Module 7 - Assessment and Evaluation
In this module, we were challenged with creating an online evaluation tool to determine the effectiveness of the technology tools that we chose for our lesson in Modules 5 and 6. In addition, we were tasked with answering 5 reflective questions about assessments and their place in the classroom.
Technology-Based Assessment for Online Tools
This short assessment was created to determine the effectiveness of the instruction and online tools chosen for the unit from the previous modules. It was created using Google Forms. As explained in previous modules, my district is a Google Apps for Education district and we are moving forward with implementing the use of these tools for all levels (elementary - administration). By using Google Forms for this assessment, not only will I gain the insight into the effectiveness of my training, I will also be modeling how this tool can be used by administrators to gain information with their teachers and students.
Things to Think About (Pg 270)
1. Is assessment really a separate activity from learning? What circumstances may impact whether it is or isn't?
I don'f feel that assessement, used correctly, is separate from learning. It is actually a tool that should guide your instruction. Assessment allows the instructor to determine what content has been mastered and what content might need more instruction. The ideal assessments are standard specific and used frequently to allow students to demonstrate their current level. This provides the information that is needed for effective differentiation. Even end of the year assessments can be used as information gathering tools by the instructor to make necessary changes and adjustments to their material and instruction for the following group of students.
2. How do you use assessment activities as a way to generate feedback that can improve learner performance? After reading this chapter, are there ways you can see how technology can contribute to this?
Technology is (absolutely) an incredible tool for creating assessments that can guide instruction for the benefit of student learning. With the use of many of the sites, apps, and online tools for assessment that allow teachers to receive immediate feedback, it encourages (and makes possible) the use of shorter, more targeted assessments on a more frequent basis. By not waiting until the unit is over to determine if learning occurred, students are able to get targeted instruction and increase learning outcomes.
3. How can you use technology to make assessment activities less threatening to learners, or maybe even a positive experience?
It has been my experience that students seem more engaged and less fearful of assessments that are completed online or on a tablet. Many times these technology based assessments - Google Forms, Socrative, MasteryConnect, etc - are able to be more seamlessly included in the activities and instruction. Students are able to view them as a part of the daily/weekly procedure and not something to "catch" their learning gaps. Because many of these technology tools can grade and report results in real time, teachers are more likely to include them in their schedule. Technology makes it a win-win situation for both teachers and students.
4. What processes do you use to generate your assessment items and activities? Are there other teachers you can collaborate with to (a)pilot test your assessments; (b)help develop forced response items that assess higher-level thinking; or (c)share the development of technology-based assessments?
In our district, we encourage our teachers to use a wide-range of digital assessment tools. The two most common are Google Forms and MasteryConnect. With both of these products our teachers have the ability to collaborate and share assessments. During weekly meetings, teachers discuss best practices and work to develop common assessments so that data can be used to guide their instruction in the coming days/weeks. These products also allow for many question types (multiple choice, short answer, essay, etc) so that all levels of learning can be assessed. In addition to the typical assessment questions, technology allows our students to create products that can demonstrate learning while incorporating creativity, critical thinking and problem solving skills.
5. Does the use of technology-based assessments impact validity and reliability? Does technology help address these? Does it make any difference at all?
I do not think that the use of technology, in of itself, impacts the validity of an assessment. I think that having questions and assessment activities that are directly tied to standards and instruction are the key to having effective evaluations. The use of technology can help with the reliability, however. Having all students take the exact same assessment under the same conditions is definitely easier when technology is in use. The only thing that can change that would be network or device issues.
I don'f feel that assessement, used correctly, is separate from learning. It is actually a tool that should guide your instruction. Assessment allows the instructor to determine what content has been mastered and what content might need more instruction. The ideal assessments are standard specific and used frequently to allow students to demonstrate their current level. This provides the information that is needed for effective differentiation. Even end of the year assessments can be used as information gathering tools by the instructor to make necessary changes and adjustments to their material and instruction for the following group of students.
2. How do you use assessment activities as a way to generate feedback that can improve learner performance? After reading this chapter, are there ways you can see how technology can contribute to this?
Technology is (absolutely) an incredible tool for creating assessments that can guide instruction for the benefit of student learning. With the use of many of the sites, apps, and online tools for assessment that allow teachers to receive immediate feedback, it encourages (and makes possible) the use of shorter, more targeted assessments on a more frequent basis. By not waiting until the unit is over to determine if learning occurred, students are able to get targeted instruction and increase learning outcomes.
3. How can you use technology to make assessment activities less threatening to learners, or maybe even a positive experience?
It has been my experience that students seem more engaged and less fearful of assessments that are completed online or on a tablet. Many times these technology based assessments - Google Forms, Socrative, MasteryConnect, etc - are able to be more seamlessly included in the activities and instruction. Students are able to view them as a part of the daily/weekly procedure and not something to "catch" their learning gaps. Because many of these technology tools can grade and report results in real time, teachers are more likely to include them in their schedule. Technology makes it a win-win situation for both teachers and students.
4. What processes do you use to generate your assessment items and activities? Are there other teachers you can collaborate with to (a)pilot test your assessments; (b)help develop forced response items that assess higher-level thinking; or (c)share the development of technology-based assessments?
In our district, we encourage our teachers to use a wide-range of digital assessment tools. The two most common are Google Forms and MasteryConnect. With both of these products our teachers have the ability to collaborate and share assessments. During weekly meetings, teachers discuss best practices and work to develop common assessments so that data can be used to guide their instruction in the coming days/weeks. These products also allow for many question types (multiple choice, short answer, essay, etc) so that all levels of learning can be assessed. In addition to the typical assessment questions, technology allows our students to create products that can demonstrate learning while incorporating creativity, critical thinking and problem solving skills.
5. Does the use of technology-based assessments impact validity and reliability? Does technology help address these? Does it make any difference at all?
I do not think that the use of technology, in of itself, impacts the validity of an assessment. I think that having questions and assessment activities that are directly tied to standards and instruction are the key to having effective evaluations. The use of technology can help with the reliability, however. Having all students take the exact same assessment under the same conditions is definitely easier when technology is in use. The only thing that can change that would be network or device issues.