How the following technology supported approaches can be used to enhance assessment of ESD
– Online discussion/blogs: Forums, chats and blogs allow students to discuss important topics which would not be possible to exhaustively cover in a traditional classroom due to mainly time limitations. Learners exchange and discover new ideas on any given topic. A teacher can draw conclusions based on what new knowledge and ideas the learners bring forth…leaners too can conclude on issues under discussion and assess how much information they have gained from others. This enhances their competences and skills on the topic under discussion.
– Blended Learning Assessment: This is another important assessment tool in education for sustainable development. Much as the online information is factual, some of it requires confirmation and proof through a face-to-face interaction. Knowledge gained if rich as it is backed with lived experiences and researched work done by other people. A mixture of the two brings about education which is sustainable to the learners.
– Online Project based Learning: Learners are able to give vivid illustrations on their projects as they research and use online affordances which can help provide accurate pictures, videos, diagrams, and any other simulations that bring about learning to ‘life-size’, so to say. The presentations of projects are closer to reality as much tools are combined from a number of online resources. Reference is also made with similar projects in order to improve one’s project and create added knowledge that is sustainable in nature.
– e-Portfolio: The use of online tools and websites would enrich one’s collection of useful information on specific subjects. The internet today has made it possible for learners to not just use text to explain concepts but also use simulations and or illustrations that speak volumes on a particular topic. One may have a range of pictures/photos from other sources, videos on the same topic, audios to supplement his/her voice overs on PowerPoint presentations, etc. All these can be revisited each time a particular topic they cover is taught or learned. Moreover, the cloud is used as storage for such e-portfolios, which also may not be lost as long as one is connected to the internet…they are accessed as need be with internet availability.
– Question Mark Perception: This enables the teacher to create questions and organize them into exams, surveys, tests or even quizzes. A very good affordance which lessens the leaking of exams or tests or any other assessment. This means creating integrity in the assessment given at any time.
– Podcast: another digital affordance that allows both the learner and teacher to store information that can be used to learn asynchronous mode. It encouraged self-paced or peer-to-peer learning as information and knowledge can be listened to as an individual or with others, at their own time, through mainly social media or any ICT gadget.
– Online/Typed Exams: This assess individual abilities as they are on spot exams/assessment. These do not give room for further consultations on the topic being assessed but judges the learner instantly on what they know at that time. Sometimes instant feedback is given there and then, which allows learners assess what they know on a particular topic or curriculum. This affordance also allows the teacher to create rubrics which guide assessment of a particular concept. The learners are equally guided on what and how they are expected to respond to the task.
Through the ICTs and online tools in learning, a much more sustainable learning environment is created. Paper based learning and assessment entails destroying tree life in order to produce paper and pencils. The use of ICTs and online/offline tools creates a green and clean education for sustainable environment as work is almost all stored in the cloud and ICT gadgets.