Key Elements in TBA

Open Ended

What do you expect to learn from this course, TSLB3533?

Poll

Have you taken TSLB3563 CALT?

• Yes

• No

Poll

Can you do the following independently?

• Create your own language activities/tasks using technology tools, e.g. Google Form, Quizizz, Liveworkseet

• Calculate simple statistics, e.g. mean, mode, median, standard deviation, range, using MS Excel

• Use technology tools to create and/or edit image, audio, video and texts

• Use newer/less common technology tools, including generative AI, game development platform

• Read and understand the DSKP and SoW

Key Elements in TBA

• Concept and role

• Types of assessment

• Comparison between traditional and technology-based assessment

• Benefits of technology-based assessment (TBA)

​TSLB3533 | Kho Chung Wei

Success Criteria

By the end of this topic, I will be able to:

• explain the concept and role of technology-based assessment

• contrast AfL, AoL and AaL

• compare and contrast between traditional and technology-based assessment

• discuss the benefits of technology-based assessment

​TSLB3533 | Kho Chung Wei

Word Cloud

Apart from "technology" or "assessment," what comes to mind when you heard of the term "technology-based assessment"? Answer in 1-2 words.

Poll

Which of the following would you consider a technology-based assessment?

• A pen-and-paper MCQ test that is marked using Optical Mark Recognition (OMR)

• A fill-in-the-blank test that is delivered via Google Form

• A computerised adaptive test that adapts the difficulty level of the item in real time to the estimated ability of the test-taker

• A scenario-based collaborative problem-solving virtual task that captures the test-taker's interaction with the assessment environment

Concept of TBA

• Digitally enabled formats and methods or procedures that use or leverage technology to describe or draw inferences about human characteristics, performance, or predicted outcomes (International Test Commission and Association of Test Publishers, 2022)

• Any evaluative activity to measure learning outcomes that employs any digital tool (Chen, 2023)

​TSLB3533 | Kho Chung Wei

Concept of TBA

• Measure cognitive and skill-based performance using digital technology in their design, delivery, and analysis (Arafeh, 2015)

  • can be formative or summative, task- and/or performance-based, game-based, simulation-based, and/or immersive in virtual environments

  • can undertake measurement overtly or covertly

  • can provide dynamic, targeted, contextualized information about student knowledge and growth in a matter of seconds

​TSLB3533 | Kho Chung Wei

Open Ended

Why do we need assessment?

Roles of TBA

• To infer, from the scores, how good an understanding a test-taker has of the things the assessment covered (construct) - Is such an inference necessarily valid?

• To provide feedback and enhance learning

• To form actionable hypotheses about how and why test-takers provide the final responses - How?

• To identify concerns with other features of the assessment which may inadvertently impact outcomes for different types of test takers

• To capture meaningful (process data, outcome data) and sufficient (long enough, statistically adequate) assessment data using tasks that contain relevant factors

​TSLB3533 | Kho Chung Wei

Roles of TBA

​TSLB3533 | Kho Chung Wei

Assessment for Learning (AfL)

• Assessment with a formative function serves to support and improve students’ learning

• Purpose: to improve the learning and teaching process

• The process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there

• Close the learning gap by monitoring student progress

• Part of everyday practice by students, teachers and peers that seeks, reflects upon and responds to information from dialogue, demonstration and observation in ways that enhance ongoing learning

• The identification of learning throughout assessment

​TSLB3533 | Kho Chung Wei

Assessment as Learning (AaL)

• An extension of AfL by emphasizing the role of the student as the critical connector between the assessment and learning process

• The complex interplay of assessment, teaching and learning which holds that pupils must understand their own learning progress and goals through a range of processes (which are cognitive events)

• Includes the active involvement of students in self-assessment and self-directed learning as a distinct function to improve the learning process

• The student is seen as being an active and engaged assessor in order to support the development of metacognitive and self-regulated learning skills.

• The active engagement of students in assessment and their learning

​TSLB3533 | Kho Chung Wei

Assessment of Learning (AoL)

• Assessment with a summative function that serves the purposes of accountability, ranking, or certifying competence by the judgement of students’ achievement

• Purpose: to judge performance and measure outcomes after a formal learning activity

• Provide a snapshot in time about what students have learned

• Occur at the end of a unit of study, school year, etc.

• The measurement of learning by using assessments

​TSLB3533 | Kho Chung Wei

Open Ended

Contrast between AfL, AaL, and AoL by providing relevant examples.