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Learning assessment technology



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  • 1. Learning Assessment Technology John Gingrich
    • Definition
    • History
    • Implementation
    • Closing Thoughts
  • 2. Definition
    • Learning Assessment Technology is used to measure student (or worker) achievement relative to established standards and to track and analyze that data for improved instruction and better performance.
  • 3. History: 1928 Pennsylvania Test
    • Significant milestone in early push for standardized testing.
    • 12 hours, 3,200 items, mostly declarative
  • 4. History: 1937 GRE Graduate Record Exam
    • Knowledge
    • Reasoning
  • 5. History: 1947 Educational Testing Services
    • Goal of fair assessment.
    • SAT’s, Praxis, GME, GRAT
  • 6. ?
    • What other meaningful criteria (such as personal social responsibility - PSR) should be measured, and how?
  • 7. Carnegie Foundation for the Advancement of Teaching (since 1905)
        • Generally accepted standards of achievement.
        • Methods of measuring achievement and holding pupils to performance.
        • Flexibility in educational offerings to maximize each individual’s benefit.
  • 8. History: Late 1970’s
    • Multiple-choice testing not seen as holistic
  • 9. Current Social Trends
    • “Information Economy” requires educated citizens and demand for tracking educational achievement. http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheNewEconomyTechnologyandLear/161826
  • 10. Current Social Trends
    • Govt. and general population pressure on higher ed create “culture of evidence.” http://www.cae.org/content/pdf/A_Brief_History_of_Student_Learning_Assessment_(Shavelson-2007).PDF
  • 11. Current Social Trends
    • NCLB (2002): Era of “high stakes testing.”
  • 12. LAT Potential +’s
    • Accurately identify weaknesses, take corrective actions, advance desired results.
    • Improved alignment with standards.
    • Accessible documentation.
  • 13. Implementation
    • Define organizational assessment goals.
  • 14. Implementation
    • Does assessment promote organization goals?
  • 15. Implementation
    • Testing should align with applicable standards.
  • 16. Implementation
    • Results should guide instruction.
  • 17. Implementation
    • Can results can be easily stored, sorted, and analyzed?
  • 18. Consider Scope http://library.csum.edu/information%20fluency/MCj03030480000%5B1%5D.jpg or Integrated with full curriculum http://www.arcspace.com/books/limited_edition/limited_1.jpg
  • 19. Consider Technical Resources
    • Server
    • Band Width
    • Support
    • Staff
    • Training
  • 20. Consider Pricing Options
    • Per User
    • Per enrolled student
    • Per School
    • District 1 Time
    • Annually
  • 21. Electronic Learning Assessment Resource (ELAR) http://www.clrn.org/elar/search.cfm
  • 22. Potential -’s
    • Significant upfront resource costs
      • Purchase $
      • Infrastructure costs
      • Training
    • Time spent on testing is lost to instruction.
    • Emphasis on testing can skew teaching.
  • 23. The Reluctant Tourist Success for All: Home Screen
  • 24. The Reluctant Tourist Success for All: Let’s Explore
  • 25. The Reluctant Tourist Success for All: I have no classes? Because I’m “Special”?
  • 26. The Reluctant Tourist Success for All: Available Extracts
  • 27. The Reluctant Tourist Success for All: Reading Groups I wonder why the Reading Edge query shows only 12 teachers’ classes?
  • 28. The Reluctant Tourist Success for All: Extract Selected Criteria
  • 29. The Reluctant Tourist Success for All: Extract Tests for Year Here we extracted results for 1 homeroom.
  • 30. The Reluctant Tourist Success for All: My Security Profile
  • 31. The Reluctant Tourist Success for All: Student AYP Elibility (not sure what this means, but no students show up for me)
  • 32. The Reluctant Tourist Success for All: Student Hot List (not sure what this means, but 0 hot listed students)
  • 33. The Reluctant Tourist Success for All: Set Test Targets (not sure who should do what, but no targets set)
  • 34. Reluctant Tourist Musings
    • As a “special” teacher who doesn’t have a homeroom, there doesn’t seem to be an easy way to get much data that would help me improve my teaching. But then, it’s not obvious that this data is being used to improve teaching, either from perusing this site or from correcting open ended math problems on the tests. I am not suggesting that my limited perspective provides meaningful insights into the efficacy of learning assessment technology.
    • If my estrangement from this assessment tool is typical for teachers in my school as I think it is, I think the fault lies with the school leadership.
    • We’ll need many tools to fix our failing school. They’ll help only if tools are used well.
  • 35. Closing Thoughts
    • “Assessment all by itself is an insufficient condition for powerful learning and improvement.” http://www.cae.org/content/pdf/A_Brief_History_of_Student_Learning_Assessment_(Shavelson-2007).PDF
    • Focusing on optimal test results is not the same as focusing on the educational success for all.
    • Properly implemented, LAT can guide instruction to better achieve standards.
  • 36. References
    • http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheNewEconomyTechnologyandLear/161826
    • http://www.cae.org/content/pdf/A_Brief_History_of_Student_Learning_Assessment_(Shavelson-2007).PDF
    • http:// www.answers.com /topic/educational-testing-service