Lesson 2: Criteria Choosing Appropriate Assessment Tools

What is ICT in assessment?

ICT in assessment can involve online testing platforms, educational software for grading and feedback, and digital portfolios for showcasing student work. By incorporating ICT in assessment, educators can streamline the evaluation process, personalize learning experiences, and gain valuable insights into students' progress and performance.

According to Mehrens (2001) as cited in McDivitt and Gibson (n.d.), in its broadest sense, the purpose of any assessment is to gather data to facilitate decision making.

The following may be considered in choosing appropriate assessment tools:

(1) GOALS OF ASSESSMENT

The goals of assessment refer to the specific objectives or purposes for conducting the assessment. It involves identifying what information needs to be gathered and how it will be used to inform decision-making.

Example of the goals of assessment in an educational setting may include evaluating student learning, identifying areas for improvement, or measuring the effectiveness of instructional strategies. In a healthcare setting, assessment goals could involve diagnosing a medical condition, monitoring treatment progress, or assessing the overall health status of a patient.

(2) METHODS OF ASSESSMENT, EITHER DIRECT OR INDIRECT

Methods of assessment refer to the approaches or tools used to gather data and information during the assessment process. Direct assessment methods involve observing and evaluating the actual performance or behavior of the individual being assessed. Indirect assessment methods, on the other hand, involve gathering information through self-reports, surveys, interviews, or document analysis.

Examples of direct method are supervisor's ratings of student skills, portfolios, score gains between entry are examinations, written assignments, oral presentations and performances, and exit tests, capstone projects, theses and dissertations, etc.
Examples of indirect method: Student satisfactory surveys, surveys of students and alumni, exit interviews with graduating students, student participation rates, reflective essays, data on placement and other measures of post-graduation performance, etc.

(3) THE INTERVAL IN GIVING ASSESSMENT

The interval in giving assessment refers to the timing or frequency at which assessments are conducted. This aspect considers how often assessments should be administered to effectively track progress, monitor changes, or evaluate outcomes over time.

For example, in educational settings, formative assessments are conducted frequently throughout a learning unit to provide ongoing feedback and guide instruction. Summative assessments, on the other hand, are typically administered at the end of a unit or course to measure overall learning outcomes.

Advantages

Efficiency: ICT assessment tools can save time and effort for teachers by automating grading processes and providing instant feedback to students.

Accuracy: These tools can help ensure more accurate and consistent assessment results by reducing human error in scoring.

Engagement: ICT tools can make assessments more interactive and engaging for students, increasing their motivation to participate and learn.

Customization: Teachers can adjust assessments to individual student needs and learning styles by using ICT tools to create personalized tasks and activities.

Data Analysis: ICT tools allow educators to collect and analyze data on student performance more easily, enabling them to make informed decisions about instruction and intervention.

Disadvantages

Technical Issues: ICT assessment tools may encounter technical glitches or connectivity problems that can disrupt the assessment process.

Access and Equity: Not all students may have equal access to ICT tools, potentially creating disparities in assessment opportunities.

Security Risks: ICT assessments may be vulnerable to cheating or breaches of confidentiality if proper security measures are not in place.

Training Needs: Teachers and students may require training to effectively use ICT assessment tools, which can add an extra layer of complexity to the assessment process.

Let's check your knowledge!

What are the different assessment method or tools that we usually use in our activity?
What are the two (2) types of Methods of assessment?
What are the advantages and disadvantages of using ICT assessment tools?

Six 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)

Refers to the assessment tool's ability to effectively evaluate the specific level of performance or achievement that is being targeted.

For example, a rubric designed to assess student presentations can measure the desired level of performance by evaluating criteria such as content, organization, delivery, and audience engagement.

2. Cost effective in terms of effort, time and money

It is one that balances the resources required to implement it with the value of the information it provides.

For example, using online quizzes or surveys to gather student feedback can be cost-effective in terms of time and effort compared to conducting individual interviews.

3. Useful that will produce results that provide information that can be used in making decisions to improve student learning

An assessment tool should generate results that offer meaningful insights and information to support decision-making processes aimed at improving student learning outcomes.

For example, data from student performance assessments can be analyzed to identify areas where additional support or resources may be needed to enhance or improve the student learning outcomes.

4. Reasonably accurate and truthful

Accuracy and truthfulness are essential characteristics of assessment tools to ensure that the data collected reflects the actual performance or behavior being assessed.

Examples of tools that prioritize accuracy include standardized tests with established reliability and validity measures.

5. Dependable, consistent responses over time

Consistency in responses over time indicates the reliability of an assessment tool.

For example, using a rubric with clear criteria and descriptors ensures that student work is evaluated consistently by different assessors and across multiple assessments.

6. Evidence of being on-going, not once and done

Ongoing assessment tools are designed to provide continuous feedback and monitoring of progress over time, rather than being limited to a one-time evaluation.

For example, formative assessments such as quizzes, class discussions, or peer assessments are used iteratively throughout a course to track student understanding and adjust instruction accordingly.

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