The document discusses online assessment in education. It defines formative and summative assessment and their purposes. It describes various formative assessment techniques that can be used online like polls, discussions, blogs, e-portfolios, and rubrics. It also discusses principles of effective online assessment and types of assessments like tests and quizzes that can be created using tools like Hot Potatoes and Google Forms. Summative assessment is used to evaluate learning while formative assessment provides feedback to improve learning.
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
Achievement tests are designed to measure the knowledge and skills students learned in school or to determine the academic progress they have made over a period of time. The tests may also be used to evaluate the effectiveness of a schools and teachers, or identify the appropriate academic placement for a student—i.e., what courses or programs may be deemed most suitable, or what forms of academic support they may need. Achievement tests are “backward-looking” in that they measure how well students have learned what they were expected to learn.
“The type of ability test that describes what a person has learned to do is called an achievement test”.
__ Thornike and Hagen (1969)
Recent Trends and Practices in Assessment and EvaluationSuresh Babu
Recent trends and practices in assessment and evaluation -Scholastic, co-scholastic, non-scholastic evaluation, assignments, projects, seminars, group discussion, portfolios, rubrics, student profile, Poster assessment, open book exam, participatory assessment, peer assessment
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
Achievement test, Concept & Definition of Achievement test, Characteristics o...Learning Time
The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
Achievement tests are designed to measure the knowledge and skills students learned in school or to determine the academic progress they have made over a period of time. The tests may also be used to evaluate the effectiveness of a schools and teachers, or identify the appropriate academic placement for a student—i.e., what courses or programs may be deemed most suitable, or what forms of academic support they may need. Achievement tests are “backward-looking” in that they measure how well students have learned what they were expected to learn.
“The type of ability test that describes what a person has learned to do is called an achievement test”.
__ Thornike and Hagen (1969)
Recent Trends and Practices in Assessment and EvaluationSuresh Babu
Recent trends and practices in assessment and evaluation -Scholastic, co-scholastic, non-scholastic evaluation, assignments, projects, seminars, group discussion, portfolios, rubrics, student profile, Poster assessment, open book exam, participatory assessment, peer assessment
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
GaETC 2004 - LTTS: Online Professional Development for Technology IntegrationMichael Barbour
Barbour, M. K., Bleich, L., & Orrill C. (2004, February). LTTS: Online professional development for technology integration. Paper presented at the annual Georgia Educational Technology Conference, Macon, GA.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
This is a presentation prepared for the requirement for my masters programme from Andrews University. It is about the importance of assessment in the classroom and also gives us the idea about different forms of assessment.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
It talks about the importance of Blended Learning. The importance of Online education is supported by Horizon and KPMG-Google report. Also two concepts important to Blended learning are discussed-Instructional Design and OER.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
2. KPMG-GOOGLE-Online Education in India
0
500
1000
1500
2000
2500
2017 2021
USD (millions)
USD (millions)
https://assets.kpmg/content/dam/kpmg/in/pdf/2017/05/Online-Education-in-
India-2021.pdf
3. Online Education In India-Key Areas
Primary and Secondary
Supplemental Education
Test Preparation
Reskilling and Online Certification
Higher Education
Language and Casual Learning
4. Nothing that we do to, or for, our students is
more important than our assessment of
their work and the feedback we give them
on it. The results of our assessment
influence our students for the rest of their
lives and careers – fine if we get it right, but
unthinkable if we get it wrong.’
Race, Brown and Smith (2005), 500 Tips on
Assessment
Assessment
5. • Aligning assessment with objectives
• Well defined criteria and standards
• Authentic and holistic tasks
• Promote self-direction
• Sufficient and timely formative feedback
• Balanced tension between workload and time
7. Use of Technology in Assessment
• Greater variety and authenticity in the design
of assessments
• Improved learner engagement, for example
through interactive formative assessments
with adaptive feedback
• Choice in the timing and location
• Capture of wider skills and attributes not
easily assessed by other means, for example
through simulations, e-portfolios and
interactive games
• Efficient submission, marking, moderation and
data storage processes
8. Use of Technology in Assessment
• Consistent, accurate results with opportunities to
combine human and computer marking
• Immediate feedback
• Increased opportunities for learners to act on
feedback, for example by reflection in e-portfolios
• Innovative approaches based around use of
creative media and online peer and self-
assessment
• Accurate, timely and accessible evidence on the
effectiveness of curriculum design and delivery
9. Principles of Effective Online Assessment
• Learner-centred
• Encourage self reflection
• Include rubrics for discussion / assignments /
collaboration
• Encourage self and peer assessment
• Contextual and aligned to learning outcomes
• Include learner input
10. Formative Assessment
• for quality of learning
• ‘for learning’ rather than ‘of learning’
• goals and objectives, outcomes and criteria explicit
• feedback on the extent to which these goals and
objectives were being met
• feedback early and often to students
• help students learn to self-assess their progress
11. Formative Assessment
• ongoing and meaningful conversations between
teachers and students
• active involvement of students in their own learning
• Teacher responding to identified learning needs and
strengths by modifying their teaching approach(es)
• focuses on growth and development of learner
• Learner and learning oriented
13. Concept Mapping
• focus on the "big picture", enabling conceptual
understanding rather than rote learning
• students (and instructors) to make valid connections
among concepts
• represent graphically their knowledge, and to share it
with the instructor and other students
• emphasis from
– inert, static knowledge to contextually-embedded
knowledge; from
– isolated facts to theoretical frameworks of related
concepts
• useful way to help students "learn how to learn";
graphic organizers
14.
