1. Pre-presentation exercise
While you are waiting, please use the Post-Its to
do the following exercises:
• Write down the names of some
tools/applications you use in assessment,
includes Sakai and other systems, institutional
& cloud computing software
• Briefly describe one example of how you (or
others you work with) use educational
technology in assessment
• Put down your role (lecturer, educational
designer, manager etc.)

2. A framework for the use of
educational technology and Sakai
tools in assessment
Janet Buchan
Educational Technologist
Division of Learning & Teaching Services

3. Aims
• To present a pedagogical framework for the use of online
technology in assessment
• To get feedback from audience on what Sakai & Web 2.0 tools
they are using for assessment to build on the framework
• To match the technical and pedagogical affordances of
individual assessment tools with the cognitive domains of the
subject objectives
• To demonstrate the affordances of the Sakai , & Web 2.0
tools to be used for assessment
• To promote learner oriented assessment & assessment for
learning not assessment of learning
Listen and learn – a two way process

4. Assessment
for learning
Assessment
of learning
Formative
assessment
Summative
assessment
Assessment is a continuum
Learner oriented assessment

5. Captivate quiz

6. What online tools the audience
uses in online assessment

7. Online tools used in assessment
• EASTS / online marking
• Turnitin
• OASIS
• Test Centre
• Forums
• Wiki
• Resources
• Modules
• Chat
• ePortfolio
• Captivate/Camtasia
• CD ROMs
• eSims
• Podcasting/vodcasting
Add more….

8. Cloud computing

9. Back to basics
Effective use of educational
technology in assessment?
• Constructive alignment in learning
objectives and assessment
• Constructive alignment in ICT-enabled
learning activities
• Keep it simple

10. Cognitive domains covered in objectives
• Knowledge - involving straight recognition or recall
• Comprehension - where relationships between pieces of information
are recognised; where the context of knowledge can be described
• Application - where knowledge can be used in a new setting; the
emphasis here is on the use of knowledge and not just the recognition of
its context
• Analysis - where complex problems can be broken down into
components which can be worked on
• Synthesis - involving the creation of a final product (a product design, a
research plan etc.)
• Evaluation - where judgments about appropriateness and quality are
involved
Bloom’s taxonomy

11. Knowledge
Knowledge Sample Objective
involving straight
recognition or recall
define the terms agonist,
antagonist, efficacy and
potency

12. Knowledge – ICTs

13. Comprehension
Comprehension Sample Objective
where relationships
between pieces of
information are
recognised; where the
context of knowledge can
be described
name the major classes of
diuretics and explain their
mechanism of action

14. Comprehension - ICTs

15. Application
Application Sample Objective
where knowledge
can be used in a
new setting; the
emphasis here is
on the use of
knowledge and
not just the
recognition of its
context
be able to apply understandings
derived from the preceding task to
broader contexts in regard to the
enhancement of student learning
via school/educational leadership,
as well as to the students and their
schools' own leadership for
learning practices

16. Application - ICTs

17. Analysis
Analysis Sample Objective
where a complex problems
can be broken down into
components which can be
worked on
Be able to design and
undertake field vegetation
surveys
Be able to manipulate data
in spreadsheet programs
such as Microsoft Excel

18. Analysis - ICTs

19. Synthesis
Synthesis Sample Objective
involving the creation of a
final product (a product
design, a research plan
etc.)
devise usable ideas and
experiences that are able
to be implemented in early
childhood services to
provide for the wellness
and wellbeing of the
people there

20. Synthesis - ICTs

21. Evaluation
Evaluation Sample Objective
where judgments about
appropriateness and quality
are involved
Explain how critical issues are
currently being addressed
coherently through catchment
management, capacity building
and social justice processes and
critically appraise the ability of
these approaches to enhance
outcomes at the landscape
scale.

22. Evaluation - ICTs

23. Examples & other applications/tools to
develop & assess the different cognitive
domains
• Add more

24. Feedback from the students
• Keep it simple
• Give us clear instructions
• Outcomes & not the technology should be the
focus
• Technology should not be a barrier – give us
adequate preparation & training
• Not for me!
• We love it!

25. Risk management
• Plan well
• Know the affordances of the technology –
what it CAN’T do is as important as what it
CAN do
For CSU
• Need a comprehensive guidelines and
adequate policy for educational technology in
assessment at CSU

27. Aims
• To present a pedagogical framework for the use of online
technology in assessment
• To get feedback from audience on what Sakai & Web 2.0 tools
they are using for assessment to build on the framework
• To match the technical and pedagogical affordances of
individual assessment tools with the cognitive domains of the
subject objectives
• To demonstrate the affordances of the Sakai , & Web 2.0
tools to be used for assessment
• To promote learner oriented assessment & assessment for
learning not assessment of learning
Listen and learn – a two way process

28. Abstract
• This paper presents a pedagogical framework for the use of online technology in assessment.
Assessment is widely recognised as needing to be a fundamental part of the learning design
and curriculum planning. Through pedagogical principles and good, sound learning design
this paper promotes a seamless integration of the use of educational technology in
assessment.
• The framework presented matches the technical and pedagogical affordances of individual
tools with the cognitive domains of the subject objectives. Grounded in learning design, the
framework thus supports learner oriented assessment and promotes assessment for learning
rather than assessment of learning.
• There is deliberately no emphasis on distinguishing ‘online assessment’ from ‘assessment’
because the online tools are simply an extension of the medium through which assessment
can be conducted. By grounding the affordances of the CSU Interact tools used for
assessment in a pedagogical framework, educational designers and teaching staff can design
a holistic learning experience.