Topic3 Pec104

Republic of the Philippines
Commission on Higher Education

Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG
LIPA
Captivating knowledge Through Education
COLLEGE OF TEACHER EDUCATION
VISION
I. COURSE CODE/TITLE: PEC 104 ‖ TECHNOLOGY FOR
TEACHING AND LEARNING 1
A center of human II. SUBJECT MATTER:
development committed to the
pursuit of wisdom, truth, justice,
pride, dignity, and local/global LESSON 6 Time – Frame
competitiveness via a quality but A. ICT Competency
A. Innovative standards
Technologies for
for Assessment
affordable education for all Philippine Pre- service Teacher Education.
qualified clients. Tools in Teaching and Learning
B. RolesAssessment
B. ICT and of Technology for
of Learning May 2-17, 2022
Teaching and Learning
C. Criteria in Choosing Appropriate
MISSION
Establish and maintain an C. SafetyTools
Assessment Issues on the Use of ICT
academic environment promoting including e-
the pursuit of excellence and the
total development of its students III. COURSE OUTCOMES:
as human beings, with fear of qualified clients with different skills of life existence and prepare them for local and global
God and love of country and competitiveness.
fellowmen.
GOALS
Kolehiyo ng Lungsod ng Lipa
aims to:
1. foster the spiritual, intellectual,
social, moral, and creative life of
its client via affordable but quality
tertiary education;
2. provide the
clients with reach and
substantial, relevant,
wide range of academic
disciplines, expose
them to varied
curricular and co-
curricular experiences
which nurture and
enhance their personal
dedications and
commitments to social,
moral, cultural, and
economic
transformations.
3. work with the

government and the
community and the
pursuit of achieving
national developmental
goals; and
4. develop deserving and
visit us at: www.facebook.com/College-of-Teacher-Education

LIPA
A. Identify the
meaning ACTIVITY 1
and types
of A. Imagine a primary school classroom in the year 2050. Describe and
Assessmen explain what the classroom looks like. Provide support for your
t. classroom. Some things to consider:
B. Recognize What does the classroom space look like? Consider its shape and
the role of size.
ICT in What kind of furniture and resources are in this space?
Assessmen Who is involving in teaching? What are they doing?
t. How are students learning?
What kind of technology is being used and how?
C. Differentiate
What are the tools in assessment is being used?
the two
major
issues to
consider
when
choosing
an
assessmen
t tool.
D. Appreciate
the value
of
technology
in
assessing
the
students’
progress.
IV. ENGAGEMENT:
DIRECTIONS: Read and analyze
the following.
A. Innovative for Assessment

Tools in Teaching and Learning. (See
attached Document A)
B. ICT and Assessment of
Learning. (See Attached Document B)
C. Criteria in Choosing
Appropriate Assessment Tools. (See
Attached Document C)
IV. ACTIVITIES:
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Activity 2
Directions: Define the different types of assessment and sites some example.
TYPES OF ASSESSMENT DEFINITION EXAMPLE
ACTIVITY 3
Directions: Open the following link of the video and View this video on role of technology in Assessment
https://www.youtube.com/watch?v=OnBPNn9yLcY . Then reflect on the role of technology in assessment in a
short bond paper.
ACTIVITY 4
Directions: Answer the following questions below.
1. Enumerate and discuss the different assessment methods and tools utilized by your teachers in elementary
and high school.
2. What are the advantages and disadvantages of these assessment methods and tools? Cite concrete
example.
V. OUTPUT (RESULT)
1. Search for your instructor’s Facebook Name: Ar Gie, Jadine, Jean, Noralyn, Joel , Albien or Felisa.
2. Submit your output in hard copy or soft copy to your instructor through messenger.
3. For clarifications, we can use messenger, zoom and google meet as our online platforms.
VI.Evaluation
A. All activity will be evaluated using the following criteria.
Originality………………………………………………………….20pts
Organization………………………………………………………20pts
Grammar……………………………………………………………10pts
TOTAL…………………………………………………………………50pts

LIPA
Submitted by:
ARGENEL L. VILLALOBOS, MAEd. JEREMY DE SILVA DANIEL PEDRO C. LIBUIT

Instructor I Instructor I Instructor I
BILLY JAE L. CARANDANG

Instructor I
Checked and approved by:
BIBIANA JOCELYN D. CUASAY, Ed. D., Ph. D.

