IV. Assessment and Evaluation
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
| Standard | A: Teachers apply technology in assessing student learning of subject matter using a variety of assessment techniques. |
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I enjoy using the KITE database because it consists of examples of how other teachers have integrated technology in their classroom. To assess learning, I chose a case in the KITE database that was similar to learning found in my computer lab and involved computers, the Internet and software. When I assessed the types of learning in the case, KITE Assessment Worksheet - .rtf (64 kb), such as active, constructive, intentional, authentic and collaborative learning, I found that it had a variety of strengths and weaknesses. However, by using unbiased judgment and comparing the situation to mine, I could determine ways that I could improve aspects of learning in my classes. It was a very successful comparison and I will use it again to assess and improve learning.
I created a Performance Assessment - .rtf (40 kb ) for a collaborative activity in multimedia class. During the activity the students are to use presentation software (Adobe Photoshop) to design a poster. I outlined the cognitive processes and collaborative skills that were included in the lesson and constructed a collaborative skills rating scale and a scoring rubric. Steps in the assessment include structure, motivation, coaching, independent work and a debriefing. Along with the assessment I included reflections of my thinking as I wrote the lesson plan. It was an very valuable exercise that helped me to pinpoint what I was trying to deliver and what I expected the students to learn as well as how I would assess their learning. I will continue to use this format using the reflection technique often.
| Standard | B: Teachers use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.. |
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An example of using technology resources to collect and analyze data is found in Online Tools for Assessing Higher Order Thinking and Problem-Solving - .rtf 8 (kb). I have based it on a Webquest devised by another teacher called “Web Design 101”. As the students navigate through the activity, which is studying the technology behind web page production, they will be using many higher order skills and creativity including prior knowledge, problem solving, reflection, and metacognition in addition to social skills. In the assessment I have created an analysis of the skills students will learn and determined that they are valuable in the development of higher order thinking skills.
I collected and analyzed data from a submission in the KITE database. I chose the case because it was similar to the learning found in my computer lab and involved computers, the Internet and software. I assessed the types of learning in that case, Technology Usage Assessment Worksheet - .rtf (62 kb), such as active, constructive, intentional, authentic and collaborative learning. When I interpreted the results, I found that it was lacking in some aspects but by making the comparison I determined that I could use that situation to improve learning situations in my classroom. The KITE database will continue to be a source to me because it is such a tremendous technology resource and helpful to me in judging my own planning.
| Standard | C: Teachers apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. |
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I wrote a WebQuest that for a high school multimedia class where students are expected to retrieve information from the Web links provided and answer questions. It is an example of applying multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. As they do their work, I can assess their use of the technology. Also, the students acquire experience using the technologies involved and communicate through images and writings that they share with others.
In viewing the Performance Assessment - .rtf (40 kb ) I created regarding a lesson plan I designed for a high school multimedia class, students use a computer, software and a printer to design concepts for a yearbook poster. During the tasks they will collaborate with others and use several cognitive processes both to create the design and to defend why they chose the concepts they illustrate in their posters. Presumably, the best of the posters would be posted in the halls, display case and lunchroom to be shared by the rest of the school.