Confidence in assessment decisions when using ICT

Abstract

The central question addressed in this paper is: How can teachers and schools have confidence in their assessment decisions when using information communication technologies (ICT)? The answer centres on what makes quality assessment. Assessing and evaluating children’s achievement and progress is critical to development of sound curriculum programmes that focus on student outcomes. With the increasing use of ICT in schools and classrooms for a range of assessment purposes such as recording, data analysis and online activities, teachers and school leaders must be assessment capable in order to make informed decisions about assessment design, selection and modification that utilises ICT. Based on examining assessment purpose and the three principles of quality assessment (validity, reliability and manageability), this paper offers guidelines for classroom teachers, those with responsibility for student achievement and those who lead ICT policy and practice in schools to be critical consumers of ICT-based assessment tools, strategies and evidence. Vignettes of assessment practice using ICT are used to illustrate sound school and classroom practices in relation to validity, reliability, and manageability. Drawing from the work of assessment writers such as Crooks, Sutton, and Darr, the guidelines will assist teachers in the effective use of ICT for both formal and informal information gathering as well as for analysis and interpretation of information for summative and formative purposes. This knowledge is needed to underpin teacher confidence in their assessment decisions when using ICT towards ‘best fit’ for purpose.