Module Editing Chair
Noted by:
AQUILINO D. ARELLANO, Ed. D., Ph. D.

Dean, College of Teacher Education
KLL – Vice President for Academic Affairs
MARIO CARMELO A. PESA, CPA

College Administrator

LIPA
DOCUMENT A
Assessment learning and teaching are closely connected and interwoven because each provides
information that can determine effective instruction. In the process of conceptualizing a plan on how to teach,
as the learning outcomes are put in place, the next step to consider is how these are to be evaluated. This is an
important part of instruction because data gathered in the phase of instruction will inform the teacher whether
the students have actually learned o that the teacher has to reconsider a better approach in teaching.
Although the conventional ways of assessment still work, the role that ICT plays in the present teaching and
learning context has definitely changed the course of direction that a teacher can pursue. The use of
technology plays a vital role in assisting teachers how to assess students’ learning. It involves digital devices or
online applications that can be used in constructing, delivering and reporting learners’ performance.
This unit, which is composed of two lessons, presents important concepts on assessment in learning while
integrating technology tools that can appropriately evaluate students’ learning. Varied types of online
assessment tools are discussed. The e-Portfolio assessment is also presented as an alternative way that can
provide learners the chance to reflect how they learn. Online examination software and applications designed
to assess and gather data afford the teacher ample chance to give immediate feedback on student learning.
The criteria for choosing the appropriate assessment tool are also included.
Excite
Assessment is very important in student learning. There are many approaches to assessment in learning
with an emphasis on the process of learning along with the product of learning. The ultimate measure of
student’s competence is performance. Development in Information and Communication Technology (ICT) has
throws open numerous possibilities for assessing student learning and providing immediate feedback.
Assessment is the process of identifying, gathering and interpreting information about students’ learning. To
understand better the different related terms on assessment especially formative and summative assessment,
please watch this video on YouTube.
https://www.youtube.com/watch?v=FjcI9y_qH9o
TYPES OF ASSESSMENT
1. Formative assessment – Provide feedback and information during the instructional process, while learning is
taking place, and while learning is occurring.
2. Summative assessment – takes place after the learning has been completed and provides information and
feedback that sums up the teaching and learning process.
3. Diagnostic assessment- can help you identify your students ‘current knowledge of a subject, their skill sets and
capabilities, and to clarify misconceptions before teaching takes place. Knowing students’ strengths and
weaknesses can help you better plan what to teach and how to teach it.
4. Authentic assessment- describes the multiple forms of assessment that reflect student, achievement,
motivation, and attitudes on instructionally relevant classroom activities.
DOCUMENT B

