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 implementa¬tion of screen-capture assignments to assess computer maintenance skills. The sample consisted of 28 students enrolled in computer hardware and software mainte¬nance 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.
Index Terms—Assessment, performative and authentic assessments, screen-capture technology.
Sameh S. Ismail is with Curriculum & Instruction Department, College of Education, Sultan Qaboos University, Oman & Educational Technology Department, College of Education, Cairo University, Cairo, Egypt (e-mail: email@example.com).
Shubair A. Abdullah is with Instructional and Learning Technology Department, College of Education, Sultan Qaboos University, Oman (e-mail: firstname.lastname@example.org).