Educators often focus on assessing competencies when they use ICT, such as keyboard skills, formatting tools, finding the one answer to a maths problem or writing a piece of prose in response to a movie the students have watched.We can move way beyond this perspective with ICT. We need assessment strategies that are practicable, i.e. work in the real world of an educator’s responsibilities, with a significant impact on student learning (see here for more info on alleging ICT assessment with teaching & learning).
Using ICT we can integrate assessment with the learning process, where students activity use ICT to search for information, gather data, analyse the trends, summarise their findings, present to an audience and then evaluate the entire process of their learning, including the identification of bias in their approach. Consistency in assessment is very important, taking the into account the different levels of access to ICT in student homes and the ICT skillets of students. The use of Rubrics, where hat needs to be done and how it needs to be presented, is clearly outline; this removes teacher bias and subjective grading.
This post describes a perspective of authentic assessment. It allows real knowledge and real skills to be developed (see here for more info ).
Students can be involved in real-world scenarios where their outcomes actually matter, such as designing a 3D model of a water filtration or composting system and recording the process of building and installing the finished product in a community of need. The entire process can be recorded on Google Sites, on a Google Document, on Google Blogger, Youtube etc. with links to images on G+, asking for comments from the community, classmates, parents, teachers etc. This is transparent assessment. When students use mobile devices they can catalogue their learning as a live assessment, with video, images, interviewed and progress snapshots using the camera of a tablet or phone.
There are four key themes to keep in mind - authenticity, consistency, transparency and practicability. These four the themes support the quality and authenticity of the assessment from start to finish. They also allow students to participate in Open Book Open Web (OBOW) exams, where the assessment is 100% online and can be seen and completed at any time by students. These types of exams are highly motivating for students. There are a number of factors to consider such the skill level of teachers in creating OBOW exams or choosing the right OBOW exams - many are already available for senior student subjects, though they may not match the syllabus accurately, hence time reviewing OBOW exams is needed (see here for more info).
In summary, assessment through and with ICT is an exciting, motivating and authentic way of identifying what students know, what they can do and what needs are to be addressed for students. You can always join a GEG group online and ask fellow educators for ideas and be inspired by what they are already doing.