Lecturer, Zainoenisa Allie made use of various eTools within iKamva to supplement her teaching practices for 3rd year Method of General Science(GSM 301) students. The module focuses on equipping students with skills and knowledge to become a Senior Phase Educator (Grades 7-9).
The lecturer has made use of the Course Resources, Lessons, Tests & Quizzes and Dropbox eTools for teaching, learning and assessment purposes.
Preparatory resources and reflective lesson space:
The lecturer created a structured space to provide students with resources to assist in the preparation for their compulsory micro-teaching andteaching practical. These freeware resources included Siyavula Science textbooks for Grades 7-9. In addition, the students were given access to Curriculum and Assessment Policy Statements (CAPS) and referencing guides for assignments.
Subsequent to the micro-teaching, students were required to engage in self-evaluation and peer evaluation activities. The Lessons eTool was used as a reflective space where students could provide the lecturer and their peers with this feedback.
Online assessment spaces:
The online test consisted of 29 multiple choice questions (MCQs), some of which required a student to provide a rationale for specific answers. The test incorporated negative marking of 0.5 points per incorrect answer. Students were also provided with a data sheet and could use a non-programmable calculator.
Furthermore, students were required to complete an online evaluation of the test which provided the lecturer with an understanding of students’ experiences and their expectations. **The lecturer arranged for this online test to be conducted in a controlled environment on campus.
Moreover, students were expected to submit an assignment in their Dropbox folder on iKamva. The Dropbox eTool automatically creates a folder for each student allowing for sharing of documents between the student and lecturer.
The implementation of these eTools contributes to an interactive blended learning environment and assists students in preparation for assessment and teaching practicals.
Contact the CIECT Team to create a blended teaching-and-learning environment which supports your teaching practices.
The iKamva platform can be utilised for both formative and summative assessments by making use of various eTools. The Tests & Quizzes eTool allows for a variety of question types, including Multiple Choice Questions (MCQs). The MCQ type can be used to assess students’ knowledge, understanding, skills and abilities by incorporating lower, middle and higher order thinking questions, as set out in Bloom’s Taxonomy. MCQs designed in this manner, should allow for effective evaluation of students’ assimilation and comprehension of course content.
MCQs require that students select one or multiple correct answers from a list of choices. An effectively designed MCQ test should challenge students’cognitive processes (levels of thinking); and can be further developed to allow for randomisation and the integration of question banks.
Question banks can be set up to differentiate between concepts, themes and sections; and a set number of questions can be randomly drawn from the pool. This will ensure that each student’s assessment varies. This form of assessment has been used by lecturers at UWC across disciplines as both formative and summative assessment. If appropriately constructed, MCQs can assess performance at ‘higher order levels of thinking’. However, the onus is on the subject-matter expert to consider effective design aimed at targeting various cognitive levels as set out in Bloom’s Taxonomy (Tiemeier, Stacy & Burke, 2011: 1).
Contact the CIECT Team to assist in the design and development of online formative and summative assessments.
Lecturers Delphine Sih and Jennifer Cornelissen makes use of the iKamva platform to support 46, Health, Development and Primary Health Care[HDP116] – Nursing students.
Formative and summative assessments were designed and developed, making use of eAssessment tools within iKamva.
Formative Assessment space:
Students were expected to complete an individual assignment. This assignment was developed and placed within iKamva, with clear instructions and expectations. In addition, a rubric was developed to guide student writing and improve the quality, focus and attention of the assignment. The rubric included the structure/outline of the assignment, as well as the mark allocation for each section.
Furthermore, the lecturer and students also engaged in other formative assessments such as class presentations, a class test and a group assignment.
Summative Assessment space:
The final examination was designed within the iKamva platform through the use of various question types. The exam was divided into four (4) sections and included, Matching and Short Answer/Essay type questions. Students were expected to list, describe, define and explain variousconcepts and models linked to the discipline; consisting of different mark allocations.
**Prior to the online exam, the lecturer also shared past question papers to assist students with preparation and revision.
Contact the CIECT Team to assist in the design and development of formative and summative assessments within your online environment.
The Institute for Post-School Studies (IPSS) contacted the CIECT Team to discuss the use of eTools to support learning and teaching practices. The lecturers are able to meet with the students during block week sessions and further engage through online activities.
An online environment was created within iKamva for the ‘PG Dip: Technical Vocational Education & Training (TVET)’ Programme. The programme employs a rigorous methodology of reflective practice, supported by the use of online Lessons, Discussion Forums, Assignments and Course Resources.
Furthermore, the eTools are directly linked to the assessment criteria for formative and summative purposes; including – theory essays, reflective practice assignments and relevant practicals.
Structured online lessons:
The lecturers created a space whereby module content could be explored through a variety of digital media components. The modules are structured according to weeks, to include sections such as “warm up, introduction, core readings, supplementary readings, questions, tasks and lesson notes”. The lecturers provided students with videos, PowerPoint presentations, articles and online discussions that students are expected to engage in.
Online reflective & assessment spaces:
Students are also expected to explain and elaborate on their understanding of content through online discussions and submitting assignments; allowing lecturers to evaluate student progress.
Contact the CIECT Team to create a blended learning environment which supports your learning, teaching and assessment practices.