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THE ROLE OF ICT IN ASSESSMENTS IN LEARNING
There are new technologies created to provide students with higher level thinking skills particularly the
aspects of creative and critical thinking, and the opportunity to teach and assess those skills. The use of ICT in
assessment Is very helpful to teachers because students’ information and results of examination can be
recorded and stored and can easily be retrieved. With the use of ICT, the teachers can right away give feedback
to students on the results of assessment. Feedback from the computer during the use of test material improves
students’ performance in later use of the same test material.
In educational assessment, the use of technology as an innovation and support f or teaching and learning
(Sindhu, 2003), is essential to improve instructional and increase performance. With an effective classroom
assessment system in place, a valid demonstration of student learning and progress connected to classroom
instruction and experience can be confirmed.
Tests play a vital role in traditional learning as well as e-learning and this helps the teachers and the
learners in measuring learning. There is much freeware where the teachers can create quizzes and evaluate
learning electronically. Online examination systems seek to efficiently evaluate the test takers thoroughly
through a fully automated system that does not save time but also gives fast results. It is done in most cases
through Web-Based Online Examination Software. This online examination will also eliminate the need for
monitoring while the exam is being taken.
One of the advantages of using web-based exam software or an online examination system is that it gives a
high level of transparency as opposed to the traditional method or remote method. It is almost impossible to
compromise exam taker to get information on his results instantly and it is often possible for exam taker to get
information on his results immediately. Some of the major advantages of online examination are: (1)
accessibility and flexibility; (2) time management; (3) save cost: and (4) statistical analysis.
Security and confidentially should also be considered. Security needs to be given top priority for any
website that you will add information to. Some school’s utilized software for security and privacy of
examinations.
DOCUMENT C
Current Trends in Assessment in Learning
Traditional assessment like objective test such as multiple choice, matching type true or false and other paper
and pencil tests received criticism by some experts in assessment. The 21 st century assessment includes: (1)
utilizing multiple measures of assessment, (2) increasing the use of technology, (3) focus on the growth and
development of the learner, and (4) differentiating the roles and responsibilities of the teachers, administrators
and other stakeholders. In the 21 st, educators and students can no longer afford this disconnect. To help
students become college and career-ready, we need to teach them how to apply what they are learning in
school to the practical and intellectual task in their everyday lives (Wolpert-Gawron, 2010).
The concept of ‘classroom’ has been shifting in recent years with dedication to purposely designed learning
spaces and seamless integrations of technologies (Williams, 2017). In the 21st century, we are facing a global
economy where information travels at the speed of light and knowledge of how to harness and suit through
that information has become vital to our personal and national well-being. As an educator, we know that our
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students must graduate ready to function in this expanded world.
EXPERIENCE
Education technology has introduced new, exciting and innovate ways to engage students in active learning
while online. The teachers can incorporate active learning activities through technology in fully online lessons,
homework modules, and even in-class online activities. Roblyer and Edwards (2000) as cited in (Keser & Ozcan,
2011) suggested that there are important reasons for teachers to use technology in education: motivation,
distinctive instructional, abilities, higher productivity of teachers, essential skill for information age, and
support for new teaching techniques (cited in Samak, 2006).
Active learning will give learning activity in which the students interacts or engages with the material, as
opposed to passively taking in the information. The parents can also help the learners engage in rich learning
experiences at home and during daily activities such as field trip.
The teacher will give learning activities that are intentional, meaningful and useful. Activities which involve
student interaction with content can include listening to and/or watching a live or recorded talk, engaging with
a written or visual text engaging with multimedia, or a combination of these.
Excite
Assessment methods are the strategies techniques, tools and instrument for collecting information to
determine the extent to which students demonstrate desired learning outcomes. Teachers need to select tools
to assess student achievement in the outcomes. The selection of tools involves a process to obtain detailed
information and the need to keep the process feasible and manageable. Student learning styles vary widely and
their strengths and challenges with respect to assessment vary as well. Teachers need to consider that
variation as they choose assessment for their course. By varying the way teachers assess student
understanding, they are more likely offer opportunities for every student to demonstrate their knowledge. The
first step in attaining competency in selecting appropriate test involves understanding the purpose or purposes
for which an assessment is given. According to Mehrens (2001) as cited in McDivit and Gibson facilitate
decision making. However, many kinds of decisions and many different types of information may be gained
from the use of test and may serve to facilitate assessment tools:
(1) goals of assessment

