Link to Second Rubric
(EDT 626) Assessment & Evaluation with Educational Technology
Common Course Assessment: Technology Assessment Plan
(EDT 626) Assessment/Evaluation with Educational Technology
Common Course Assessment: Technology Assessment Plan
Common Course Standards:
Unit Standards: National Council for the Accreditation of Teacher Education (NCATE)
Advanced Program Standards: National Board for Professional Teaching Standards (NBPTS),
Council for Social Foundations of Education (CSFE) and College of Education Research Standards
Proposition #3: Teachers are responsible for managing student learning
Teachers Call on Multiple Methods to Meet Their Goals
Teachers Orchestrate Learning in Group Settings
Teachers Place a Premium on Student Engagement
Teachers Regularly Assess Student Progress
Teachers Are Mindful of Their Principal Objectives
Assessment Standards & Benchmarks for Advanced Programs
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. Teachers:
A. Select, construct, and use assessment strategies appropriate to the learning outcomes.
B. Use a variety of informal and formal strategies to inform choices about student progress and to adjust instruction.
C. Use assessment strategies to involve learners in self-assessment activities to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.
D. Evaluate the effect of class activities on individuals and on groups through observation of classroom interaction, questioning, and analysis of student work.
E. Maintain useful records of student work and performance and can communicate student progress knowledgably and responsibly.
F. Solicit information about students’ experiences, learning, behavior, needs, and progress from parents, other colleagues and students.
Program Standards: National Educational Technology Standards for Teachers (NETS-T)
IV.ASSESSMENT AND EVALUATION
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
A. apply technology in assessing student learning of subject matter using a variety of assessment techniques.
B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
C. apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.
VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK–12 schools and apply that understanding in practice. Teachers:
B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
Directions to the Student: The technology assessment plan represents a chance for students to describe specifically how they plan to use technology, in its many forms, to support assessment of their teaching and their students’ learning. Specifically, these plans will focus on how technology can be used to assess student learning data for content and technology skills, drawing on published research and learning theories, and apply multiple forms of assessment.
Evaluation Rubric for Technology Assessment Plan
Element / Distinguished(3) / Proficient
(2) / Progressing
(1) / Unsatisfactory
(0)
Using technology for collection, analysis and & interpretation / Plan addresses use of technology resources to collect, analyze assessment data, and interpret the results / Plan addresses use of technology resources to two (2) of the following: to collect, analyze assessment data, or interpret the results / Plan addresses use of technology resources to one (1) of the following: to collect, analyze assessment data, or interpret the results / Plan does not address use of technology resources to collect, analyze assessment data, or interpret the results
Description of plans for communication / Plan describes how technology can be used to communicate assessment results to parents and administrators / Plan describes how technology can be used to communicate assessment results to parents or administrators / Plan does not describe how technology can be used to communicate assessment results to parents or administrators / Plan does not describe how technology can be used to communicate assessment results to parents or administrators
Use of multiple methods of evaluation / Plan applies multiple methods of evaluation to examine students’ use of technology for learning, communication and productivity / Plan applies multiple methods of evaluation to examine students’ use of technology for learning, communication or productivity / Plan applies a single method of evaluation to examine students’ use of technology for learning, communication or productivity / Plan does not apply a method of evaluation of students’ use of technology
Available technology supports students with special needs / Plan considers how available technology can be adapted to meet the needs of students with different abilities, as well as ESL students / Plan considers how available technology can be adapted to meet the needs of students with different abilities, or ESL students / Plan considers how available technology can be adapted to meet the needs of students with different abilities, or ESL students / Plan does not consider how available technology can be adapted to meet the needs of students with different abilities, or ESL students
Assistive technology resources considered in plan / Plan identifies available assistive technology (AT) hardware and software within the classroom, as well as lab settings within the building, and support services / Plan identifies available two (2) of the following: assistive technology (AT) hardware and software within the classroom, or lab settings within the building, or support services / Plan identifies available one (1) of the following: assistive technology (AT) hardware and software within the classroom, or lab settings within the building, or support services / Plan does not identify available assistive technology (AT) hardware and software within the classroom, or lab settings within the building, or support services
Electronic grading software considered in plan / Plan considers availability and use of electronic grading software and parental access to student grades and assignments via the Web / Plan considers two (2) of the following: availability and use of electronic grading software and parental access to student grades and assignments via the Web / Plan considers one (1) of the following: availability and use of electronic grading software and parental access to student grades and assignments via the Web / Plan does not consider availability and use of electronic grading software or parental access to student grades or assignments
Overall quality / Plan contains few (less than 3) spelling, grammar, or punctuation errors / Plan contains some (between 3 and 5) spelling, grammar, or punctuation errors / Plan contains many (between 6 and 8) spelling, grammar, or punctuation errors / Plan contains many (more than 8) spelling, grammar, or punctuation errors
Common Course Assessment: Curricular Materials
Directions to the Student: Curricular materials articulate what students know about educational technology and integrate assessment of student learning using technology. These plans must describe how technology can be used to analyze student performance data, interpret the results to improve instruction, and communicate the findings to maximize student learning. Plans can also describe how technology can be used to support student grading and reporting, improve parental involvement, or for long-term analysis of student progress to demonstrate learning.
Evaluation Rubric for Curriculum Materials
Element / Distinguished(3) / Proficient
(2) / Progressing
(1) / Unsatisfactory
(0)
Overall quality / Materials have few (less than 3) spelling, grammar or punctuation errors / Materials have some (between 3 and 6) spelling, grammar or punctuation errors / Materials have many (more than 6) spelling, grammar or punctuation errors / Plan contains many (more than 8) spelling, grammar, or punctuation errors
Student performance and progress measured / Assessment and evaluation methods are used to analyze student performance and progress with available technology / Assessment or evaluation methods are used to analyze student performance or progress with available technology / Assessment and evaluation methods are not used to analyze student performance or progress with available technology / Assessment and evaluation methods are not used to analyze student performance or progress with available technology
Technology competencies used to adapt instruction / Materials and activities consider students’ technology skills or competencies and adjust instructional plans and activities accordingly / Materials and activities consider students’ technology skills or competencies, but do not adjust instructional plans and activities accordingly / Materials and activities do not consider students’ technology skills or competencies or adjust instructional plans and activities / Materials and activities do not consider students’ technology skills or competencies or adjust instructional plans and activities
Descriptions of data collection and analysis used to adapt instruction / Plans for activities demonstrate how data gathered and analyzed for assessment are used to adapt instruction or curriculum to maximize student learning / Plans for activities demonstrate how data gathered and analyzed but not how instruction or curricular can be adapted to maximize student learning / Plans for activities do not demonstrate how data gathered and analyzed for assessment or are used to adopt instruction or curriculum to maximize student learning / Plans for activities do not demonstrate how data gathered and analyzed for assessment or are used to adopt instruction or curriculum to maximize student learning
Alignment with subject area and technology standards / Materials and activities are clearly aligned with subject area and technology standards / Materials and activities are aligned with subject area or technology standards / Materials and activities are not aligned with subject area or technology standards / Materials and activities are not aligned with subject area or technology standards
Assistive technology considered and used as available / Materials and activities describe how specific assistive technologies can be used to adapt instruction to support students’ with special needs / Materials and activities describe how specific assistive technologies can be used to adapt instruction to support students’ with special needs / Materials and activities do not describe how specific assistive technologies can be used to adapt instruction to support students’ with special needs / Materials and activities do not describe how specific assistive technologies can be used to adapt instruction to support students’ with special needs