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استاذ تكنولوجيا التعليم المساعد بكلية التربية بالزلفي

ASSESSMENT

CONCEPTUAL MODEL OF ASSESSMENT UNIT IN E-LEARNING ENVIRONMENT
The conceptual model of assessment unit is based on the assessment methods
(Figure 1) that include the relevant assessment activities.
Input data for the conceptual model are learning objectives, criteria for success (Cut
off level) and learning styles. These tree properties are prerequisites for the choice and
implementation of the assessment activities.
In addition we define the following properties in the conceptual model of the
assessment unit:
• Structure, order and type of assessment activities.
• The intend of the activities and reflection of their results in the learner’s
portfolio:
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International Conference on Computer Systems and Technologies - CompSysTech’06
o self-assessment;
o pre- assessment;
o formative assessment;
o evaluation and grading.
• The weight of the each assessment activity in the final grade.
• The grade scale.
• The time and duration of the each assessment activity, included in the
assessment unit.
Figure 1 Assessment activities.
Each of the activities, presented at Figure 1, has an own conceptual model. These
models share common properties- learning objectives, cut off level, and learning styles for
which they are suitable.
Specific properties for assessment activity “Test” are as follows:
• Type of the test- Criterion Referenced or Normative Referenced.
• Validity of the test.
• Adaptivity.
• Number, type and weight of the test items for each controlled learning
objective.
For the assessment activity “Individual assignment” additional properties are:
• Number of task (sub task) needed for implementation and decision of the
assignment.
• Weight (scores) for each task (sub task).
• Common number of scores for whole assignment.
Specific properties for the assessment activity “Collaborative assignment” are:
• Number of task (sub task) needed for implementation and decision of the
assignment.
• Weight (scores) for each task (sub task).
• Common number of scores for whole assignment.
• Schedule of the responsibility of each team member for implementation of the
assignment.
• Criteria for evaluation of individual achievements of each member of the team
• Criteria for evaluation of the achievements of the whole team.
• Possibilities for pear to pear assessment.
For the assessment activity “Discussion” the additional properties are:
Assessment methods
Individual
Collaborative
Test
Assignment/ problem solving/ project
Assignment/ problem solving/ project
Discussion
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International Conference on Computer Systems and Technologies - CompSysTech’06
• Topic of discussion.
• Role of the teacher:
o Passive- the teacher observes and evaluates the student’s participation
in discussion;
o Active- the teacher turns of student’s attention with the assisted or
instigated questions.
• Type of discussion- “brain storming”, analysis of situation etc.
• Object for assessment- abilities for setting of questions, investigation of
optimal decisions, speed of answers etc.

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