Assessment Using ICT

The range of digital technologies has been rapidly increasing in the last decade. It has had a huge impact on education and the learning tools available to access resources, assess student work and new ways to display and record information. With new technologies like IWBs, laptops and Ipads, the range of ICT to use in classrooms is greater then it has ever been before. There are many different forms of technology that can be used to assess student work as an alternative to written essays and exams. Some of the most effective forms of assessment using ICT are as follows:

1. The digital camera or video camera can be used to film and take images for visual additions to a multimedia assignment. They can be used to take images for a photostory or film segments for a mini-movie.
2. Digital storybooks are a compilation of digital images, placed in order with audio narration (Howell 2012, pg. 94). They can be created using photostory, movie maker or imovie software. Digital storytelling can be used as assessment by creating a storybook that tells of a personal narrative, a form of presentation and a storybook that examines historical content. Students can use storytelling in an oral presentation as a background visual that supports the main ideas of the topic with images, videos and texts. Digital storytelling is good for students who are less comfortable speaking in front of the class and more motivated to complete assessment in a creative, hands-on manner.
3. Prezi and powerpoint are presentation software that are great learning tools if used effectively. There are some common mistakes when creating a powerpoint that can erase the visual effect such as an overuse of text and slide animations. However, if used correctly, prezi and powerpoint are great for displaying images, text, videos and hyperlinks in a creative way (Howell, 2012, pg.154-155). Prezi and powerpoint can be used for assessment by presenting images or information, the results of a webquest, a summary of a group discussion or reviews on resources.
4. Blogs are websites that act like an online journal. The user can write about anything they wish, whether personal or professional, and can include text, images, videos and other multimedia (Kent & Campbell 2013, pg. 34-35). They can be used as an assessment item by having the students create a blog about a selected topic that is accompanied by forms of multimedia. Blogs are a form of formative assessment. Formative assessment involves sharing criteria, questioning, teacher feedback and self-evaluation (Simmons & Hawkins 2009, pg.137).
5. Wikis are websites that allow the user to post comments, edit and make changes to the content. They are generally created and maintained by a group of people who collaboratively work together to manage the site (Kent & Campbell 2013, pg.35-36). Educational wiki websites such as www.wikispaces.com and www.wetpaint.com allow the teacher to create a safe web page only accessible to students. They can be used for note taking, sharing resources and student-teacher contact. Wikis can be used for assessment by having the students post group discussion notes, images or a weblink.
6. Social networking sites can be creatively used as an assessment resource. Although there are aspects of using social networking sites that need to be carefully considered beforehand such as addressing online safety and the permission of parents (Howell 2012, pg.158). Two of the current popular social networking sites, facebook and twitter, can be used as a class webpage to submit assessment material. On facebook, a class discussion page can be created using the ‘groups’ or ‘pages’ tool. It can be used to share book reviews, participate in polls, share multimedia and submit a class activity. (Kent & Campbell 2013, p.37-38). Twitter can be set up so that the teacher has an account that the students ‘follow’ to create a class twitter group. It can be used for collaboration between students on assessment topics and reviews.
7. Learner response systems (LRS) are voting systems that allow students to respond to a question that the teacher asks using a computer, laptop or mobile. They are good to use for student-teacher feedback and allow the quiet students of the class to have the opportunity to express their ideas without addressing it to the whole class. The LRS can be used for a quiz, survey or student comprehension on a topic (Kent & Campbell 2013, pg. 40).

The mentioned forms of assessment using ICT are just a few of the wide range of possibilities. Howell says “Students like technology, they enjoy using technology and they find learning tasks that involve technology are more engaging and motivating” (2012, pg.13). By using ICT in the classroom, in particular for assessment, it will encourage the students to be creative and motivate them to do their best using new ways of technology that they can continue to use in the future. Effective use of technology in schools will ensure learning is fun and engaging. 

Image: iMovie Screenshot 

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Victoria: Oxford University Press

Kent, P & Campbell, C. (2013). Assessment for Teaching Today. South Yarra: Macmillan Education Australia

Simmons, C & Hawkins, C. (2009). Teaching ICT. London: SAGE Publications Ltd.