Assessment Using ICT

As stated by Kent (2013), using technology in both assessment and teaching is one of the most effective ways to improve student learning. Until participating in the EDUC1049 lectures and tutorials, I did not have the knowledge or understood as to what degree ICT in assessment can further enhance my learning. Although in my years of education I have used a vast majority of technologies, and used these technologies in various spectrums, and to various degrees, it has never occurred to me the value and purpose of implementing the technology within my assessment tasks. Within reading the Simmons (2009) and Kent (2013) articles it has been brought to my attention the benefits of implementing ICT in assessment.



First and fore mostly though, when implementing the use of ICT in assessment, Simmons (2009) explains there are two different forms of assessment, formative and summative. Summative assessment takes place after a learning experience (Simmons, 2009), however this form of assessment generally doesn’t give much or gives very little critical feedback to students. Contrary to this, formative learning is the latest approach taken by teachers when implementing ICT in assessment. Formative assessment differs from summative assessment as it is used consistently throughout the learning process, this may be in the form of continuous feedback from what needs to be done in order to reach an achievement and how to move beyond that point once the achievement has been made (Simmons, 2009). By privileging formative assessment, as opposed to summative, teachers are able to support the learners in their own independent learning and provide student-self learning rather than teacher-talk rote learning.

Furthermore, when setting these assessment tasks, teachers should link the assessment to a rubric that consists of the advantages gained by the students, on completion of the assessment (Kent, 2013). As a result of this, not only would the criteria assist in giving students the guidance needed to gain greater outcomes, but also these criteria will assist those who struggle academically, to make greater improvements and gains way beyond that of their fellow peers. 

In my own personal teaching practice, I believe I can facilitate ICT in assessment and formative assessment through the use of many ICT mediums. As Kent (2013) states, formative learning can be achieved through blogs, as they are compatible to producing assessable learning outcomes. Liking to blogs, Wikis, Twitter and also social media forums are also great facilities of formative learning. All offer many functions and can be used for all sorts of educational purposes from note taking, to knowledge management, and right through to developing learners’ knowledge and understanding. All of these applications of technology will help students, reflect and recall on previously learnt material, promote digital responsibility, encourage collaborative learning, increase their motivation to learn through the interactivity of the technology, and supply an endless need for concrete learning of all educational curriculums.

Ultimately, I personally agree with Simmons (2009) in that all ICT tasks can offer pupils a broad range of choices in how to execute all their work. From collaboratively creating informative Wikis, to authentic and engaged tweets about classroom activities and assignments, posts and comments on social media forums or even filming and uploading a video onto YouTube, all of these technologies possess a multitude of values both for the students development of learning and for their understanding of how ICT functions. It should only be encouraged that this type of learning be incorporated into the classroom as technology incorporation actually educates students.

Assessment for Learning: Peer-assessment and ICT - Youtube Video

References

Assessment for Learning: Peer- Assessment and ICT. YouTube. Retrieved May 27, 2013 from http://www.youtube.com/watch?v=s1YoCx384GQ

Engage Me! Robin Hood pupils, Birmingham. (2008). YouTube. Retrieved May 27,    2013 from http://www.youtube.com/watch?v=s1YoCx384GQ

Kent, P. & Campbell, C. (2013). Technology for Assessment. Assessment for Teaching Today: A guide to assessment strategies and activities. (Chapter 5). Sydney: Macmillan.

Simmons, C. & Hawkins, C. (2009). Teaching ICT. LA: Sage. Retrieved from http://library.uq.edu.au/search~S7?/reduc1049/reduc1049/1,1,1,B/frameset~2499534