August
opinion 2010
s teachers living and educating in the midst of the digital
revolution, it is our responsibility to keep up with the
times, to experience and incorporate new technologies
into our teaching as they arrive in the hands of the
students we educate. Just as the printing press revolutionised
education in the past, the digital revolution is currently having an
unparalleled impact on education in the present (Head, 2009).
This revolution is taking a firm hold on the education sector and
wider society. It is a ubiquitous part of everyday life for the students
we teach, and it is unfolding at a rapid pace. Even the most ardent
devotees of the written word, the most
passionate of expensive pen collectors, and
the most die-hard first edition hard cover
book readers must accept and embrace the
In the area of student
inescapable presence and influence of assessment, ICTs are
digital media.
glaringly absent.
Teachers and schools are increasingly
integrating new technologies into their
pedagogies (Law, Pelgrum, & Plomp, 2008). The availability of
computer technology for educational use has expanded rapidly in
recent years (Marsh, 2004). Current issues centre around best
practice, which ICTs to use, and the extent to which these
technologies are actually leading to positive educational outcomes.
Research studies show that combining ICTs with traditional
instruction can enhance and amplify existing curricula, resulting in
higher test scores, quicker learning, greater retention, and higher
motivation levels (Tinio, 2003).
Though ICTs are generally being included more and more in
Australian schooling, they are not yet being incorporated
holistically. In the area of student assessment, ICTs are glaringly
absent. If teachers are embracing ICTs as an integral part of the
learning process, why aren’t these technologies utilised as part of
the assessment process?
Teachers work hard to prepare students for the future by helping
them learn about and become comfortable with new technologies.
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By using ICTs as tools in successful teaching and learning, students
are developing greater digital literacy levels and integrating
personal, educational, and vocational learning experiences.
Therefore it makes sense to adjust assessment methodology to
reflect these pedagogical changes. More and more, students will
expect technology to be included as part of the assessment process
(Bennett, 2002).
Education professionals have been struggling for years to find ways
to overcome the rigid and limited forms of assessment that have
become such an educational institution. The “learn-study-
regurgitate” cycle has many drawbacks, discussed and scrutinised
at length over the last 20-30 years. Exams
form the major hurdle for any student
looking to further their opportunities for the
future, so teachers will inevitably teach to
the test. With the introduction of NAPLAN
this cycle is at risk of being further
perpetuated and ingrained. However,
neither employers nor society as a whole
desire a population of exam-passing machines (Head, 2009). Rather,
it is desirable to produce well-rounded individuals, ready and able
to succeed in a modern and ever-changing world. Technology is
now pervasive in the workplace, and there is demand for workers
skilled in the use of computers (Bennett, 2002).
If educators are teaching to the test, and the test still consists of
traditional written responses, how can we expect teachers to start
integrating ICTs into the learning process? In order to make
changes to the way we teach, we must first look toward the way that
we assess. If assessment is our best gauge of student learning, let’s
make our assessment reflect what we want students to achieve.
Fundamental change in the way we assess students is the best
vehicle through which we can encourage educators to change the
way they teach, giving students everywhere an educational
experience more relevant to the modern, digital age. We have the
potential to finally adjust the “learn-study-regurgitate” pattern that
has been the status quo for so long.
Continued over page >
 August
opinion 2010

Computer-based assessment has a number of issues which will need

to be overcome in order for this form of assessment to succeed in
the long term. Web-based assessment (making up much of
computer-based assessment) has a number of drawbacks including
the risk of student academic misconduct and the possibility of
network failures mid-exam (Heid, J., Bauch, M., Garde, S., Hess, F.,
References
Bennett, R.E. (2002). ‘Inexorable and inevitable: The continuing story of
technology and assessment’, Journal of Technology, Learning and
Assessment, Vol. 1, No.1, p.2-23.

Haag, M., & Leven, F.J., 2007).

New software has recently been developed at the Heidelberg
University addressing the second of these issues. This new software
successfully eliminates the network failure issues associated with
web-based assessment. During the trial period for the software, all
database issues were successfully resolved and any lost data fully
recovered using the software’s video and log files (Heid, et. al,
2007).
Dr. Andrew Fluck, a lecturer in IT at the University of Tasmania, has
been developing an exam shell which can be loaded onto a
computer (via CD or USB) and effectively takes control of that PC for
the duration of the exam (Head, 2009). Such an application would
mean that students can complete exams on a laptop or PC and
precludes issues of academic misconduct. The application will mean
that teachers can include multiple media formats in their
examinations, enriching the assessment process. The availability of
student performance assessment software is rapidly increasing
(Norton & Wiburg, 2003) and programs are available that create a
variety of rubrics.
Head, B. (2009). Put to the test. Education Review (Technology Guide),
October 2009, p.iii.
Heid, J., Bauch, M., Garde, S., Hess, F., Haag,M., & Leven, F.J. (2007). The
Need for Secure Computer-based Assessment-Software. In Kuhn, K., Warren,
J., Leong, T. (Eds.), Medinfo 2007: Proceedings of the 12th World Congress
on Health (Medical) Informatics; Building Sustainable Health Systems.
Amsterdam. Retrieved July 28, 2010 from
http://search.informit.com.au/documentSummary;dn=787056112693872;res=I
ELHSS
Hodgson, P. (2005). The pathway to enriching teaching and assessment with
technology. In Brew, A., & Asmar, C. (Eds.), 'Higher education in a changing
world’ : proceedings of the 2005 Annual International Conference of the
Higher Education Research and Development Society of Australasia
(HERDSA) (pp. 192-199). The University of Sydney, Australia.
Law, N., Pelgrum, W., & Plomp, T. (2008). Pedagogy and ICT Use in Schools
Around the World: Findings from the IEA SITES 2006 Study. Comparative
Education Research Centre, The University of Hong Kong.
Marsh, C. (2004). Becoming A Teacher: Knowledge, Skills and Issues (3rd
ed.). Pearson Education Australia.
Norton, P., & Wiburg, K.M. (2003). Teaching with Technology (2nd ed.).
Thomson/Wadsworth, Belmont, California.

Tinio, V.L. (2003). ICT in Education. United Nations Public Administration

Ability levels in a wider range of knowledge and skill areas can be Network, e-Primers Series. Retrieved July 30, 2010 from
assessed through the use of learning technologies (Hodgson, 2005). http://unpan1.un.org/intradoc/groups/public/documents/unpan/unpan037270.p
In addition, new technologies can provide prompt feedback to df

students, solidify concepts during the learning process,

demonstrate skills and knowledge in a broad range of contexts, and
provide evidence of student achievement that cannot be collected
using conventional assessment methods (Hodgson, 2005).

With the increased availability of ICTs in the education sector,

comes increased responsibility on the part of the teaching
profession. We must not only ensure our students become educated
and comfortable with using technology in various contexts, but also
fundamentally shift the way we assess students to reflect these
pedagogical goals. In doing so, we will be providing the catalyst for
universal positive change in the use of ICTs in education.

Jason Tolmie is an education student at the University of Canberra,

studying to be a secondary PDHPE teacher. Jason has been working
with students in various capacities since 2008.

Today’s Teacher