Technology-Based Assessment Benefits

Technology-Based Assessment Benefits

Author: David Sosnick

EDU 603-Module 4 Assignment

Due Date: 9/21/23

02. Technology-Based Assessments (TBAs)

What can TBAs Do?

Examples of TBAs

1. Provide instructors with live, in-depth feedback on student and class performances
2. Serve as a platform in which students will be administered the assessment
3. Can be formative or summative assessments

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03. Retrival Practice

Type of Formative Assessment

It's a type of practice that is conducted during the lecture period. Its goal is to assist students in retrieving previously taught information. It allows teachers to gather information regarding their learning so far.

How can Retrival Practices be Implemented?

These are often implented in the form of games through websites such as Kahoot!, Blooket, and Quizziz. Often times, students participate in these activities through the means of their personal cell phone or chromebook.

04. Learning Management System (LMS)

An Assessment Platform

Summative Assessment Tool

An LMS provides teachers with the option to implement summative and formative assessments. School districts have the discretion to utilize an LMS or not.

An LMS provides teachers with a repitoire that can adapt to students' diverse array of learning needs and learning targets. It serves as a bridge of comminucation between parents, students, and teachers.

"...often considered the centerpiece of a teacher’s summative assessment toolbox" (Nu-Man & Porter, n.d.).

Examples of LMS:

05.

E-Portfolios

Type of Formative Assessment

E-Portfolios are electronic folders of students' work that reflect the significant progress the student has made over the span of the school year(s).The benefits of utilizing an E-portfolio include:

1. an increase in the student's self-efficacy
2. can promote integrative and deep learning

Here are samples of my E-portfolio that I created during my student teaching experience.

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Check for Understanding

07. Technology in the Schools

How Effective are TBAs in School Districts?

Three case studies are reported below but overall, the school districts reported that TBAs at least one of the following:1) Bolstered student achievement2) allowed teachers to actively monitor student progress 3) Allowed schools to yearly meet improvement objectives

A report in October 2008 by SETDA was published that outlined the efficacy of TBAs in several school districts across the United States.

Taylor Public Schools, MI

Vallejo Middle Schools, CA

Click here to find out how Taylor Public Schools did with TBAs

Click here to find out how Vallejo Middle Schools did with TBAs

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Indianapolis Public Schools, IN

Click here to find out how Indianapolis Public Schools did with TBAs

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click here after viewing information regarding all three school districts

08. Taylor Public Schools, MI

It was reported by SETDA that "Honors-Level" 8th grade students were selected to take Algebra I, a 9th grade level class.

Graph of Algebra I Math Trend

Prior to 2008, these "honors level" students had a failure rate of about 45%

After 2008, the failure rate diminished by 15-20%, even with all 9th graders taking Algebra I

8.2 Current 11th Grade Math Trends

How are 11th Graders at Taylor Public Schools in Math?

Provided is a detailed graph outlining current trends in 11th grade math performances from 2015-22. Notable Trends Include: There has been a rise in 11th graders performing below average prior to the pandemic. There has been a significant incline in students performing above average, but the pandemic negatively impacted that rising trend.

09. Indianapolis Public Schools, IN

During the 2007-08 School Year

K-3 Reading Levels Before and after the 2007-08 School Year

Indianapolis Public Schools utilized a version of mCLASS:DIBELS that fused together formative assessments with core curriculum standards. Qualatatively, teachers reported developing better lesson plans as a result. In addition, student reading in K-3 increased as well. This is expressed graphically (to the right)

46% of students that were at "some risk" of reading difficulty ended up at least within the Benchmark Level

10. Vallejo Middle Schools, CA

Methodology

• Teachers are trained to integrate technology into their lessons by doing:
• Game/quiz show formats
• Allows teachers to gain instant feedback on the strengths of the class and revise teaching accordingly.

• These middle schools focus on lower performing students.

CST are standardized tests in the state of CA, and these middle schools saw a massive improvement from their target students, which were the bottom performing students.

40% of the target students advanced one performance level by the end of one year.

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11. Increase in EdTech Professional Development

Concern: Lack of Professional Development in EdTech.

In 2008, SETDA reported that one limitation of TBAs was that teachers have not seen enough Professional Development (PD) regarding EdTech. However, a 2019-20 study was conducted that showed an increase in EdTech Professional Development, as shown in the graph below

12. Rise in Technolgical Infastructure

Concern: Poor Internet Access and Student Access to Technology

Quality of School-based WiFi

Some school districts are unable to supply all students with chromebooks, and reliable internet access was not a guarantee. However, a 2019-20 survey discussed these concerns and reported a recent trend regarding these two concerns, as shown in the pie charts to the right. The top graph outlines views on school-based wifi connectivity,. The bottom graph outlines views on how accessible computers are.

Accessibility to Computers While in School

13. Can Teachers Spend Enough Time Learning EdTech Tools?

How much of a challenge is it to learn EdTech Tools?

Concern: Teachers have a time-sensitive schedule to keep for the school year.

This concern falls in line with what is reported in a 2019-20 survey which asked about this same question. Teachers can only spend a certain amount of time before they're going to fall behind with their curriculum that they need to teach.

References

Gray, L., & Lewis, L. (2021). Use of Educational Technology for Instruction in Public Schools: 2019—20. https://nces.ed.gov/pubs2021/2021017.pdf MI School Data. (n.d.). Student Growth. https://www.mischooldata.org/student-growth/ Nu-Man, M. R., & Porter, T. M. (n.d.). Ch. 17 Assessing Learning Using Technology. Instructional Methods Strategies and Technologies to Meet the Needs of All Learners. https://opentextbooks.uregina.ca/teachingdiverselearners/chapter/assessing-learning-using-technology/ SETDA. (2008, October). Technology-Based Assessments Improve Teaching and Learning. https://www.setda.org/master/wp-content/uploads/2013/11/Technology-Based-Assessments-Improve-Teaching-and-Learning.pdf

Include the Key Moments

I included key lesson plans and sample work that I implemented during my student teaching experience. I utilized GoogleSites to complete this assignment, and used it as a reference point during job interviews.

Things that I also included:

• Projects
• Student Work
• Letters of Recommendation, Resume
• Lesson Plans/Labs/Assessments