(2) methods of assessment, either direct or indirect; and
(3) the interval is giving assessment.
One of the challenges for beginning teachers is to select and use appropriate assessment techniques suited
to the learners’ needs. During teaching teachers not only have to communicate the information they planned
but also continuously monitor students’ learning and motivation in order to determine whether modifications
have to be made (Airasian, 2005). Beginning teachers find this more difficult that experienced teachers because
of the complex cognitive skills required to improvise and be responsive to students’ needs while
simultaneously keeping in mind the goals and plans of the lesson (Borko & Livingstone, 1989). The informal
assessment strategies teachers most often use during instruction are observation and questioning.
The teacher may either be utilizing direct or indirect method. Example of direct method is examination,
written assignments, oral presentation and performances, internship supervisors’ ratings of student skills,
portfolio, score gains between entry and exit test, capstone projects, theses and dissertation.
Indirect methods can provide a useful supplement and check on the findings from direct measures. The
following are example of this indirect method: student satisfaction surveys, surveys of students and alumni,
LIPA
exit interview with graduating students, student participation rates, reflective essays, data on placement and
other measures of post-graduation performances, etc.
The teacher may consider the following characteristics in selecting appropriate measurement tools
whether conventional or ICT-based assessment:
1. Measure the desired level of performance (level of satisfaction, productivity, efficiency).

2. Cost effective in terms of effort, time and money.
3. Useful that will produce results that provide information that can be used in making decisions to improve
student learning
4. Reasonably accurate and truthful
5. Dependable, consistent responses over time
6. Evidence of being on-going once and done
After the discussion of a certain lesson the teachers conducts formative assessment. One of the key
characteristics of formative assessment is the frequent use of evidence gathered from various methods as
feedback. Besides serving as an indication of attainment levels, students use thus feedback to set goals for the
next stage of learning. With this, teachers may utilize ICT in assessment. It enables both teachers and students
to provide valuable feedback on each learner’s progress. The rapid development of ICT has provided teachers
with digital platforms that support learning and teaching (Woo et al., n.d.). Online task assigned by teachers
will assess the collaborative problem-solving construct and the five strands (Participation, Perspective Taking,
Social Regulation, Task Regulation as well as students’ Learning and Knowledge Building skills) according Drugas
and Karyotaki (2006). It is also stressed in the same study that large-scale different item functioning (DIF)
analysis can validate an online problem-solving ability test that minimize the extraneous differential effects of
students’ language background. Thus, online assessment can be incorporated by teachers., ICTs provide the
means for the explicit design and implementation of individualized or collaborative problem-solving task
through teachers’ interactive scaffolding and immediate feedback supply towards learners (Drigas & karyotaki,
2006)
Creating and Utilizing Rubric
A rubric is a set of criteria used to determine scoring for an assignment, performance, or product. This can
be used to score many kinds of written assignments or exams, papers, projects, speeches or ePortfolios. They
are not useful, however, as a grading mechanism for multiple choice or short answer tests. There are many
samples of rubrics online, but the teacher may consider the learners, objective of the lesson, contextualization
and localization. The main purpose of rubrics is to assess student performances. For some performances, the
teacher may observe the student in the process of doing something, like making their projects, online drill,
tutorial, and many more. There are two (2) types of rubrics.
1. Analytic rubrics describe work on each criterion separately. It utilizes separate, holistic ratings of specific
characteristics, products, or behaviors.
2. Holistic rubrics describe the work by applying all the criteria at the same time and enabling an overall judgment
about the quality of the work. It utilizes holistic rating for a product or behavior.
Technology can be used for assessing students learning in various purposes. By using technology in managing
assessment information data can be presented in different way to meet the needs of the students, teachers
and administration. An electronic examination which is also called computer based assessment (CBA),
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computer-based testing (CBT) or e-exam is a test conducted using a personal computer (PC) or an equivalent
electronics device, which the delivery, responses and assessment are effected electronically, e-exams were
developed more than four decades ago for professional certification in the IT industry and progressively
