Unit 12 - ICT to Support...

1. Common assessment tools

There are many different assessment tools you can use to assess your students. The following will help you choose the right assessment tool. Remember that whatever assessment task you decide to use, it should be clearly aligned with the learning outcomes and teaching and learning activities in your course.

1.1 Short form test

Short form tests are also known as objective tests. They include multiple choice, completion (or cloze), true-false and matching types, of which multiple choice is the most commonly used. A multiple choice test item consists of a statement, called the stem, and several alternative statements, one of which is the correct answer, while the others are distracters.

For example:

Formative assessment refers to:
(a) a practice test;
(b) a test used to determine a grade;
(c) a test used to determine prior knowledge; or
(d) a test to monitor learning progress.

How to write multiple choice items:

• The stem should consist of a single, clear idea. It should make sense independent of the rest of the question.
• Avoid stems stated in negative terms as these are more difficult to understand and may cause confusion.
• Make sure that all the alternatives are grammatically consistent with the stem and similar in form and length to one another.
• Make the distracters plausible by using common misconceptions and typical student errors.
• The correct answer should appear without pattern and equally often in each of the alternative positions.

1.2 Short answer test

Short answer questions require a brief answer consisting of a phrase, sentence or short paragraph.

For example: Write a brief definition of eLearning.

How to write short answer questions:

• Be clear about what you are asking.
• Avoid using phrases straight from the text book.

1.3 Essay

Essays require students to select, organize and integrate material on a given topic. They also test writing skill and the ability to develop an argument and use evidence to support it. Essays may vary from a single page (about 300 typed words) to major assignments of ten pages (3000 words). Essays may be written under timed exam conditions or set as research assignments.

1.4 Performance test

Performance tests involve either a hands on activity, such as using microscope correctly or taking a patient history, or the development of products, such as developing a building design or software package.

How to use performance assessments:

• Ensure that the task is clearly related to unit goals.
• Choose tasks which can be completed within the time allowed.
• Check that any special resources needed are available to all students.
• Make sure that students have the knowledge and skills needed to carry out the task.
• Describe the task and its requirements clearly in writing. Allow time in class for discussion and clarification.
• Provide clear criteria for assessment when the task is set. Consider involving students in deciding on the criteria.
• Require students to provide progress reports or to submit material at various intervals before the final submission date.
• Check on student progress regularly and have contingency plans if something goes wrong.
• If possible involve others in the assessment process (e.g. another instructor, peers or the participants themselves).

6.5 Written report

The report is a common way of presenting information and recommendations or conclusions related to a specific purpose. Reports are often used as assessment task because well-developed report writing skills are important in many professional contexts. Reports are written based on gathering and analyzing information using a discipline specific methodology and format. They can be used to assess laboratory, field work or case studies.

How to use written reports:

• Be clear about how marks are allocated to each section of the report.
• Weight marks according to the learning objectives which the task is assessing.
• State clearly what the report format is, include exemplars of good and poor reports.
• Tell students whether and how language (grammar, spelling, punctuation) will be assessed.
• Keep the number of reports required in a semester to a reasonable number and match the percentage of overall marks to the time and effort needed to produce a good quality report.
• Explicitly teach students effective report writing skills before using the report as an assessment task.

1.6 Project

Projects are an extended piece of work involving inquiry based activities. Project may be small or large, undertaken by individuals or in groups and have outcomes such as a report, design, art work, working product.

How to use projects:

• Provide clear criteria for assessment when the task is set. Consider involving students in deciding on the criteria.
• Require students to provide progress reports or to submit material at various intervals before the final submission date.
• Check on student progress regularly and have contingency plans if something goes wrong.
• If possible involve others in the assessment process (e.g. another instructor, peers or the participants themselves).

1.7 Presentation

Presentations are usually made orally to a class on a prepared topic and may include the use of presentation aids such as PowerPoint, handouts or audiovisuals. This assessment may be undertaken individually or as a group. Presentations may take different forms such as role plays, facilitating group activities, debating, presenting a product, question and answer time, and formal speeches.

How to use presentation tasks:

• Design and use an assessment pro-forma with weightings for each aspect of the presentation.
• Inform students of the requirements and criteria.
• Set minimum and maximum time limits for each presentation.
• If group presentations are used work out beforehand what is expected from each member of the group and how marks will be distributed among group members.
• With group presentations, include some assessment of the working of the group as well as of the presentation.
• Provide students with opportunities to develop and practice oral skills.

1.8 Poster

A poster is a visual representation of a topic or the outcomes of learning activity. They can use different media, including online technology, and can be created individually or in groups.

How to use poster presentations:

• Ensure that the task is clearly related to unit goals.
• Check that any special resources or materials needed are available to all students.
• Make sure that students have the knowledge and skills needed to carry out the task.
• Describe the task and its requirements clearly in writing. Allow time in class for discussion and clarification.
• Provide clear criteria for assessment when the task is set. Consider involving students in deciding on the criteria.
• If the task is large, require students to provide progress reports or to submit material at various intervals before the final submission date.
• Check on student progress regularly and have contingency plans if something goes wrong.
• If possible involve others in the assessment process (e.g. another instructor, peers or the participants themselves).

1.9 Journal

Journals (also called learning logs or learning diaries) are written by students over a period of time, such as a semester, in order to record and reflect on their personal learning experiences and outcomes. They provide an opportunity for students to express their feelings, thoughts and beliefs about the content and process of learning and themselves as learners using an informal writing style and structure.

How to use journals:

• Describe the task and its requirements clearly in writing. Allow time in class for discussion and clarification.
• Allow class time for journal writing.
• Suggest areas for students to focus on, possibly using guide questions or statements.
• Provide frequent feedback, especially in the early stages.
• Consider keeping a journal yourself and share entries with your students.
• Acknowledge the value of student comments by responding to journal items.
• Take time to establish a high-trust low-risk learning environment.
• Provide examples of journal entries.

1.10 Portfolio

A portfolio is "a purposeful collection of student work that exhibits the student's efforts, progress and achievements in one or more areas.

How to use portfolios:

• Describe the task and its requirements clearly in writing. Allow time in class for discussion and clarification.
• Provide examples of completed portfolios.
• Involve students in selecting portfolio items.
• Include compulsory items which show student learning activities, self-reflection and self-evaluation.
• Use portfolios for different functions at different times of the year.
• Ensure that the length of a portfolio is the equivalent of a written assignment you would normally set, such as an essay or report.
• Provide clear criteria for assessment when the task is set. Consider involving students in deciding on the criteria.
• Require students to provide progress reports or to submit material at various intervals before the final submission date.
• Check on student progress regularly and have contingency plans if something goes wrong.
• If possible involve others in the assessment process (e.g. another instructor, peers or the participants themselves).

Reference

https://staff.mq.edu.au/teaching/evaluation/resources_evaluation/developing_unit/assess_achievement/

https://globaldigitalcitizen.org/7-powerful-assessment-tools