Terry St.

Julien
fffine1@weebly.com
EDU 225
June 21, 2015
Instructor: Dr. David Larson

Part 1: Assessment Technology

https://play.kahoot.it/#/start?quizId=a9dcb552-f4ff-4bb8-b59d-56fd80314546
Log in to the game using the pin that will be provided. Once logged in, return to the game screen and
enjoy the interaction of the park scene (Moore, B. 2014). This formative quiz is simple enough for young children
ages 3 to 5 and is easy to navigate. Simply answer the questions and click on the shape. There are no points
available as I do not wish to promote competition at this stage of education. Nevertheless, competition can be
healthy later in their educational lives. This game is a formative assessment of young childrens knowledge of
colors and counting. The data will be analyzed and used to re-create curriculum if the results are negative in
order that young children may gain a better understanding on the concept. Improvement of the lesson plan is
followed by the re-teaching of the concepts of counting and colors If the results are positive, the lesson can
continue and additional information can be given to students about the topic.

Answer Key to the Assessment

Part 2: Blog Post

Introduction
Assessment is for improvement of the teacher instruction. Teachers should be aware of what
their students are proficient in doing and what concepts they are not successful in understanding.
Certainly a teacher and his or her students need to know who reaches (and exceeds) important
learning targets thus summative assessment, or assessment of learning, has a place in
teaching.(Tomlinson, C. A. 2007). Knowing that all students do not all learn the same, there is a
definite need for differentiation not only in teaching, but also in assessment. Some students learn
better alone, while others prefer group projects to enhance their learning. Taking the time to
absorb the information is a great way to indulge in thought and or critical thinking.
Differentiating assessment and observing students working relationships will aid a teacher in
recognizing how students prefer to learn and what types of assessment tools should be used. A
number of states are now creating school assessment models that combine elements from

multiple approaches, which promises to give them a much more detailed and useful picture of
student learning than if they insisted on a single approach. (Conley & Darling-Hammond,
2014). When a teacher uses technology software to support assessment, it is much more reliable
and computer software makes the evaluation of student learning levels faster and proficient.
Getting to know a student is also a great assessment tool.

Technology to Facilitate Ongoing Efforts to Assess Student Learning

Technology digitally enhances assessments and provide an authentic learning experience
that involves digital media with embedded unobtrusive measures of performance, learning and
knowledge and creates a highly detailed data record that can be computationally analyzed and
displayed so that learners and teachers can immediately utilize the information to improve
learning. (Shute, 2011). Teachers can use a variety of strategies to create ways to assess
students using technology. The old way of creating a portfolio is rarely used.

The New Technology Era of Assessment

Today, e-portfolios have taken the place of the paper document portfolio. Teachers can
also use interactive games and polls to assess student learning. Learning is made fun and
challenges students to become critical thinkers which in turn allows the teacher to have more
information for assessment. New technologies are expanding the range of possibilities for
assessments, including increasing opportunities for personalization of assessments and the

capability for assessment to measure a broader range of knowledge and knowledge in action.
(Yeh, & Clarke & Dede, 2010).

Socrative: www.Socrative.com
Clickers are a power formative assessment tool that can identify those students who have
a firm understanding on a concept and identify the amount of students who need further
instruction on a topic. The use of the clicker response system makes the lesson interactive.
Those that may not normally raise their hand to participate may be more apt to participate due to
the anonymity that the clicker provides. The teacher can use this information to assess what the
next step in the lesson should be. Like all types of classroom assessments, technology-based
assessments can link instruction to both formative and summative assessment. (Chappuis &
Chappuis, 2009; Tomblinson, 2008). Formative assessments can be useful in helping the teacher
revamp lessons to better supplement the needs of the students. Goals and standards are
important when engaging in summative assessment. Technology such as cameras, video and or
audio recording can be used to assess language, or critical thinking as well as problem-solving
skills.
Technology-based classroom assessments focus on the use of technology by teachers
and students to create learning products, promote their technology skills, and examine students
strengths and challenges and the outcomes of daily classroom instructional and social
activities.(Salend, 2009). By using the teacher dashboard on Socrative, teachers can view grades
and reports, start a poll, or institute a space race which is a friendly educational competition for
students to engage in. Teachers can manage their students grades and see how well they grasp a

concept. The ability to collect detailed reports and performance affords the teacher the
knowledge of what needs to be reiterated to students for greater understanding.

