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Chapter 6:
Innovative Technologies for Assessment Tasks in Teaching and Learning

Introduction

Assessment, learning, and teaching are closely connected and interwoven because each
provides information that can determine effective instruction. In the process of
conceptualizing a plan on how to teach, as the learning outcomes are put in place, the
next step to consider is how these are to be evaluated. This is an important part of
instruction because data gathered in this phase of instruction will inform the teacher
whether the students have actually learned or that the teacher has to reconsider a
better approach in teaching.
Intended Learning Outcome
1. Explain the role of ICT in assessment in learning
2. Designed and create electronic assessment portfolio
3. Explore various digital online and offline assessment alternatives available
4. Describe the current trends in technology-based assessment practices in schools
5. Select appropriate assessment tools
Content
 ICT and Assessment of Learning
 The role of ICT in Assessment in Learning
 Current Trends in Assessment in Learning
 Criteria in Choosing Appropriate Assessment Tools
 Creating and Utilizing Rubric
 Social, Ethical and Legal Responsibilities in the Use of Technology Tools and
Resources

Lecture/Discussion
ICT and Assessment of Learning
Assessment is very important in student learning. There are many approaches to
assessment in learning with an emphasis on the process of learning along with the
product of learning. The ultimate measure of student’s competence is performance.
Development in Information and Communication Technology (ICT) has thrown open
numerous possibilities for assessing student learning and providing immediate
feedback.
Assessment is the process of identifying, gathering, and interpreting information
about students’ learning. To understanding better, the different related terms on
assessment especially formative and summative assessment.
Type of Assessment
1. Formative Assessment – provides feedback and information during the
instructional process, while learning is taking place, and while learning is
occurring.

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2. Summative Assessment – takes place after the learning has been completed
and provides information and feedback that sums up the teaching and learning
process.
3. Diagnostic Assessment – can help you identify your students’ current
knowledge of a subject, their skills sets and capabilities, and to clarify
misconceptions before teaching take place. Knowing students’ strengths and
weaknesses can help you better plan what to teach and how to teach it.
4. Authentic Assessment – describes the multiple forms of assessment that
reflect student learning, achievement, motivation, and attitudes on instructionally
relevant classroom activities.

The role of ICT in Assessment in Learning

There are new technologies created to provide students with higher level
thinking skills, particularly the aspects of creative and critical thinking, and the
opportunity to teach and assess those skills. The use of ICT in assessment is very
helpful to teachers because students’ information and results of examination can be
recorded and can easily be retrieved. With the use of ICT, the teachers can right away
give feedback to students on the results of assessment. Feedback from the computer
during the use of test material improves student performance in later use of the same
test material.
In educational assessment, the use of technology as an innovation and support for
teaching and learning (Sindhu, 2013), is essential to improve instruction and increase
performance. With effective classroom assessment system in place, a valid
demonstration of student learning and progress connected to classroom instruction and
experience can be confirmed.

Current Trends in Assessment in Learning

Traditional assessment like objective test such as multiple choice, matching type true or
false and other paper-and-pencil test received criticism by some experts in assessment.

The 21st century assessment includes:

1. Utilizing multiple measures of assessment
2. Increasing the use of technology
3. Focus on the growth and development of the learner
4. Differentiating the roles and responsibilities of teachers, administrations and
other stakeholders

Criteria in Choosing Appropriate Assessment Tools

Assessment’s 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.
According to Mehrens (2001) as citied in McDivitt and Gibson (n.d.), in its broadest
sense, the purpose of any assessment 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.

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The following may be considered in choosing appropriate assessment tools:

1. Goals assessment
2. Methods of assessment, either direct or indirect
3. The interval in giving assessment
One of the challenges for beginning teachers 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).
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 learner’s progress.

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 test.
The main purpose of rubrics is to assess student performances. 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.

Electronic Portfolio

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An electronic portfolio which is also known as an ePortfolio, digital portfolio, or

online portfolio. EPortfolio includes input text, electronic files, images, multimedia, blog
entries, and hyperlinks, ePortfolios are both demonstrations of the user’s abilities and
platforms for self-expression.

Types of ePortfolio

1. Ideal Portfolio – It contain all work of students. It is not given to provide

students a grade.
2. Showcase/Professional ePortfolio – These ePortfolio are primarily a way to
demonstrate (showcase) the highlights of a student’s academic career.
3. Documentation portfolio – It involves a collection of work over time showing
growth and improvement reflecting students’ learning of identified outcomes.
4. Learning ePortfolio – These portfolios are typically created by a student as
part of a learning activity as a way to demonstrate learning and the learning
process. These portfolios are often shared with other students to elicit peer
feedback. Learning portfolios support the idea of formative feedback as an
essential part of the learning process.
5. Evaluation /Assessment ePortfolios – the teacher may utilize this for both
formative and summative assessments feedback.

Chapter 7:
Social, Ethical and Legal Responsibilities in the Use of Technology
Tools and Resources

Digital Citizenship vs. Global Citizenship

Since we are considered citizens of the community we live in, then as users of
the internet we can also call ourselves as citizens of the digital world where we live,
learn, and work in an interconnected manner. Digital citizenship is an idea that all
persons using the internet have civic rights and responsibilities, it centers around safe,
savvy and ethical use of technology.

