Technology Integration for Meaning Classroom Use: Chapter 7 - Assessment and EvaluationPresentation Transcript
Technology Integration for Meaningful Classroom Use: A Standards-Based Approach Instructor’s Guide Chapter Seven ASSESSMENT AND EVALUATION
Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S. Teachers:
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
In this chapter, you will:
Develop assessments and scoring practices that are aligned with content and technology standards.
Incorporate a variety of appropriate technology-based resources for assessing learning into your instruction.
Use technology applications to communicate student performance data and report this evidence to parents, administrators, and other stakeholders.
Use data from multiple measures and resources to assess student use of technology as required by the NETS-S.
Assessing Student Learning
Assessments that Promote Learning
involve sharing learning goals with students
aim to help students know and recognize the standards for which they are aiming
involve students in self-assessment
provide feedback that leads to students recognizing their next steps and how to take them
are based on the belief that every student can improve
involve both teachers and pupils reflecting on assessment data (Assessment Reform Group, 1999, p. 7)
Outcome feedback : knowing whether a response is correct or not, is the simplest and most common type of feedback, but it provides little guidance to students
Cognitive feedback : refers to feedback that helps students develop a better understanding of what is expected for performance, how their current understanding or skill levels compare to those expectations, and how they might improve their performances
The standards and objectives make up the curriculum that your state asks you to teach.
Curriculum alignment means you must develop lessons that are matched to the standards and create or select assessments that allow students to demonstrate content mastery.
Audience : (who) is the learner
Behavior : (what) skill, knowledge, or attitude to be demonstrated
Condition : (when/where) circumstance under which they will be demonstrated
Degree : (how much/well) the criteria that specify the acceptable level of performance or knowledge required
Assessment Formats and Technologies that Support Them
Forced-Choice Assessment Formats
Question formats include...
Quick to administer and score
Items readily developed or obtained
Rapid data collection, analysis, and reporting
Best used for lower levels of cognition
Technologies for Forced-Choice Assessment Formats
Scannable test forms
Personal response systems
Open-Ended Response Formats
Used to tap higher-order thinking skills
Question formats include...
Little time to develop
Take longer to score than forced-choice responses
Technologies for Open-Ended Response Formats
Communication and collaboration tools
Chat, instant messaging or texting
Multimedia and web-based software
Audio and video responses
Blogs and Wikis
Demonstrate mastery through performance
All content areas that require oral communication skills or the development of psychomotor skills in conjunction with other content knowledge, such as sports, the fine arts, and many lab sciences.
Quickly extend rudimentary skill to demonstrate complex behaviors based on personal values and creativity.
Digital video and audio
Well suited for formative purposes.
Authentic Assessments (Wiggins, 1998)
Judgment and innovation
“ Do” the subject
Wide range of skills
Feedback, practice, and second chances
Technologies to Support Performance- and Project-Based Assessment
Portfolios and work samples
Scoring Expectations and Practices
Rubrics (degrees of scale defined to demonstrate different levels of quality) and
Checklists (indicate if parameter or skill is present or not)