Edmoda: https://www.edmodo.com/

Teachers can use Edmoda to get audience feedback that allows for audience comments.
Teachers can then collect audience feedback using mobile devices and use this data to make an
analysis of the information provided by the student audience. The teacher can then generate
charts that can be inserted into PowerPoint presentations in the classroom ir to share with
colleagues that are also involved in the assessment process of assessing students to provide
additional insight on the varying levels of student achievement.
Students can use social media such as Twitter to respond. Images are also available that
students can click on if the teacher decides to use images as a war of differentiating instruction.
The teacher can also use the app for the common core and assessment tools. Edmonda also has a
section called Bookopolis that allows teachers to borrow or buy books that can be used for class.

Assignment collaboration between students, teachers and parents and other teachers is an added
bonus that through the collaborative effort makes new resources available.
Poll Everywhere: http://www.polleverywhere.com/
Teachers can place students in groups and encourage debate between student groups with
questions that have been prepared ahead of time. Teachers can also ensure that no inappropriate
material is entered into the poll by using the moderator response feature. With the data gathered,
teachers can analyze the information and get a better understanding of how students fair with the
lesson through assessment. Teachers can also assess student learning by formulating a quiz that
consist of multiple choice questions or an essay question that requires students to reflect before
they answer. With immediate feedback, assessment is expedited. A question and answer session
can also promote collaborative activities when students respond.

Formative and Summative Assessments

A formative assessment is the evaluation of student learning based on a specific time span at
multiple points by gathering various activities (such as games) and assignments to make sure the
learner is developing the knowledge, skills, and ability to master the content. (Shelly, G. B.,
Cashman, T. J., Gunter, G., & Gunter, R. 2011). A formative assessment can be used in order to
identify childrens progress and achievement in the learning being taught and to help their
improvement in learning by adjusting teachers instructions rather than just assigning grades.
(Powell, J. V., & Lee, S. 2003). There is always room for improvement, and assessment is a great
tool to give insight into the direction one should take. Socrative could be used as a formative
assessment tool at any point in time. The teacher has the ability to create a game to check for
student understanding.

A Summative assessment is the process of evaluating the student learning at any given
point in time. (Shelly, G. B., Cashman, T. J., Gunter, G., & Gunter, R. (2011). Teachers must
assess themselves, and it is wise for students to self-assess. Summative assessments ascertain
childrens mastery of learning or assign grades at the end of instruction. (Powell, J. V., & Lee, S.
2003). Both are internet accessible. With Edmoda, a teacher can assign the reading of a novel
and assess what they comprehend through the form of an exam at the end of the book, and use
PollEverywhere to get feedback on what the children thought about the book. A teacher can
have the students respond to questions on the book to check for understanding. There seems to
be value in maintaining the distinction between formative and summative purposes of assessment
while seeking synergy in relation to the process of assessment. (Harlen, W. 2005).

Pros and Cons of using Technology to Facilitate Assessment:

One benefit of using the computer for assessment is it has the ability to capture
student input and collect evidence and this data such as problem solving sequences can be
combined with statistical and measurement algorithms that produce patterns that make
assessment easier to view. (Vendlinski & Stevens, 2002). Another benefit for technology use to
facilitate assessment is; the feedback is immediate and the potential for improvement is available
through the information provided by technology based assessments. Technologies are well
suited to support many of the data-collection, complex analysis, and individualized feedback and
scaffolding features needed for the formative use of assessment. (Grown, Hinz, & Pellegrino,
2008).