Five Tenets of Global Digital Citizenship

We define the best assets of the Global Digital Citizen using 5 tenets:

1. Personality responsibility – includes demonstrating how we manage

ourselves in matters such as personal finance, ethical, and moral boundaries,
personal health, and wellness, and relationship of every kind, both online or
offline.
2. Global Citizenship – the global citizen understand that technology has
dissolved boundaries between all the world’s people. We now communicate,
collaborate, and celebrate across all levels of society. We are now all global
citizens. Our student must realize, among other things, that we aren’t isolated
from each other anymore.
3. Digital Citizenship – digital citizenship covers appropriate and exemplary
behavior in our online environments. It is about working towards making our
transparent digital world safe for ourselves and others.
4. Altruistic Service – altruism is defined as “having a selfless concern for the
well-being of others.” The Global Citizens acknowledge that they share this world

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with many different people. These ideals apply to the people we know, but also
to those we don’t know.
5. Environment stewardship – this is practice is all about common-sense values
and an appreciation for the beauty and majesty that surround us every day. This
facet of Global Digital Citizenship encourages exploring how we can practice the
conscientious use of Earth’s resources.

Elements of Digital Citizenship

Digital citizenship is now a component of digital citizenship, and is in fact one of
the facets of Global Digital Citizenship. Under digital citizenship, there are nine
elements:

1. Digital Access – equal digital rights and electronic access is the starting point
of digital citizenship. Digital access is supposed to be available to be able
available to all in the same manner that education is made sure by the
Philippines government to be available to all citizens.
2. Digital Commerce – technology users need to understand that a large share of
market is being done electronically. Nowadays people shop through different
websites and even do online transactions by banking.
3. Digital Communication – it is another element of Digital Citizenship that we
seem to be embracing wholeheartedly. Digital communication is the electronic
exchange of communication which includes emailing, texting, instant messaging,
utilizing cell phones, etc.
4. Digital Literacy – as digital citizens, it is our responsibility to develop and
continually enhance our technological knowledge. We should support and
encourage the acquisition of technological knowledge by others. We should
model the positive and proactive use of technology for good causes, personal
and professional growth and education.
5. Digital etiquette – this refers to the electronic standards of conduct or
procedure. This is often seen as one of the most pressing problems when dealing
with Digital Citizenship.
6. Digital Law – digital law to the electronic responsibility for actions and deeds.
The digital world is so huge that here should be order, discipline, and ethical use.
Plagiarism, copyright infringement, hacking of information, identity theft are
crimes that are commonly violated by online users. As digital citizens, we must
be aware of these illegal behaviors so that we can avoid them and report those
who illegally engage them.
7. Digital Rights and Responsibilities – “For every right, there is a
corresponding duty and for every privilege, there is a corresponding
responsibility.” The privileges of digital access come along with responsibility.
8. Digital Health and Wellness – our physical and psychological well-being in a
digital technology world should be a priority. Many illnesses have become
associated with technology use such as carpal tunnel syndrome, eyestrain and
childhood obesity as an effect of children’s prolonged sitting in front of the
computer screen.
9. Digital Security – how to keep oneself in any community is a major concern. If
we keep our homes safe with gates and locks, we also need to protect the
information that we provide online with privacy setting and strong passwords.
We also need to have virus protection and backups of our data. As responsible
digital citizens, we must know how to keep our data, our money, and our identity
from all hazards in the digital world.

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Netizenship and netiquette in online Communities

As responsible netizens, we are all expected to support a healthy interaction on

the internet. A netiquette, or the rules of socially accepted behavior online have to be
observed in writing an email, in texting, and other communications on the web.

Below are some netiquette guidelines:

1. Protect your reputation – whether in real or in visual world, you are the same
person. Do only what is appropriate and share information that does not harm
you as a person.
2. Respect others – respect begets respect. Treat everyone with respect even if
you have not seen him/her in person. Be judicious about what you say on your
own and other’s pages.
3. Express yourself clearly and use emoticons – communication online is
difficult because emotions are not evident during communication.
Miscommunication usually takes place because your facial expression and your
body language cannot be seen and the tone of your voice cannot be heard.
Thus, emoticons are readily available to show your emotions.
4. Remember the intellectual property – ideas online are products of
intelligence of others. If you need to cite them, acknowledge the authors. You
definitely do not want to steal properties of others.
5. Check spelling, grammar and punctuation – since your face cannot be seen
online, you will be judged according to your posts. Good writing means good
manners. We do not want to waste other people’s time reading our post which is
incomprehensible.
6. Pause before you post – take note that whatever you post becomes
permanent therefore think twice or thrice before you click send.
7. Do not share your personal information – sharing your personal information
online is like going around the streets wearing a shirt printed with your name,
birthday, address, name of parents, etc. You definitely do not want to reveal all
these to many people. Besides, providing all these publicly will make you prone
to identity theft.
8. Think about who or what you are representing – as a son/daughter, you
represent your family. As a student, you represent your school. You do not want
your family or school to be put to shame by what you do.

Intellectual Property Rights on the Development and Use of Digital

Materials

Intellectual Property Right

Intellectual property protection is important in fostering innovation. Without
protection of ideas, individuals will not be able to enjoy the full benefit of their
inventions and they would not be compensated for their creations. This encourages
innovation without the fear that a competitor will steal the idea and/or take the
credit for it.
Intellectual Property, according to World Intellectual Property Organization
(WIPO), refers to creations of the mind such as inventions; literacy and artistic
works; designs; and symbols, names, and images used in commerce. An intellectual
property right is a right held by a person or by a company to have exclusive right
over these.

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Copyright
Copyright refers to the legal right given to the owner of the original work or
intellectual property. These “works” are original intellectual creations in the literacy and
artistic domain protected from the moment of their creation.

Reference
Bilbao, Purita P.., et al. (2019). Technology for Teaching and Learning 21., Lorimar
Publishing, Inc., Quezon City, Metro Manilas

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