Formative Assessment with the use of ICT

• Learning about the elements of formative assessment of the learning process using ICT;
• analyzing specific tools that support formative assessment of the learning process;
• learning about self-assessment strategies and tools that can support self-assessment;
• learning about peer assessment strategies and tools that can support peer assessment;
• familiarizing oneself with teacher assessment strategies and tools that can support such assessment;
• developing interactive learning materials for various types of assessment and for the formative assessment of the learning process.

This workshop is designed to help participants understand the importance of formative assessment of knowledge, opinions, and ideas in the pedagogical process, and how ICT can most effectively support formative assessment. In addition to the introductory and concluding sections, it consists of six chapters:

• Formative Assessment of the Learning Process

In the first section, you will have the opportunity to learn the definition of formative assessment of the learning process. The entire module is based on the document Digital Competence Framework for Educators (DigCompEdu). You will learn about various strategies for assessing student learning, options for analyzing evidence of learning, and methods for providing feedback.

To conclude the chapter, you must successfully complete the quiz, which is intended to assess your understanding of the content presented in the chapter, as it relates to the content in the following modules. It is recommended that you participate in the forum, where you can share your experiences with formative assessment of the learning process.

• Comparative Analysis of Tools

In the second topic, we present a comparative analysis of tools based on assessment perspectives: peer assessment, self-assessment, teacher assessment, analysis of evidence of learning, feedback, and planning, which we will explore in greater detail within each chapter as the workshop continues. In addition, you can also access basic instructions in the form of guides for working with each tool.

In this chapter, you can participate in the forum, where you can share your experiences and opinions regarding the use of these tools for formative assessment. To proceed to the next chapter, you must review the comparative analysis of the tools and mark it as completed.

• Assessing Student Learning Using Innovative Approaches to Teaching and Learning

In this section, you will have the opportunity to learn how to assess student work in innovative learning approaches, such as collaborative learning, blended learning, flipped learning, problem-based learning, project-based learning, and inquiry-based learning. You will examine examples of how various ICT tools can be used to support innovative learning approaches and formative assessment of student learning.

As a final assignment for this chapter, you will need to plan at least one of the innovative learning approaches presented. When planning, you should consider the use of various ICT tools for formative assessment. It is recommended that you also test the selected tool for formative assessment and create a resource for formative assessment of student learning during the individual phases of innovative teaching, and attach it to your assignment submission. It is recommended that you participate in the forum on the topic of student assessment.

• Self-Assessment

In this topic, you will learn about strategies for student self-assessment and useful ICT tools for this purpose, such as the quiz-creation tools Kahoot and Quizizz, the interactive video creation tool Edpuzzle, the interactive presentation tools Pear Deck and Nearpod, and H5P, a tool for creating various interactive learning materials. In the presentation of each tool, you’ll have access to guides that will help you create activities for self-assessment purposes.

As the final assignment for this chapter, you will need to design a learning activity in your subject area to support the achievement of specific learning objectives and create a tool for self-assessment of students’ knowledge. It is also recommended that you participate in the forum on the topic of self-assessment.

• Peer Assessment

In this section, you will learn about strategies for peer assessment of students and the ICT tools useful for this purpose, such as certain features of the Virtual learning environment Moodle (workshop, forum, glossary, database), the Trello collaboration platform, and Mindmeister, a tool for collaborative mind mapping. In the presentation of each tool, you’ll have access to guides that will help you create activities for peer assessment.

As the final assignment for this chapter, you will need to design a learning activity in your subject area to support the achievement of specific learning objectives and create a tool for peer assessment of student knowledge. It is recommended that you participate in the forum on the topic of peer assessment.

• Teacher Assessment

In this topic, you will learn about teacher assessment strategies and the ICT tools useful for this purpose, such as certain activities in the Virtual learning environment Moodle (wiki, assignment, quiz, lesson, H5P), the Canva tool, InsertLearning, Formative, GoConqr, Wordwall, Edmodo, and Google Classroom. In the presentation of each tool, you’ll have access to guides that will help you create activities for teacher assessment purposes.

As the final assignment for this chapter, you will need to design a learning activity in your subject area to support the achievement of specific learning objectives and create a tool for teacher assessment of student knowledge. It is recommended that you participate in the forum on the topic of teacher assessment.

• During the scheduled workshop period, you are cordially invited to participate in various activities (e.g., discussions) within the individual modules; these are recommended but not mandatory.
• During the scheduled workshop period, it is mandatory to successfully complete the quiz at the end of the first topic.
• During the scheduled workshop period, it is mandatory to participate in at least one of the offered discussions on the presented ICT that enables formative monitoring of the learning process.
• During the scheduled workshop period, it is mandatory to successfully complete the final activities for each chapter.
• At the end of the workshop, it is mandatory to complete a survey in order to gather participant feedback as a basis for optimizing future iterations of the online workshop.

After successfully completing all activities, participants will receive a certificate in the online classroom and, a few days after the course ends, a certificate of completion of the pedagogical training via email.