This document discusses online assessment and the use of technology in assessment. It suggests that assessment should measure learning objectives and application of knowledge, and that assessment techniques should reflect course pedagogy. Assessment can be done through student self-assessment, teacher-student interaction and feedback, and supervision. Different types of assessment include traditional, alternative, and performance-based. Technological tools can facilitate teaching, promote learning, and require shifts in human interaction, learning paradigms, and assessment techniques when courses move online. Rubrics and online tools like Socrative, Kahoot, and Edmodo can be used for online assessment.

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