Assessment of Digital Literacy Skills

1 Understand the principles and methods of the assessment of digital literacy skills.
Using Windows Movie Maker

2 Be able to assess digital literacy learners 2.1, 2.2, 2.4, 2.5
3 Be able to review and improve the use of digital literacy assessment

Review and improve process
Google drawing

Learner 1 Level 1

Session  What is a digital footprint
This session was planned with formative assessment during discussion and a summative quiz to establish that learning had occurred.

The learner was prepared for assessment through the lesson.  An initial introduction created interest in the subject followed by a video to engage and discussion with formative assessment to further develop ideas.  The learner then used existing skills to conduct online research.  Further discussion and formative assessment through the research process allowed for further learning. The summative quiz established the degree of learning that had occurred.

Carrying out research – The learner understood from the introduction and discussion that the web was involved.  The learner demonstrated existing knowledge by stating that a web browser was needed to carry out the research. The learner opened a web browser and navigated to a search engine again demonstrating existing skills.  Class discussion included deciding on the best places to carry out research and the best methods to use. An element of trial and error was used to improve the research results backed up by peer discussion.

Feedback could be made to a whole class by anonymising the names or on an individual basis. The learner could go back over the questions and review their answers.

Feedback of results
Feedback of results

Socrative feedback

The Socrative quiz  (www.socrative.com room Narberth) worked very well.  Firstly accessing the resource was straightforward.  Using link in the OneNote lesson resource or typing the relatively straightforward URL being well within the Level 1 learner’s skills set.  Choosing a customised room name further assisted access.

The questions themselves were mainly true/ false with one multiple choice question.  The questions covered the aspects covered in the introduction and video.  We did a whole class review of the results with the differences treated with respect but discussed to help further enforcing of learning.

By having both formative and summative assessment planned into the session I was able to clearly ascertain that learning had occurred. By reviewing the results and giving feeback I was able to reinforce good practice and strengthen the learning.

I could improve this assessment by increasing the number of multiple choice questions and adding in a short answer option to allow an expanded answer to ensure deep learning had occurred.

Feedback could be improved by sending individual learner pdf reports by email with individualised feedback to each student.

Learner 2 Entry 3

Session  Digital Responsibility
This session was planned with formative assessment during discussion and with a quiz followed by a summative question sent by email.

The learner was prepared for assessment through the lesson.  An initial introduction created interest in the subject followed by resources to engage and discussion with formative assessment to further develop ideas.  The learner then attempted a quiz using existing skills.  Further discussion and formative assessment sought to expand and further learning. The summative question sent by email established the degree of learning that had occurred whilst helping the learner practice their recently acquired digital communication skills.

summative email

At this level the learner needs considerable support and verbal prompts to assist with carrying out the tasks required.  The learner asked questions to check each step.  for example:
Instruction – Log in to Pinterest Learner – Do I need to open my browser?
Yes…. Good ….How are you going to get to Pinterst? Remember what we did last week?
We made a bookmark.  Good, now open your bookmarks
Formative assessment checked and enforced skills from previous sessions and sought to extend skills at a speed comfortable to the learner.

By having both formative and summative assessment planned into the session I was able to clearly ascertain that learning had occurred. The formative assessment also helped to reinforce earlier learnt skills and draw attention to any skills that needed strengthening further.

In this session I used a quiz I found on a website. Whilst adequate in skill having radio buttons and questions of relevance I could have improved on this by making a quiz of my own.  I could have improved on the language of the questions and ensured that all questions used examples directly familiar to the learner.

This learner operating at E3 across literacy, and digital literacy would benefit from spoken rather than written feedback.  Instead of replying by email I could record a short video and put the link in the email.  This feedback would engage more with the learner and make the learner feel more valued.

Screenshots in this post were saved directly to OneDriveand uploaded to the media library.  This saved me opening a second software package and making a jpeg. This is a new process to me – Digital Literacy is an ever changing and improving skillset!