Principles of Assessment
Principle 1. The purpose for assessment is identified before implementing the assessment
Identify what students know and need to know
One main reason for assessment is to gather information on what the students already know, and need to know.
This may take place before, during and after instruction based on the criteria set and the learning outcomes planned to be achieved. (The intended learning outcomes are what the students will be able to do by the completion of the topic, unit of study or term. They will be stated using behavioural verbs that describe the action that will be done by the students.) If assessment is done before, teachers can plan their lessons to cater for the needs of the students before they actually go about the teaching of the topics to be covered. When done during it allows the teacher to see whether there is need for the topics to be re-taught, or if activities or tasks need to be restructured. When assessment is at the end of instruction it allows the teacher to measure the students’ performance to what he/she has achieved of the set criteria of the learning outcomes.
Overall is the purpose to provide feedback, ascertain a mark or grade or to make instructional decisions.
Principle 2. The assessment tool created is valid and reliable
Validity and reliability of assessment tool
It is important that any assessment given using ICT is measuring what it should measure. It should also be one that can be taken anytime, anywhere, by the same person and give approximately the same result. Therefore, teachers or facilitators of learning need to make sure that the goals and objectives are clearly defined and operationalized. In addition, students are to be involved in looking over the assessment tools or even take part in creating them. As a result, all involved will ensure that the learning outcomes to be achieved are only those being measured.
Principle 3. The assessment items made or project given are at different levels of difficulty and age appropriate
Bloom’s Taxonomy of learning objectives
The learning objectives are the cornerstone to what students will demonstrate. They need to be taken from the different domains and levels of the domains, so not to limit students learning. Students need to be assessed for their ability to recall information, use information in similar and different situations, analyze the process of different phenomena, make decisions based on their past and new experiences and finally create new information. All this is to be done with their ability to use and integrate ICT in their different subject areas.
Principle 4. Both formative and summative assessments are to be used appropriately
Formative and summative assessments
The formative assessment process takes place before and during instruction to monitor and gauge students learning. Students will be able to identify their areas of strengths and weaknesses and the teacher will be able to know how to go about instruction to meet their needs.
Summative assessment on the other hand is an evaluation of students learning at the end of instruction, where students’ performance is compared against the standards or learning outcomes and/or even their peers’ performance.
Formative assessments – process oriented: observations, questioning, discussion, learning/response logs, reflective journals, portfolio check, project checks, graphic organizers, self- and peer assessments, practice presentations, visual representations, kinaesthetic assessments, teacher-student conference, think-pair-share, checklists and rubrics, etc.
Summative assessments – product oriented: examinations, term papers, completed projects, completed compiled portfolios, student evaluation of the course, instructor self-evaluation, checklists and rubrics, etc.
Principle 5. There is individual, group, self- and peer assessments used along with teacher assessment
Individual, group, self – and peer assessment and teacher assessment
Students are able to feel a sense of responsibility for their own learning and the learning of others when they work together through individual, group, self- and peer assessment. They can plan and assess their own learning goals.
For these assessments (as mentioned with formative and summative assessments, in which they all will take part in) the individual, group members and the teacher, set criteria needs to be established that covers the expected learning outcomes the students are to demonstrate.
Clear distinction of an individual’s mark and a group’s mark is also necessary. The allocation of marks for the different indicators of the task must be discussed among all involved, both when the assessment tool is being designed and implemented.
The students ought to be taught how to assess each other before left to do it on their own, and to critically judge and analyse their and another’s work.
Principle 6. The use of ICTs to assess learning is to be appropriate and accurate
ICT use in assessment
The focus ICT plays in assessment is to focus on students demonstration of knowledge of concepts across the curriculum through practical skills in problem solving, critical thinking, collaboration, communication and technological advancement. Therefore, the ICT devices with their age appropriate ICT tools and/or software supports students in their learning and assessment of learning. Also the assessment tools can be made and implemented via ICT.
Marsh-Roberts, T. (2014). Assessment Guidelines: Assessment during ICT Integration. Department of Teacher Education, Antigua Stae College, Antigua and Barbuda. [Assignment] Commonwealth of Learning Certificate for Teachers ICT Integration. School Net South Africa.
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