Date
16 August 2020

Digital assessment

Suggestion for implementing the strategy ‘Support assessment and exams, including NCEA’

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Identify potential barriers

Identify potential barriers

When designing assessment tasks, consider the barriers for learners that are created by:

  • text-heavy assessments
  • multiple-choice assessments (paper-based or online)
  • online assessments
  • time restrictions
  • writing tools
  • unfamiliar layout
  • length of assessment
  • losing key contrast and information when diagrams are printed in black and white
  • poorly put together resources and materials, for example, cluttered presentations, hard-to read diagrams, unclear layout, documents provided only in hard copy
  • possible hidden barriers in the physical environment, for example, unfamiliar environments, difficult layout, poor lighting and temperature control.

Digital assessment

Digital assessment

Use technology options to support assessment.

When designing and using standardised assessments, consider:

  • using digital assessments that can be personalised and adjusted by learners, for example, by changing the font size and layout
  • assessments that can be used with text-to-speech options such as Read&Write
  • using built-in options available in online PAT and STAR assessments, supporting learners with dyslexia.

Self-assessment

Self-assessment

Consider how technology can be used by learners to assess their own learning.

Encourage self-advocacy

Encourage self-advocacy

Matt reflects on technology, partnerships with teachers, and self-advocacy.

Work with your learners to ensure digital tools are utilised for assessments.

Next steps

More suggestions for implementing the strategy “Support assessment and exams, including NCEA”:

Return to the guide “Technology tools for learning”

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