Assessment with and of Technology

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Assessment with and of Technology
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3 Phases of the Instructional Sequence
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Technology as the Focus

• To determine if the purchase of computers was a
  good investment.
• the number of computers in classrooms
• the number of contact hours with computers
• the attitudes teachers and students have toward
  technology
• teacher and student skill levels
• To measure a students ability to use a computer
• checklists based on national, state, local
  standards
• informal observational manner
• deliberate performance tasks

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Technology as a Data Collection Tool

• Computer-based tests
• ease accuracy of scoring large quantities of
  tests
• students can take the tests when where they
  want
• feedback is individual and immediate
• not higher order thinking skills
• Teacher-developed or web-based
• Live direct data entry
• eInstruction Pads

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Technology as Quantitative Analysis Tool

• easily enter student names and grades
• insert records for new students into alphabetical
  order
• modify grades if assignments are resubmitted
• perform computational functions
• write formulas to perform more complicated
  calculations
• represent scores graphically

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Data-Driven Decision Making

• Disaggregate (sort) test data by various
  categories (race, ethnicity, gender, disability
  status, migrant status, English proficiency and
  economically disadvantaged status)
• Arrange test scores to identify weak objective
  areas.
• Provide data to campuses by teacher
  (previous/present year).
• Principals and assistant principals will
  conference with each teacher concerning test
  scores.
• Your district should provide training on
  disaggregating data, understanding patterns, and
  linking data to instruction
• Your responsibility will be to know how to read,
  understand, and manipulate the data

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Technology as Qualitative Recording and Analysis
Tool

• numbers cannot tell the complete story of a
  learner
• use word-processed notes as reminders when
  reporting to parents
• search text of anecdotal records by keywords
• create database record for each child
• scroll through a student's record to track
  patterns
• merge records into word-processed documents to
  create instant parent reports
• develop note-taking practices that work with
  technology-based record keeping

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Content as the Focus

• Student learning through collaborative team
  projects cannot be assessed using traditional
  methods
• conferences with students, anecdotal records,
  observation
• Separating the content goals from the technology
  goals
• Focus on content first
• Set clear goals for content and technology
• Rubrics can strengthen assessments
• assist teachers in making decisions about student
  skills, abilities, and attitudes
• students know ahead of time what will is expected

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Content as the Focus

• Rubric Resources
• Kathy Schrock's Guide for Educators on Assessment
  Rubricshttp//school.discovery.com/schrockguide/
  assess.html
• Rubistar http//rubistar.4teachers.org/index.php
  .

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Portfolio Assessment

• A window into a students head
• Broad timeline of learning
• Portfolios should
• Demonstrate self-reflection
• Involve student in selection of artifacts
• Show growth
• Be able to be used for multiple purposes
• Working
• Presentation

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Portfolio Assessment

• Traditional educational portfolios
• notebooks, binders, boxes, shelves,
• Electronic portfolios
• word-processed writing examples
• Spreadsheets
• scanned writing or drawing
• digital photos
• videos of performances or actions
• audiotaped narration reading
• multimedia projects

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Think about Assessment from the Beginning