Technology In Assessment

This article was about using technology online for quizzes and homework to improve grades. It was detailed with scientific facts and content, which made it difficult to digest; however, it was informative and relevant to the area of

All Learners are given access to the assessment rules, regulations and criteria at the beginning of their course. My awarding body is City and Guilds, if ever the learners disagree with my assessment decisions; they have the right to appeal to them. I believe my assessment methods to be fair, valid, reliable and they have been set at an appropriate level for the qualification they have been offered. I need to make assessment and learning opportunities available to all my learners.

Oral examinations can involve a collaborative projects, either in the class course at a clinical site. This uses a team based learning approach on all levels about a specific topic. There is, different collaborative and cooperative assessments that assesses the content mastery and critical thinking skills.

Because this was the first year of a technology-based assessment, students who struggled with the use of the technology may

As spoken about in 3.4, health, safety and the learner’s welfare are of crucial concern when planning an assessment. In addition there are other risks involved in my area of practice, As an assessor we work with verifiers internally and externally to assure that the assessments are challenging academically whilst also being fair, differentiated, giving a clear criteria for the assessment and ensuring that the learners are not being put under any unnecessary stress in terms of deadlines, preparation and assessment methods, by giving clear criteria for assessment the assessor can prevent this. As the assessor you must ensure that learners are given an opportunity to discuss any concerns they may have about their qualification or even work. You

The purpose for this paper is to examine the assessment tools that is used in the healthcare field. There are many different assessment tools exist but for this assignment, I will examines assessment tools that evaluate physical measures by applying Watson’s theory of human caring integrates the mind-body-spirit dimensions because Watson’s theory of human caring focuses on establishing a caring relationship with patients, (Chesnay & Anderson, page 89, 2012). In this paper, I choose three assessment tools: Becks depression inventory, social support questionnaire and

Students are also honing their skills of critically thinking, making judgments, and expressing feedback as they engage in the higher cognitive levels of Bloom’s Taxonomy. I also agree with some of the disadvantages that the various authors reported, most importantly, that some students may be unable to handle either the pressure of assessing a peer and/or they may not have the skill set to do so. I believe the teacher workload would initially be increased in an online peer assessment situation as instructors would need to ensure all students know how to assess allowing examples and practice before actually assessing work, teach how the technology piece works and that the there are no issues with the products available. I also believe that the instructor must monitor all peer assessment and provide feedback to the peer assessors as well as the student being assessed in order for continued learning to take

CONSISTENCY OF ASSESSMENT – needs to be reliable. Consistently achieves the same results with different assessors and the same (or similar) group of Candidates. To monitor this standardization should be put in place to cover a mixture of summative and formative assessments. This should also include a variety of assessment methods such as practical, written and

The digital assessment tool I decided to analyze is Socrative. Socrative is an online student response system. It allows for true/false, multiple choice, graded short answer or open-ended short responses. This software is accessible on computers, tablets, and smartphones. The data is collected instantly and students and the teacher can get immediate feedback. This allows the teacher to gauge the class’s progress and facilitate discussions and group-problem solving. Because of Socrative’s flexibility, it can be used to create tests for any subject in which students are asked questions. But the resources it provides makes it more engaging and useful than a paper test would be. In addition, students would likely find it more interesting than

In order to assess students while using technology, I plan on using voki and goformative. I think these tools will benefit the learning that I hope to happen in the classroom.

Assessment: “At all levels, the power of technology is to measure what matters and use assessment data to improve learning. (ISTE).”

In my classroom, there is one analog and one formative assessment that I use often. The analog method is simply a thumbs-up, thumbs-down response to a question. It gives me an instant result that I can record and add personal notes to. I like this strategy because it can be done spontaneously whenever I feel that there is a disconnect between the content and my students. The digital assessment tool I use if Poll Everywhere. I like it because I can put together a few slides at the beginning, middle or end of a lesson and have recorded data that shows how well my students are absorbing the information. Both of these assessment formats have worked very well for me and I plan on using them in the future. As far as all analog or digital assessments

Assessment is a learning tool and needs to be creative, unique and engaging. Students and teachers must understand the types of assessment. The two types of assessment are formal and informal quizzes or tests. Respectively, teachers with Web 2.0 skills are creative in the ways that summative and formative assessments are delivered. Technology has afforded the opportunity to revolutionize assessment for originality and immediate commentary. According to Bloom, students must have a foundation of the lower order thinking skills to arrive at higher order thinking skills. Create is the top of the Bloom taxonomy spectrum and the continuum. Teachers are required to assert an effort to make sure that they are testing the skills that are aligned with objectives. The technology should not be the test. Rather, the test has to authentically measure student acquisition of skills and student success. Student success is the goal. Therefore, the technology used for assessment should be user-friendly and easy to navigate for the teacher and the student.

Teachers can use technology to help them assess the way there students are learning in the classroom. Technology can help teachers offer the students surveys or online quizzes which would offer the teacher immediate feedback on how much of the content is being retained by the students. This can help a teacher to understand if the lesson plan needs to be reworked or if there is a group of students that may require extra help. The following software offers teachers the ability to evaluate student data, offer a student response system, as well as electronic surveys.

General assessment will be done by all the learners on each electronic presentation based on the rubric with a final assessment by the educator.