Use of technology based assessment affords teachers the ability to use information
received from a computerized system much more expeditiously to construct activities that fit the
needs of individual students. Technology has many roles in the assessment process. Some of
these include; collection of data, score assessment, and the creation of assessment materials.
Computers can also manage data and analyze and interpret it. Technology is used to create
reports and can help in designing professional development criteria. A common con for
technology based assessment is in the area of mathematical equations when the teacher wants to
know the steps that a student took to get the answer. Another con to technology based
assessment could be the cost for those schools that are already struggling with their budget to
buy traditional books, let alone e-books. It is a given that some schools just do not have the
financial resources to incorporate costly computers. Teachers should not just rely on technology.
There are some assessments that only the human eye can see. If a child seems to be ill, and the
teacher notices it, but the child took the exam anyway, the teacher can conclude that a low score
may have been due to the childs physical condition. Traditional ways of assessment are also
informative and provide adequate feedback. Differentiating assessment techniques is useful just
as lesson differentiation provides useful results.

What is the importance of assessment technology in connection with the ISTE standards?
When teachers have the opportunity to use technology in order to assess students. Data is
accurate and the computer can produce effective results. 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 standards. (ISTE2-s). Evaluate and reflect on current research and

professional practice on a regular basis to make effective use of existing and emerging digital
tools and resources in support of student learning. (ISTE5c).
Teachers are able to vary their assessment strategies to allow students to have many types of
assessments in order to accommodate students with individualized assessments. 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. (ISTE2d). As
technology changes, teachers must stay abreast of the latest technology in order to model
appropriate way to use technology. Teachers continuously improve their professional practice,
model lifelong learning, and exhibit leadership in their school and professional community by
promoting and demonstrating the effective use of digital tools and resources. (ISTE5).
Evaluate and reflect on current research and professional practice on a regular basis to make
effective use of existing and emerging digital tools and resources in support of student learning.
(ISTE5c). Being a part of the global community is important in that it allows for varied
perspectives that students can learn from. Participate in local and global learning communities
to explore creative applications of technology to improve student learning. (ISTE5a).
Concluding Paragraph for Software to Support Assessment
When teachers are aware of their students educational growth or the lack thereof, they are
able to do something about it. Teachers must remain vigilant and carefully assess their
students in all areas. Using software to support assessment is paving the way for improving
the way we teach. Making sure that our students can compete in a global society is a goal
that assessment can ensure. Software that supports assessment can assist teachers in
differentiating assessment which in turn can differentiate teaching.

References

D. (2015). A new era for educational assessment. Education Policy Analysis Archives, 23(8)
Retrieved from http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1051685&site=eds-live&scope=site
Harlen, W. (2005). Teachers' summative practices and assessment for learning tensions and
synergies. Curriculum Journal, 16(2), 207-223. doi:10.1080/09585170500136093
Moore, B. (2014) Siblings, a bouncing ball animation,
Retrieved from:
https://www.youtube.com/watch?v=ya0XpzdOQaU

http://www.lesn.appstate.edu/olson/RES5080/Components/Articles_used_in_5080/Pruthero
%20Improving_teaching_and_learning_with_databased_decisions.pdf

Powell, J. V., & Lee, S. (2003). Effects of interactive computing experiences on preservice
teachers' assessment practices of pupil achievement. Journal of Educational Technology
Systems, 32(2), 241-268. Retrieved from http://search.ebscohost.com/login.aspx?
direct=true&db=ehh&AN=13839179&site=eds-live&scope=site

Shelly, G. B., Cashman, T. J., Gunter, G., & Gunter, R. (2011). Teachers discovering computers:
Integrating technology in a connected world (8th ed.). Boston, MA: Cengage Learning. ISBN13: 9781285845432

Webb, M., Gibson, D., & Forkosh-Baruch, A. (2013). Challenges for information technology
supporting educational assessment. Journal of Computer Assisted Learning, 29(5), 451-462.
Retrieved from http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1026614&site=eds-live&scope=site;
http://dx.doi.org/10.1111/jcal.12033