Topic outline

  • .

    Collapse all Expand all


  • COMPETENCE AREA 4: ASSESSMENT

    Introducing Assessment

    Assessment can be a facilitator or bottleneck to innovation in education. When integrating digital technologies into learning and teaching, we must consider how digital technologies can enhance existing assessment strategies. At the same time, we must also consider how they can be used to create or facilitate innovative assessment approaches. Digitally competent educators should be able to use digital technologies within assessment with those two objectives in mind. Furthermore, the use of digital technologies in education, whether for assessment, learning, administrative, or other purposes, results in a wide range of data being available on each individual learner’s learning behaviour. Analyzing and interpreting this data and using it to help make decisions is becoming more and more important – complemented by the analysis of conventional evidence on learner behaviour. At the same time, digital technologies can contribute to directly monitoring learner progress, facilitating feedback and allowing educators to assess and adapt their teaching strategies.


    In this course, we will cover the following competences:

    • Assessment Strategies.
    • Analyzing Evidence.
    • Feedback & Planning.


  • COMPETENCE 4.1: ASSESSMENT STRATEGIES

    At the end of this Section, you should be able to:

    • Plan for students’ use of digital technologies in assessment tasks, e.g. in support of assignments. 
    • Use some existing digital technologies for formative or summative assessment, e.g. digital quizzes, e-portfolios, games.
    • Adapt digital assessment tools to support specific assessment goals, e.g. create a test using a digital test system. use a range of e-assessment software, tools, and approaches, for formative assessment, both in the classroom and for learners to use after school.
    • Select between different assessment formats the one that most adequately captures the nature of the learning outcome to be assessed.
    • Design digital assessments which are valid and reliable.

  • COMPETENCE 4.2: ANALYZING EVIDENCE

    At the end of this section you should be able to:

    • Evaluate administrative data (e.g. attendance) and data on student performance (e.g. grades) for individual feedback and targeted interventions.
    • Consider that digital assessment tools (e.g. quizzes, voting systems) can be used within the teaching process to provide you with timely feedback on learners’ progress.
    • Evaluate the data resulting from digital assessments to inform learning and teaching.
    • Know that the data on my learners’ activity, as it is recorded in the digital environments which I use with them, can help me monitor their progress and provide them with timely feedback and assistance.
    • Use digital technologies (e.g. quizzes, voting systems, games) within the teaching process to provide me with timely feedback on learners’ progress.
    • Use the data analysis tools provided by the digital environments I use to monitor and visualize activity.
    • Interpret the data and evidence available in order to better understand individual learners’ needs for support.

  • COMPETENCE 4.3: FEEDBACK & PLANNING

    At the end of this section you should be able to:

    • Use digital technologies to compile an overview of learners’ progress, which you may use as a basis for offering feedback and advice.
    • Use digital technology to grade and give feedback on electronically submitted assignments.
    • Help students and/or parents to access information on learners’ performance, using digital technologies.
    • Adapt your teaching and assessment practices, based on the data generated by the digital technologies you use.
    • Provide personal feedback and offer differentiated support to learners, based on the data generated by the digital technologies used.
    • Use digital technologies to enable learners and parents to remain updated on progress and make informed choices on future learning priorities, optional subjects, or future studies.