A critical-reflective paper exploring the topic of "Curriculum, Pedagogy, and e-Assessment.

 

       In the second semester of our course in PGD STEAM Education we were introduced to the course "Designing E-Assessment in Education" which was facilitated by Sushil Upreti sir. The course provided a comprehensive understanding of the concept of assessment in the digital age and its implementation in the e-learning environment.

      Education has undergone a revolution as a result of the quick development of digital technology, which has led to the replacement of outdated evaluation techniques with more effective ones. E-assessment has become a key instrument in the modern digital era for assessing knowledge, skills, and talents.E-Assessment refers to the use of technology to assess knowledge and skills in an educational setting. It is important in today's era as it offers advantages over traditional assessment methods, such as convenience, cost-effectiveness, and accessibility. Additionally, it allows for instant grading and feedback, and can also provide real-time data on student performance for teachers to use in their instruction.

       The objective of the course is to guide instructors and learners in comprehending the value of assessment in promoting effective and efficient learning outcomes. The choice of method for an e-assessment depends on the learning objectives, the type of information, and the level of involvement that is needed.By introducing more effective and efficient evaluation tools, e-assessment has the potential to completely change how we evaluate learning. To provide a thorough picture of student learning, it is crucial to combine it with other types of evaluation.

       E-assessment, according to Williamson et al. (2019), has many advantages, including higher effectiveness, immediate feedback, and increased flexibility. It helps teachers to more properly evaluate students' performance and offer tailored instruction, improving learning results. Effective e-assessment procedures are becoming more important due to the growth of online learning and remote education.

            The integration of technology has had a major effect on curriculum, pedagogy and assessment methods in today’s rapidly evolving learning environment. The way we plan and deliver teaching is completely different as a result of the development of e-assessment and other digital technologies. In this critical-reflective paper I have examined how curriculum, pedagogy and e-assessment are interlinked. E-assessment integration requires classes that may shift to work in dynamic online settings. I came to know about Mazumdar’s four stages of ICT integration i.e. Emerging, Applying, Infusing and Transforming. SAMR Framework was another learning in which I got the insight that it is a model that helps us to integrate technology into teaching and learning activities effectively. SAMR model provides a way to categorize how technology is used in education based on the level of transformation it brings to the learning process. SAMR stands for Substitution, Augmentation, Modification and Redefinition. In an effort to personalize learning and aid students in visualizing challenging concepts, the SAMR model was developed to provide a common language across disciplines. The SAMR Model can be particularly effective when integrated classroom technology enables teaching and learning to be more smooth for both instructors and students during remote and blended learning.

 

             Another lesson that helped me understand how to properly use technology into teaching and learning activities is the SAMR Framework. According to what kind of a shift it makes to the learning process, the SAMR model offers a means to classify how technology is employed in education. Substitution, Augmentation, Modification, and Redefinition is commonly referred to as SAMR.

                The course also contained an assessment component under which we learned about the different needs of assessment such as Assessment of Learning (AoL), Assessment for Learning (AfL), and Assessment as Learning (AaL). Assessment for Learning is an assessment that helps students learn better, rather than just achieve good marks. It involves formal and informal assessment activities as part of learning and informs the planning of future learning. Assessment as Learning involves students in learning and encourages self-assessment and peer assessment as part of the regular classroom routines. Assessment of Learning is an assessment that is used to measure what students have learned at the end of a unit or course. These evaluations should be prioritized in accordance with the needs of the students, the demands of the learning environment, and the expected learning results.

              As a preschool teacher, I prioritize Assessment for Learning and Assessment as Learning over Assessment of Learning. This is because Assessment for Learning and Assessment as Learning is more effective in helping young children learn better. This is because Assessment for Learning and Assessment as Learning involve students in their learning and encourages self-assessment and peer assessment as part of the regular classroom routines. Assessment for Learning generates feedback that students can use to improve their performance. From a teacher’s perspective, this could be as simple as observing class discussions, asking questions, and reviewing students’ work in progress. Assessment as Learning involves students in their learning and encourages self-assessment and peer assessment as part of the regular classroom routines. This helps students develop cognitive skills that are important for lifelong learning.

               Reflecting on my learning in this course, that it started with  the learning of E-Learning Ecologies, which describes the connected platforms, resources, and tools that help in and promote digital education. It is a representation of the complex and dynamic learning environments produced by the fusion of technology with numerous elements that enhance the learning process as a whole. The Learning Management System (LMS) is a key element of this e-learning ecosystem. It serves as the focal point of the online learning process by offering a virtual setting for interaction, communication, and teamwork between students and teachers. Learners used the LMS to access their courses, hand in assignments, and interact with their teachers and peers. Similarly, digital content and resources is also equally important in e-learning . Electronic books, multimedia presentations, films, interactive simulations, and online databases are just a few examples of the digital content and resources that are included into e-learning ecologies. Learners can use these tools to pick up knowledge, hone skills, and partake in self-paced learning. E-learning ecologies include technologies like discussion forums, chat rooms, video conferencing, and email systems that allow students and instructors to connect, exchange ideas, ask questions, and work together on group projects. E-learning ecologies include a variety of assessment tools and methodologies, such as online quizzes, assignments, and automatic grading systems. These programs give students feedback on their development, areas of strength, and areas in need of development. E-learning ecologies can provide adaptive learning systems that customize the educational process for every learner. These systems offer personalized content, activities, and support to target particular learning needs by analyzing data on learner performance and preferences. Moreover, to gather and analyze data on learner behavior, engagement, and outcomes, e-learning ecologies use learning analytics. This information can help with instructional planning, point out areas that need work, and support data-driven decision-making. The quick development of technology has made all of this possible. We also learned how closely related assignments and evaluations are.