evolving as a preferred alternative to Paper-Pencil-Test (PPT) in schools, universities, recruiting firms as well as
private and public organization (Bulama Bukar, Belio & Baba Ibi, M, 2016). Computer-Based-Testing is more
efficient than Paper-Based test because it is an individualized testing and has faster scored reporting within few
minutes after last submission. The students can immediately view the scores on screen and more convenient
for teachers and students.
Computerized delivery of objectives test has more advantages compared to pape-pencil-test which include
the following:
1. The creation of item bank of questions invites the possibility of each student being presented with a paper
made up of different questions, but of an equivalent standard.
2. Automatic computerized marking facilities immediate feedback for the students
3. Students can be invited to sit test as frequently as they useful
4. Computerized recording of results facilities the analysis of groups’ response to question
The teacher may not consider balance assessments (blend of traditional and ICT based assessment). Although
computerized testing facilities can provide a rapid means of assessing and providing feedback to large numbers
of students. It is essential to consider their use as part of the overall unit strategy; especially as multiple
choice/limited response type questions can lead to an emphasis on “shallow” learning. Electronic assessment
tools are unlikely to reduce significantly the burden of assessment, but they can be used to promote deeper
and more effective learning by testing a range of skills, knowledge and understanding. Using computers in
assessment does not have to mean more multiple-choice testing method lend themselves to computer-based
implementations.
EXCHANGE
It is important to note that teachers should use variety of assessment methods in the classroom. Assessing
students is how the teachers can evaluate students over the material they are learning in the classroom, and
therefore has to be done fairly to accommodate each and every student’s interest and needs. Therefore it is
important for teachers to use a variety of different assessment in their classroom.
Paper-and-pencil testing is the most common assessment procedure utilized by teacher to gather formal
evidence about pupil learning. Paper-and-pencil instruments refer to general group of assessment tools in
which students read questions and respond in writing. This includes test, such as knowledge an ability test, and
inventories, such as personality and interest inventories. The process of achievement testing is a chain with
many links, including identifying what to teach, providing good instruction, selecting appropriate test question
doormats, and reviewing for the test. Some examples are multiple choice tests, true or false, matching type,
analog, simple recall, and the like.
Electronic Portfolio
An electronic portfolio which is also known as an e-Portfolio, digital portfolio, or online portfolio is a
collection of electronic evidence assembled and managed by a user, usually on the Web (Zimmerman, 2012). E-
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Portfolio includes input text, electronics files images, multimedia, blog entries, and hyperlinks. E-Portfolio are
both demonstrations of the user’s abilities and platforms for self-expression.
TYPES OF e-PORTFOLIOS
1. Ideal portfolio- it contains all work of students. It is not given to provide students grades.
2. Showcase/Professional ePortfoilios – these ePortfolios are primarily a way to demonstrate (showcase) the
highlights of a student’s academic career.
3. Documentation portfolio- it involves a collection of work overtime showing f=growth and improvement
reflecting students’ learning of identified outcomes.
4. Learning ePortfolios- these portfolios are typically created by a student as a part of a learning activity to
demonstrate learning and the learning process. These portfolios are often shared with other students to elicit
peer feedback. Learning portfolios support the idea of formative feedback as an essential part of the learning
process.
5. Evaluation/assessment e-Portfolios- the teacher may utilize this for both formative and summative
assessment.

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Republic of the Philippines

Commission on Higher Education

3. work with the

4. develop deserving and

visit us at: www.facebook.com/College-of-Teacher-Education

A. Innovative for Assessment

TYPES OF ASSESSMENT DEFINITION EXAMPLE

Directions: Answer the following questions below.

A. All activity will be evaluated using the following criteria.

visit us at: www.facebook.com/College-of-Teacher-Education

ARGENEL L. VILLALOBOS, MAEd. JEREMY DE SILVA DANIEL PEDRO C. LIBUIT

BILLY JAE L. CARANDANG

Checked and approved by:

BIBIANA JOCELYN D. CUASAY, Ed. D., Ph. D.

AQUILINO D. ARELLANO, Ed. D., Ph. D.

MARIO CARMELO A. PESA, CPA

visit us at: www.facebook.com/College-of-Teacher-Education

visit us at: www.facebook.com/College-of-Teacher-Education

Current Trends in Assessment in Learning

(1) goals of assessment

1. Measure the desired level of performance (level of satisfaction, productivity, efficiency).

Creating and Utilizing Rubric

visit us at: www.facebook.com/College-of-Teacher-Education

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