Harnessing ICT to Support Formative Assessment

Teacher first shared with students that they have to create an animation to show the concept of water cycle during the lesson. She further communicated the criteria for success for the presentation of the concept. She then used an ICT tool (Social Q&A) to get students to key in their queries on criteria for success. (As shown in Fig 1). Students viewed the questions asked and voted those questions they wanted to address. The most popular questions would automatically rise to the top (As shown in Fig 2), which allowed teachers to know what the most pressing issues were on the success criteria. Students proceeded to answer those questions among themselves. (As Shown in Fig. 3) Followed that, the teacher facilitating a discussion for students to clarify further those queries, especially the few at the top, to achieve a common understanding of criteria for success among the students. QnA. In the above described scenario, identify the formatives assessment strategies employed: i) Clarifying, understanding, and sharing learning intentions and criteria for success ii) Engineering effective classroom discussions, tasks, and activities that elicit evidence of learning iii) Providing feedback that moves learning forward QnB. In the above described scenario, identify the affordances of the tool to support formative assessment. The ICT enabled students to iv) track learning progression v) amend original ideas for improvement vi) clarify and discuss ideas collaboratively

Teacher got students to watch a video which resided on an ICT tool (Edpuzzle) to understand the life cycle of a butterfly. While watching the video, students were required to take the quiz embedded in the video related to the concept. The students could only proceed to watch the video if they have answered the particular quiz question at the point of time. If the students provided the wrong answer, the correct answer will be displayed and they could continue to watch the video. Students could control, rewind and watch the video as many times as they wanted. At the end of the video, teachers could checked students’ understanding by analysing the quiz results (As shown in Fig.1) and identify students’ learning issues by looking at the number of times the students watched a video portion in a video progress report (As shown in Fig. 2) QnA: In the above described scenario, identify the formatives assessment strategies employed: i) Clarifying, understanding, and sharing learning intentions and criteria for success ii) Engineering effective classroom discussions, tasks, and activities that elicit evidence of learning iii) Providing feedback that moves learning forward QnB: In the above described scenario, identify the affordances of the tool to support formative assessment. The ICT enabled iv) self-regulating of learning v) checking for understanding and mastery of content vi) visualization of a concept for better understanding