching and Learning Process” United International Journal for Research & Technology (UIJRT) 1.3 (2019): 38-40.
Part 2 of a 2-part presentation plus workshop on Curriculum Transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
This presentation helps you to address the key challenges in remote teaching through various teaching platforms & tools for specific purpose, Effective use of technology using SAMR model. Educators can use this content to manage their own professional growth and well-being.
HAEBIG Got iPads! Explore Strong Instructional Strategies and Differentiated PDchaebig
This session presentation provides a framework for supporting teachers during iPad implementation, including differentiated professional development, cross-disciplinary instructional strategies, and 1:1 management solutions.
Discussions about the current engineering education scenario existing in self-financing colleges in Tamilnadu (2007-2008). All problems and ideas discussed are purely based on my personal experiences only.
Similar to Assessment Trough Technology in Education (20)
Big shadow test
Big-Shadow-Test Method is used to solve a large simultaneous problem as a sequence of smaller simultaneous problems.
Shadow tests are no regular tests; their items are always returned to the pool. They are only assembled to balance the selection of items between current and future tests. Because of their presence, they neutralize the greedy character inherent in sequential test-assembly methods. In doing so, they prevent the best items from being assigned only to earlier tests and keep the later test-assembly problems feasible.
Definitions
Purpose
Needs
Characteristics
What caution should be kept while reporting child's progress
Kinds of portfolios
What should be included in portfolio
Traditional vs. Portfolio assessment
Advantages
Disadvantages
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. assessment of students’ learning
Presented by: Muhammad Munsif
munsif123@slideshare.com
Role number: msf1900315
Presented to: Dr. Iftikhar Baig
M.Phil. education (Evening 2019-2021)
2. Definition
Assessment is the systematic
gathering and analyzing of
information to inform and improve
student learning or programs of
student learning in light of goal-
oriented expectations.
3. Why is it important to assess?
To find out what
the students
know
(knowledge).
To find out what
the students can
do, and how well
they can do it
(skill;
performance)
To find out how
students feel
about their work
(motivation,
Attitude, effort).
5. What are Assessment Techniques?
Classroom Assessment Techniques
(CATs) are a set of specific activities
that instructors can use to quickly
gauge student’s comprehension.
6. Common ways of Assessment
• Paper Pencil Tests (Objective & Subjective)
• Oral Test / Viva
• Practical
• Assignment
• Presentation
• Portfolios
• Projects
8. Some digital Assessment tools
Google Forms :
Plickers :
Poll Everywhere:
Socrative : Com :
Kahoot and Quizizz
Go Formative Kahoot and Quizizz
Ridde and Survey Money
9. Assessment with Plicker
Teachers create and print specially
coded cards that students hold up
in class as their response. The
teacher uses the Plickers app to
scan the cards and collect the data.
Students do not use devices or
paper and pencil.
10. Assessing with e-Portfolios
An ePortfolio is "a digitized
collection of artefacts including
demonstrations, resources, and
accomplishments that represent an
individual, group, or institution“.
11. How to Use
• Align it with the learning outcomes and assessment criteria
• Integrate it within your assessment plan, not just use it as
an add-on
• Clarify rubrics and expectations to students and assessors.
12. Edpuzzle
Edpuzzle allows you to turn
videos into a quick
assessment. Choose a video
on YouTube, Khan Academy,
Crash Course, or upload your
own. Trim the video, insert a
quiz anywhere and track your
students’ progress.
13. Kahoot
Kahoot is a free student-response
tool for administering quizzes. As
an assessment based
tool, Kahoot supports pre-
assessments, productive
formative assessments and student
reflection, through fun quizzing.
Each student need laptop or tablet
connected with Smart board.
14. GradeCam
GradeCam is a tool that will allow
teachers to instantly grade assessments
using a document camera or any device
with a camera built in. Imagine walking
around your classroom at the end of an
assessment and scanning students’
answer sheets with your i-Pad, phone,
etc.
15.
16. Benefits of using technology for student
assessment
More engaged Learners
Quick and valid assessment
Greater variety and authenticity
Immediate feedback.
Lesser paper work
Increased opportunities for learners to act on feedback.
Enhanced communication
Organized digital records of student growth and development
17. Limitations of digital tools
• Internet access.
• Expensive
• Poor Hand writing and Written Expression
• Students may need to be directed on the appropriate netiquette
• Teachers need training
• Supply of Electricity
• Assessment of limited Domain
19. Technology initiatives in pakistan
• LND (Literacy and Numeracy Drive)
• Role of PEC (Punjab Examination Commission)
• Question Bank (Collection of Questions available on Net)
• E-Learn, Khan Academy
• Computerized Marking
• Results software
• Online Results Declaration/Gazzettes
• Online Exams