UNIT III
ICT in Teaching-Learning
& Assessment
Part 2 — Sections D · E · F
E-Portfolios · Online & Offline Assessment Tools · ICT for CCE
Course 5.6: ICT in Education | NEHU, Shillong | B.A.B.Ed / B.Sc.B.Ed
ROADMAP
What This Part Covers
D
Electronic Portfolios
Concept and four types of e-portfolios, and the tools used to build them.
E
Assessment Tools
Rubrics, survey tools, puzzle makers, test generators, reflective journals & question banks.
F
ICT for CCE
How ICT operationalises Continuous & Comprehensive Evaluation across scholastic and co-scholastic domains.
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D · ELECTRONIC ASSESSMENT PORTFOLIO
What Is an E-Portfolio?
A purposeful, digital collection of a learner’s work, reflections, and evidence of achievement, gathered over time and organised to demonstrate learning, growth, or competence to a particular audience.
Unlike a single test score, an e-portfolio captures process as well as product — giving a far richer picture of a learner’s development than a one-time examination.
WHAT IT CAPTURES
Drafts & Revisions
Reflective Commentary
Multimedia Artefacts
Teacher/Peer Feedback
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D · ELECTRONIC ASSESSMENT PORTFOLIO
Four Types of E-Portfolios (1 of 2)
1
Developmental / Working
A continuously updated, work-in-progress collection documenting growth over time; includes drafts, corrections, and dated entries so progress can be tracked.
2
Showcase / Presentation
A curated selection of a learner’s best work, assembled to present competence to an external audience — e.g., prospective employers, admission panels, or parents.
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D · ELECTRONIC ASSESSMENT PORTFOLIO
Four Types of E-Portfolios (2 of 2)
3
Assessment
A structured collection aligned to specific learning outcomes or standards, used by teachers to evaluate whether defined competencies have been achieved; often accompanied by rubrics.
4
Reflective / Process
Centres on the learner’s own reflective commentary on their learning journey — challenges faced, strategies used, and insight gained — alongside the artefacts themselves.
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D · ELECTRONIC ASSESSMENT PORTFOLIO
E-Portfolio Tools (1 of 2)
Google Sites / Drive
Free · Simple
Free and simple to set up, suitable for both developmental and showcase portfolios in resource-limited settings.
Seesaw
School-Level
Designed for school-level learners; allows photo, video, and text entries with teacher and parent feedback.
Mahara
Open-Source
An open-source e-portfolio platform widely used in higher education, often integrated with Moodle.
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D · ELECTRONIC ASSESSMENT PORTFOLIO
E-Portfolio Tools (2 of 2)
WordPress / Blogger
Blog-Style
Blog-style platforms with dated, chronological entries — well suited to reflective/process portfolios.
Padlet
Flexible Board
A flexible digital board useful for quick, low-effort portfolio-style collections of multimedia artefacts.
PRACTICUM LINK
Student teachers can build their own teaching-practice e-portfolio using any of the tools above — including lesson plans, classroom photographs (with appropriate consent), reflective journal entries, and feedback received from mentor teachers.
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E · ONLINE & OFFLINE ASSESSMENT TOOLS
A Toolkit Matched to Purpose
A competent technology-using teacher draws on a repertoire of assessment tools matched to purpose — formative or summative, individual or group, cognitive or affective. The six categories below, prescribed in the syllabus, are unpacked one by one on the following slides.
Rubrics
Survey Tools
Puzzle Makers
Test Generators
Reflective Journals
Question Banks
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E · ASSESSMENT TOOLS
Rubrics
STRUCTURED SCORING
A scoring guide that lists criteria for a piece of work along with descriptions of performance at each level of quality. A holistic rubric assigns a single overall score; an analytic rubric scores each criterion separately, giving more diagnostic detail.
TOOLS
WHEN TO USE IT
Reusable across projects, presentations, and portfolios — wherever a teacher needs consistent, transparent scoring criteria for both teacher and learner.
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E · ASSESSMENT TOOLS
Survey Tools
STRUCTURED FEEDBACK
Tools that allow teachers to collect structured feedback, conduct quick opinion polls, or gather background information about learners efficiently, with automatic tabulation of responses.
TOOLS
WHEN TO USE IT
Equally useful for gathering formative feedback on teaching (“exit tickets”) and for administering longer questionnaires as part of action research.
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E · ASSESSMENT TOOLS
Puzzle Makers
VOCABULARY REVISION
Tools that let a teacher type in a list of terms and clues and automatically generate crosswords, word searches, or cryptograms for review.
TOOLS
WHEN TO USE IT
Used sparingly, these turn vocabulary or terminology revision into a low-stakes, engaging activity — particularly effective as a warm-up or closure task.
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E · ASSESSMENT TOOLS
Test Generators
OBJECTIVE TESTING
Tools that allow teachers to create objective-type tests — multiple choice, true/false, short answer — with automatic scoring, instant feedback, and item-level analytics.
