SEd/EEd/ECEd/TLEd Prof 221

Technology for Teaching and Learning 1

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

This chapter explores how innovative technologies, particularly Information and Communication
Technologies (ICT), are transforming assessment in education. It addresses current trends in digital
assessment, types of assessment enabled by technology, and how to select appropriate tools for specific
learning contexts.

Learning Outcomes
By the end of this chapter, learners will be able to:
1.​ Explain the role of ICT in assessment.
2.​ Identify and describe various types of digital assessment.
3.​ Analyze current trends in the use of technology for assessment.
4.​ Apply criteria to evaluate and select suitable digital assessment tools for specific teaching and
learning contexts.

A.​ ICT and Assessment in Learning

Assessment is one of the components in instruction which plays an important role in student learning.
There are many new approaches to assessment with an emphasis on the process of learning along with
the product of learning. This lesson focuses on the role of ICT in Assessment. It discusses about the
basics of assessment practices and explores how various technology tools can be integrated effectively
for assessing student learning. Here are some important questions we need to address in relation to
assessment in learning.

Meaning of
Assessment
Assessment is the
process of identifying,
gathering and
interpreting information
about students' learning.
Assessment involves
using wide variety of
methods and tools to
evaluate, measure, and
document the student
learning. Assessment
basically helps one to
improve learning and also set direction for ongoing teaching and learning process.
1. Role of ICT in Assessment
ICT refers to tools that facilitate the collection, analysis, and reporting of assessment data. These tools
enhance feedback, personalize learning, and promote continuous assessment.
Key Benefits:
 Real-time Feedback​
Immediate responses given to students during or right after an activity or assessment, helping them
understand their performance and correct mistakes promptly.
 Automated Grading​
The use of technology to instantly evaluate and score student responses, reducing teacher workload and
providing quick results.
 Adaptive Testing​
A type of assessment that adjusts the difficulty of questions based on the learner's previous answers,
offering a more personalized and accurate measure of ability.
 Enhanced Engagement​
Features or strategies within assessments that make them more interactive and motivating, such as
gamification, multimedia, or real-world relevance.
 Data-Driven Decision-Making​
Using insights from assessment results to guide instructional strategies, identify learning gaps, and
improve teaching effectiveness.

2. Types of ICT-based Assessment

Assessment can be classified in to various types or approaches based on the purpose for which it is
designed. It can be classified as follows:

Type Description Example Tools

Ongoing, informal checks of student

Formative Assessment Kahoot!, Quizizz, Google Forms
understanding

Final evaluation at the end of a unit or LMS quizzes (Canvas, Moodle),

Summative Assessment
course Turnitin

Pre-assessment to determine prior

Diagnostic Assessment Edulastic, Socrative
knowledge

Performance-Based Flipgrid, Seesaw, project-based

Tasks requiring application of knowledge
Assessment rubrics

Peergrade, Padlet, Google Docs

Peer and Self-Assessment Learners assess themselves or peers
comments

3. Current Trends in Assessment of Learning

Trend Description Implications

Boosts motivation and

Gamification Using game elements in assessments
engagement

Adjusts content based on learner

Adaptive Learning Systems Personalized assessment paths
performance

AI-Powered Feedback Instant analysis and feedback Enhances formative assessment

Trend Description Implications

Mobile & App-Based Using smartphones/tablets for

Increases flexibility and access
Assessments assessment

Digital collection of student work over Promotes reflection and deeper

e-Portfolios
time learning

Supports evidence-based
Data Analytics & Dashboards Visualization of student progress
teaching

B. Criteria in Choosing Appropriate Assessment Tools

When selecting digital assessment tools, educators should consider several factors to ensure the tools
align with pedagogical goals and student needs.
1. Pedagogical Alignment
●​ Does the tool support your learning outcomes?
●​ Is it appropriate for the cognitive level (e.g., Bloom’s Taxonomy)?
2. Usability & Accessibility
●​ Is the tool user-friendly for both students and teachers?
●​ Is it accessible for students with disabilities (e.g., screen readers)?
3. Feedback & Reporting Features
●​ Does the tool offer real-time, personalized feedback?
●​ Are reports available for tracking individual or class performance?
4. Engagement & Motivation
●​ Does the tool make assessment engaging (e.g., gamification)?
●​ Can students interact creatively with content?
5. Security & Privacy
●​ Does it comply with data privacy standards (e.g., R.A. 10173)?
●​ Are student responses secure?
6. Cost & Technical Requirements
●​ Is it free or affordable for your institution?
●​ Does it require internet connectivity or specific devices?
7. Scalability & Flexibility
●​ Can the tool accommodate a large number of users?
●​ Is it adaptable across different subjects and levels?
Assessment Activities
Activity 1 - Assessment Tool Comparison Matrix (for April 14 class session)
This should be done individually
Objective: To assess the ability to evaluate and choose appropriate digital assessment tools.
●​ Task: Complete a matrix comparing at the 3 assessment tools below plus two additional tools
of your choice using the criteria from the module
Ease of Feedback Pedagogical Total
Tool Name Cost Accessibility Engagement
Use Quality Fit Rating

Kahoot!