15. Determining Prior Knowledge
• Background Knowledge Probe:
– first week of class, or before introducing a new topic;
results to be informed to learner
• Knowledge Survey:
– Student’s rate (three-point scale ) confidence to
answer the questions with their present knowledge
• Focused Listing :
– use as a brainstorming technique to generate
definitions/ descriptions of topics
• Misconception/Preconception Check :
– controversial/sensitive issues most likely to interfere
with students' learning, and create a simple
questionnaire
16. Online Class Assessment Techniques
• Classroom Assessment Techniques (CATs) were
developed by Thomas Angelo and Patricia Cross
(1993) as mostly simple, non-graded, anonymous, in-
class activities that give both teachers and students
useful feedback on the teaching-learning process.
17. Online Class Assessment Techniques
• three-step process – Plan / Implement / Respond
• Plan: what you want to learn from a classroom
assessment.
• Implement: explain the purpose of the activity to
students, then conduct it.
• Respond: review the results and decide what
changes, if any, to make.
SHARE information with students
18. Online Class Assessment Techniques
• Minute Papers: two questions:
– (1) "What was the most important thing you
learned during this class?" and
– (2) "What important question remains
unanswered?"
– online class -survey tool or an online polling tool.
• Muddiest Point : identify the muddiest point in a
________ (lecture, video, PowerPoint, discussion,
homework assignment, etc.).
– discussion board or a blog to post the question
and gather the responses.
19. Online Class Assessment Techniques
• Pro Con Grid helps to see the two sides.
– wiki for a grid of pros and cons (or pluses and
minuses) around the topic.
• One Sentence Summary This technique challenges
students to answer the questions “Who does what to
whom, when, where, how and why?” about a given
topic, and then to synthesize their answer into a
single informative (albeit long) sentence. This could
be required after an assigned reading but before
discussions on a topic.
20. Online Class Assessment Techniques
• Student-Generated Test Questions and model answers.
– chance to assess what the students consider as most
important,
– build potential questions for test pools.
• Classroom Opinion Polls for bipolar set of opinions in a
non-threatening way.
– Anonymous online polls (ZohoPolls, PollDaddy,
Blackboard surveys) demonstrate the two sides
without revealing individual attitudes.
• Electronic Feedback: Email, Discussion board , blog or
feedback and changes could be made mid-course to
improve learning.
21. Discussion Board
• A discussion board (known also by various other
names such as discussion group, discussion
forum, message board, and online forum) is a general
term for any online "bulletin board" where you can
leave and expect to see responses to messages you
have left.
22. E-Portfolio
• Collection of evidence that learning has taken place
• Collection of what learners themselves judge to be
most meaningful representation of their learning in a
subject
• Both a learning as well as assessment tool
• Developmental growth of a learner over a period of
time can be tracked
• Also useful to prospective employers
• Provides opportunity for self-reflection
23. E-Portfolio
• Reflects evidence of:
– Progress over time
– Understanding of key principles and/or processes
– Lack of understanding and hence future learning
needs
– Originality and creativity
– Achievements in different context and application
– Key skills development
24. Learning and Reflective Journal: Blog
• A blog is a personal space - subjective
opinion
– analogous to working memory
– Present the ideas –new, weird, big,
– Interact with peers through a process of
dialogue
– record their reflections and share these
with their colleagues
– 'learning journal'
25. Wiki
• A wiki is a collective space for objectivising
knowledge (or at least information).
– analogous to long-term memory, where
you store all those things that you've
tested out and are happy with for now.
• differently, as a sort of archive to which all
students contribute, that can act as a source
of reference to all future students.
• 'learning archive' .
26. Surveys
• Surveys : feedback from students on new
instructional strategies, activities, or assignments.
• student perceptions (emotions, feeling, attitudes) of
their classroom experience
– the content of a course
– specific components of a course
– course components which aid or are detrimental to
learning
– the effects of course innovations
• useful for gauging the entire class’s grasp of course
concepts, for course evaluation.
27. Rubrics
• Rating scales or scoring guides that consists of
specific pre-defined performance criteria used in
assessing student performances
• Two types:
– Holistic rubrics and
– Analytic rubrics
• Use online tools such as Rubistar to develop Rubrics
at http://rubistar.4teachers.org/index.php
28. Holistic Rubrics
Score Description
5 Demonstrate complete understanding of the
problem. All requirements of task are included in
response
4 Demonstrates considerable understanding of the
problem. All requirements of task are included
3 Demonstrates partial understanding of the
problem. Most requirements of task are included
2 Demonstrates little understanding of the problem.
Many requirements of task are included
1 Demonstrates no understanding of the problem
0 No response/ task not attempted
30. Practice Quizzes
• Quiz may be of many types:
– Multiple Choice
– Multi Select
– Fill in the Blanks
– Match the Following
• As formative Assessment
• Help in Summative Assessment