TOOLS
WHEN TO USE IT
Especially useful for frequent, low-stakes formative checks that would be too time-consuming to mark by hand, showing which questions learners found difficult.
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E · ASSESSMENT TOOLS
Reflective Journals
METACOGNITION
A running record in which a learner (or a student teacher during practicum) writes periodic entries about their learning experience — what was learned, what was difficult, and what to do differently.
TOOLS
WHEN TO USE IT
Allows easy dating, searching, and, where appropriate, teacher commentary; directly supports the metacognitive habits of self-regulated learning.
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E · ASSESSMENT TOOLS
Question Banks
REUSABLE ITEMS
An organised repository of test items, typically tagged by topic, difficulty, and question type, from which teachers can draw to assemble tests without writing every item afresh.
TOOLS
WHEN TO USE IT
Supports item reuse, consistency of standard across sections or years, and — when items are tagged carefully — assembly of tests targeting specific outcomes.
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E · ASSESSMENT TOOLS
Summary: Purpose-Matched Toolkit
Purpose | Category | Representative Tools |
Structured scoring of extended work | Rubrics | Rubistar, iRubric |
Collecting feedback / structured data | Survey Tools | Google Forms, Microsoft Forms |
Engaging vocabulary/terminology revision | Puzzle Makers | Discovery Ed. Puzzlemaker, Crossword Labs |
Quick formative or summative objective testing | Test Generators | Google Forms Quizzes, Quizizz, Kahoot!, Socrative |
Metacognitive self-assessment over time | Reflective Journals | Blogs, Google Docs, LMS journals |
Reusable, tagged repository of test items | Question Banks | Moodle question bank, institutional item banks |
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F · ICT FOR CCE
What Is CCE?
A school-based assessment approach — prominent in the Indian context following the National Curriculum Framework (2005) and operationalised by boards such as the CBSE — that evaluates learners on both scholastic and co-scholastic dimensions.
Continuous
Spread across the year, not confined to a single terminal examination.
Comprehensive
Covers cognitive, affective & psychomotor domains, combining formative with summative assessment.
ICT tools support CCE by making frequent, low-effort record-keeping and multi-dimensional evidence-gathering feasible for a teacher handling a large class — impractical with paper records alone.
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F · ICT FOR CCE
How ICT Supports Each Component (1 of 2)
Formative Assessment
Quizizz, Kahoot!, Google Forms quizzes, Socrative — frequent, low-stakes checks for understanding across the term.
Summative Assessment
LMS-based tests (e.g., Moodle), digital question banks — periodic, structured tests of cumulative learning.
Co-Scholastic Evaluation
E-portfolios, observation checklists in spreadsheets, Seesaw — recording participation, life skills, attitudes, and values over time.
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F · ICT FOR CCE
How ICT Supports Each Component (2 of 2)
Record-Keeping & Reporting
Spreadsheet-based gradebooks, LMS gradebooks (Moodle, Google Classroom) — aggregating scores into a cumulative, multi-dimensional profile.
Self- & Peer-Assessment
Online rubrics (Rubistar/iRubric), reflective journals, peer-review forms — involving learners in judging their own and others’ work against criteria.
Together, these five components let ICT make CCE practical for a full class across a full academic year — not just an aspiration on paper.
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F · ICT FOR CCE
CCE in the Indian Context
DIKSHA
Digital Infrastructure for Knowledge Sharing — curated digital content and assessment resources that can be mapped to CCE requirements.
SWAYAM
National platform offering courses and resources that support teacher and learner development.
A simple, teacher-maintained spreadsheet or LMS gradebook is often sufficient to bring scattered evidence into one continuously updated learner profile.
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REFERENCE
Glossary of Key Terms
TPACK
The integrated knowledge a teacher needs to teach specific content, to specific learners, using technology effectively.
TIM
Technology Integration Matrix — a 25-cell framework crossing five characteristics of meaningful learning with five levels of integration.
CAI
Computer-Assisted Instruction — software, often behaviourist in design, used to deliver instructional content and practice.
E-Portfolio
A purposeful digital collection of a learner’s work, reflections, and evidence of achievement, gathered over time.
Rubric
A scoring guide describing criteria and levels of quality used to assess a piece of work consistently.
CCE
Continuous and Comprehensive Evaluation — school-based assessment covering scholastic and co-scholastic domains across the year.
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PART 2 · RECAP
Key Takeaways
1
An e-portfolio captures process as well as product; developmental, showcase, assessment & reflective types serve different audiences and purposes.
2
Rubrics, survey tools, puzzle makers, test generators, reflective journals & question banks together form a purpose-matched assessment toolkit for both formative and summative work.
3
ICT makes frequent, multi-dimensional record-keeping feasible — operationalising CCE across scholastic & co-scholastic domains for a full class, all year.
Course 5.6: ICT in Education | NEHU, Shillong | Unit III Complete
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