Padlet

Flipgrid

write a short paragraph (3-5 sentences) below explaining which tool would you use and why based on
your comparison.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Activity 2-Scenario-Based Decision-Making Activity (for April 16 class session)

Do this with pair or by group

Scenario: for Industrial Arts Majors

You are planning a 2-week online module for Grade 11 students on “Basic Electrical Wiring and
Safety”. The students live in a semi-urban area with limited internet access. Some students have access
to mobile phones, while others may rely on offline learning packets or workbook-style materials. The
course involves both theoretical knowledge and practical skills in electrical safety and wiring
techniques.
Your goal is to assess their understanding and application of electrical wiring principles through a
diagnostic, a formative, and a summative assessment. You need to choose suitable tools and justify your
choices considering the learners’ access to technology and the vocational nature of the subject.

Scenario: for Home Economics Majors

You are planning a 2-week online module for Grade 10 students on “Basic Cooking Techniques and
Food Safety.” The students come from rural areas with limited internet access and many only have
access to mobile phones. Some students may have basic kitchen tools at home, but others may be limited
in terms of resources.
The module covers both theoretical concepts like food safety and nutrition, as well as practical
cooking skills. You need to assess students’ knowledge of food safety practices, as well as their ability
to execute basic cooking techniques.
Your goal is to plan assessments for diagnostic, formative, and summative activities that fit the
technological limitations of the learners while allowing them to demonstrate their cooking skills.

The Template is provided below

✅ Scenario-Based Assessment Plan Template
Student Name: _________________________
Specialization: _______________________
Topic of Module: ______________________ (your scenario topic)

🗓️ a. Brief Assessment Plan

Assessment Type Tool/Platform Used Assessment Activity (1–2 sentences)

Diagnostic

Formative

Summative

💡 b. Rationale for Tool Choices

Why did you choose these tools?​
(Consider accessibility, internet/data usage, device availability, engagement, etc.)
✍️ ___________________________________________________________​
✍️ ___________________________________________________________​
✍️ ___________________________________________________________
🌐 c. Consideration of Student Context
How do your assessments consider the learners’ real situations?​
(e.g., tech limitations, motivation, parental help, language barriers, etc.)
✍️ ___________________________________________________________​
✍️ ___________________________________________________________​
✍️ ___________________________________________________________
●​ Submit as a Google Doc, Slide, or printed sheet
●​ Do this with pair or group

Refer to the Rubric below for your guidance:

✅ Rubric: Scenario-Based Assessment Plan
Needs
Criteria Excellent (4 pts) Good (3 pts) Fair (2 pts) Improvement (1
pt)

All 3 assessment
2–3 assessments
types are clearly Some assessments Assessments are
are clear and
Assessment Plan described, are unclear or unclear or not
mostly
(Clarity & Relevance) appropriate, and weakly connected aligned with the
appropriate to the
well-aligned to the to the topic module topic
topic
topic

Tools are highly

Tools are mostly Some tools may be
suitable given Tools are not
Tool Selection & suitable but with unrealistic or
student context appropriate or not
Appropriateness minor poorly chosen for
(e.g., tech limits, explained
mismatches the context
age, subject)

Strong,
well-reasoned
Justifications are Justifications are Little to no
justification for
Justification/Rationale mostly clear and brief or partially justification
each tool; considers
relevant relevant provided
engagement, access,
and learning needs

Clearly considers
Some context is Context is
learner needs, No meaningful
Contextual considered but mentioned but
access, motivation, consideration of
Consideration not fully lacks depth or
and home/school learner context
addressed clarity
situations

Information is Mostly
Some Hard to follow or
well-organized, organized; some
Organization & Clarity disorganization or significantly
easy to read, and minor clarity
incomplete sections incomplete
complete issues
💯 Total Points: /20

3. Digital Tool Demonstration (Performance-Based Assessment) (for April 21 class session)

Objective: To assess students' ability to apply knowledge by selecting and using a digital assessment tool
effectively.
•​ Task: Each student or group selects one digital assessment tool (e.g., Kahoot!, Google Forms,
Padlet).
•​ Instructions:
o​ Design a short assessment (5–10 questions or tasks) relevant to any subject area.
o​ Present the tool to the class, explain its purpose, and demonstrate how it works.
o​ Highlight features like feedback, analytics, engagement elements, and accessibility.
Assessment Criteria:
•​ Relevance of the tool to learning outcomes
•​ Technical proficiency in using the tool
•​ Justification of tool choice based on criteria discussed
•​ Creativity and clarity of presentation
________________________________________
4. Create Your Own Rubric (Collaborative Activity) (for April 23)
Objective: To assess understanding of criteria in tool selection through rubric design.
●​ Task: In small groups, create a rubric for evaluating any new assessment technology that might
be introduced in your class.
Rubric Must Include:
●​ At least 5 relevant criteria (e.g., accessibility, engagement)
●​ Clear descriptors (e.g., Excellent, Good, Needs Improvement)
●​ Weight or scoring system

Resources and Tools

●​ Kahoot! – [Link]
●​ Google Forms – [Link]
●​ Flipgrid – [Link]
●​ Edmodo – [Link]
●​ Turnitin – [Link]
●​ Peergrade – [Link]

Innovative technologies are reshaping how teachers assess learning. By understanding the types, trends,
and criteria for choosing assessment tools, educators can enhance student engagement, provide timely
feedback, and make data-informed instructional decisions.