Abstract
Assessment has always been fundamental to teaching as it aims to gauge the impact of the teaching on students learning. The current assessment in teaching computer literacy is objective assessment that focuses on making it intentional, informative, and formalized. Although this assessment is the best way when assessing large groups of students at one limited time, it has a drawback of being limited to check the knowledge of understanding terminology and recalling steps of a particular process. This study introduces a screen-capture technology based approach to performative and authentic assessment. It involved design and implementation of screen-capture assignments to assess computer maintenance skills. The sample consisted of 28 students enrolled in computer hardware and software maintenance classes. Data from students was collected through a multi-modal student survey and a semi-structured interview. The results analysis has indicated that screen-capture performative assessment promotes students’ engagement and learning level of solving real-world problems.
Highlights
Many recent research suggests an increasing attention in the use of screen-capture technology in the classroom [1], [2]
The purpose of this study is to examine the efficacy of using screen-capture technology as authentic assessment in teaching computer hardware and software maintenance
This study addresses the following research questions: 1) Do students find that using screen capture to assess their work is effective and authentically reflects their level? 2) Do students believe that their level in accomplishing tasks associated with the assignments improved due to the use of screen capturing technology?
Summary
Many recent research suggests an increasing attention in the use of screen-capture technology in the classroom [1], [2]. A traditional assessments refer to written testing, such as multiple choice, matching, true/false, essays, etc., and must typically be completed by students within a specific amount of time. This assessment is the best way when assessing large groups of students at one limited time, it has a drawback of being limited to check some kinds of knowledge such as the understanding terminology and recalling steps of a particular process [5]. The performative and authentic assessments are among the alternatives suggested to mainly focus on students’ application of knowledge and skills in real-life settings, such as having students take part in completion of a real-world task
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