Online assessment must balance the requirements of technology, delivery, pedagogy, learning styles, and learning outcomes. That is the reason why a wide array of online components, assessment criteria and tools are needed to effectively assess learning while meeting a large amount of challenges such as accountability, reform and students learning needs.
Modify Traditional Assessment Tools for the Online Experience – this is one of the first thing that a teacher must do to receive a feedback from his or her students.
Traditional assessment techniques can be modified to meet the assessment requirements of online instruction (ADEC, 2003; Ali, 2003; Major & Taylor, 2003). The following assessment tools (used in traditional classrooms) can successfully be adapted for online delivery: essay exams; thought- provoking discussion questions; and projects that require students to demonstrate proficiency in content knowledge, solving problems, working well with each other, and communicating effectively. For example, writing assignments must involve thought-provoking activities, rather than simple memorization (Henning, 2003).
Some of the social media used in the present period by most of Romanian teachers are: Google Classroom Platform (G-Suite) – here you can talk with your students on Meet, the chat is also included for free, you can upload documents, post homework and offer feedback to their homework to each of the students etc.; Google Jamboard is an easy way of visualization of simple questions, all the students can see all the answers given on virtual post-it-uri; Google Form – it allows you to do different Forms that can be used to obtain feedback, to obtain the confirmation to an organized events and also gives you the opportunity to create tests for your students. It also allows teacher to include videos or images for interpretations. The questions can be opened or closed, with multiple choice or not. The Quiz function allows you to give a quick feedback. The students can be informed on the spot if their answer was good or wrong. Moreover, the teachers can include explanations for the wrong answers that can be received by students in the same moment they finish with solving the test. The students can repeat the test because this option is included too. Kahoot – in this aplication, students became teachers, they can construct items by themselves. Wordwall – many types of activities created especially for evaluation, for primary level.
There are also animation programmers which the students can use them to prepare presentations: Prezi, Animaker etc.
Because online teaching methods and techniques are at the beginning, therefore, it is highly recommended that educators continue to research this mode of instruction to develop new, efficient, and effective assessment techniques in the effort to hold institutions accountable for student outcomes in the online environment.
American Distance Education Consortium. (2003). Distance education certificate program. Retrieved October 10, 2003, from http://www.adec.edu.
Ali, A. (2003). Instructional design and online instruction: Practices and perception. TechTrends, 47(5), 42.
Major, H., & Taylor, D. (2003). Teaching for learning: Design and delivery of community college courses. The Community College Enterprise, 9(2), 85.
Henning, K. (2003). Writing 2003: Shifting boundaries and the implications for college teaching. Teaching English in the Two Year College, 30(3), 306-316.