                          Assessment is a continuous process. It can be used as a tool. In this process learned about Google apps. We attempted to comprehend the "Beep" feature, which is primarily used for audio comment, through a chrome extension. We learned how to create a certificate using the Canva templates and how to create digital certificates automatically for many different individuals. The course gave me the chance to explore a variety of digital tools, which will undoubtedly improve my digital literacy skills and aid in the creation of an e-assessment strategy.Slidesmania.com,Slidescarnival.com,Badge.design,Canva.com,Flippity.net,Bookcreator.com,www.explainpaper.com,Qr-code-generator.com.were some of the  digital tools that we explored.

We were also involved in many kinds of group activities that really taught us how to work as a team and how to contribute to the success of the group. Through these group presentations on different themes, I was also able to better comprehend and appreciate different aspects of "Why & How ICT in Education" and "Digital Pedagogy." I learned the value of seeking guidance, collaborating with others while working in groups. How to create a hyper doc, was another fascinating skill I learned from the course.  Hyper doc, is a multimedia interactive document that includes text, graphics, web links, audio and video information, and more.  I believe that the incorporation of diverse multimedia elements would help teachers in developing content for multimodal learning.

Reflecting on the course, I have developed a greater understanding of the pros and cons and challenges of incorporating technology into the evaluation process. According to Ridgway(2004)“The issue for e-assessment is not if it will happen, but rather, what, when and how it will happen. E-assessment is a stimulus for rethinking the whole curriculum, as well as all current assessment systems. New educational goals continue to emerge, and the process of critical reflection on what is important to learn, and how this might be assessed authentically, needs to be institutionalized into curriculum planning”. The course has given me insightful knowledge about the potential advantages that e-assessment could have for both teachers and students. The increased efficiency of e-assessment, is one of its main benefits. The ability to automate the grading process allows teachers  like us to focus more on giving students meaningful feedback and directing their learning. Additionally, the instant feedback function of e-assessment enables students to monitor their development and make required adjustments as soon as possible. The versatility of the e-assessment design options is another feature that caught my attention. Due to the range of question kinds and forms, teachers can design tests that support various learning styles as well as certain learning objectives. This stimulates critical thinking and active participation in addition to a thorough assessment of students' knowledge and abilities. E-assessment also makes remote learning and assessment possible, especially when access to physical classrooms is restricted. Through the use of online exams, students can study and be evaluated continuously regardless of their location or unforeseen circumstances.

However, the course has also highlighted a few challenges with e-assessment. The assessment process might be disrupted by technical problems including poor internet access and software errors, which is inconvenient for both students and teachers. Furthermore, the restricted subjectivity of e-assessment raises questions about how well it will be able to measure certain subjective components of student achievement, including creativity or sophisticated problem-solving abilities. Another topic I thought was important to take into account was the issue of cheating. Due to the distant nature of e-assessment, there are opportunities for students to cheat on exams by using outside resources or working together with others. Implementing ways to reduce cheating and maintain the validity of the evaluation process is crucial for teachers. Additionally, the lack of face-to-face interaction during e-assessment has disadvantages. The potential for in-depth explanations, clarifications, or individualized feedback may be limited by the absence of face-to-face interactions between teachers and students. A comprehensive learning experience depends on figuring out how to include meaningful interaction and support within the e-assessment framework.

Achieving a balance between both the advantages and disadvantages of e-assessment, in my opinion, is vital in overcoming the hurdles. By doing this, we can make the most of technology while making sure that students' knowledge and skills are evaluated fairly and thoroughly.

In conclusion, I believe that in this rapidly changing world technology has the potential to completely change how students learn and how teachers transmit knowledge. Students now have access to a wide range of information and instructional tools thanks to the incorporation of technology. They can access a variety of information at their fingertips thanks to online libraries, digital textbooks, and interactive learning platforms, which remove the constraints of traditional classroom settings. Similarly, e-assessment also has the same potential to revolutionize the way we evaluate students by making the procedure more effective, interesting, and personalized. E-assessment can be an essential tool for promoting academic achievement and empowering students for success in the digital age with careful planning, careful execution, thorough consideration of difficulties, and continued professional development.

Lastly ,I had high hopes for learning, development, and self-discovery as I started my E – assessment  course but I had no idea that this trip would far exceed my expectations and impact both my professional and personal life. I am incredibly thankful  to Sushil sir for the priceless lessons I have acquired during the course, the difficulties I have overcame, and the significant influence it has had on my future professional path.

 

 

 

 

Reference: Williamson, S., Schreurs, B., & Lee, M. (2019). Assessment and digital technology in education: an introduction. Routledge.

Ridgway, J., McCusker, S., & Pead, D. (2004). Literature review of e-assessment. Futurelab.