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Assessment for learning or assessment of learning A framework for the use of ICT’s

ICT-enabled learning CoP forum 3 June 2009. Assessment for learning or assessment of learning A framework for the use of ICT’s. Janet Buchan LTS Educational Technologist. Key points. Assessment for learning vs assessment of learning Constructive alignment of subject objectives

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Assessment for learning or assessment of learning A framework for the use of ICT’s

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  1. ICT-enabled learning CoP forum 3 June 2009 Assessment for learning or assessment of learning A framework for the use of ICT’s Janet Buchan LTS Educational Technologist

  2. Key points • Assessment for learning vs assessment of learning • Constructive alignment of subject objectives • Focus on cognitive domains • ICT’s supporting Subject objectives – constructive alignment in learning activities • Rapid feedback

  3. Assessment is a continuum Summative assessment Formative assessment Assessment of learning Assessment for learning

  4. Captivate quiz

  5. Buzzwords Voicethread

  6. ICT’s used in assessment • EASTS / online marking • Turnitin • OASIS • Test Centre • Forums • Wiki • Resources • Modules • Chat • ePortfolio • Captivate/Camtasia • CD ROMs • eSims • Podcasting/vodcasting • Utube • Facebook • Myspace • Yammer • Twitter • MSN/AOL • GoogleDocs • Voicethread • Buzzwords

  7. Subject objectives - samples • name the major classes of diuretics and explain their mechanism of action • define the terms agonist, antagonist, efficacy and potency • be able to use some current methods of social research • be able to apply understandings derived from the preceding task to broader contexts in regard to the enhancement of student learning via school/educational leadership, as well as to the students and their schools' own leadership for learning practices • be able to express ideas and communicate with others using information communication technologies (ICT); Explain how critical issues are currently being addressed coherently through catchment management, capacity building and social justice processes and critically appraise the ability of these approaches to enhance outcomes at the landscape scale.

  8. Cognitive domains covered in objectives • Knowledge - involving straight recognition or recall • Comprehension - where relationships between pieces of information are recognised; where the context of knowledge can be described • Application - where knowledge can be used in a new setting; the emphasis here is on the use of knowledge and not just the recognition of its context • Analysis - where a complex problems can be broken down into components which can be worked on • Synthesis - involving the creation of a final product (a product design, a research plan etc.) • Evaluation - where judgments about appropriateness and quality are involved Bloom’s taxonomy

  9. Knowledge

  10. Comprehension

  11. Application

  12. Analysis

  13. Synthesis

  14. Evaluation

  15. Links • http://webmessenger.msn.com • www.yammer.com • http://twitter.com • http://voicethread.com/ • https://buzzword.acrobat.com/

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