SECTION II— LIST OF ASSESSMENTS

In this section, list the 6-8 assessments that are being submitted as evidence for meeting state and national standards. All programs must provide a minimum of seven assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.

Note: The assessments listed reflect those recommended by NCATE for the “Technology Leadership” and “Technology Facilitation Endorsement” preparation (Option B Program Report Forms) for the Educational Communications and Technology content category. However, the aligned standards reflect only the ISTE National Educational Technology Standards for Teachers.

Name of Assessment[1] / Type or
Form of Assessment[2] / When the Assessment
Is Administered[3] /
1 / [Licensure assessment, or other content-based assessment]
Comprehensive exam for EDET 630: Foundations of Educational Technology / Exam / At the conclusion of EDET 630: Foundations of Educational Technology.
2 / [Assessment of impact on student learning]
Instruction-Related Portfolio Artifacts Evaluation / Portfolio Artifacts/Rubric Assessments / Final project assessments conducted at the conclusion of the program (during EDET 689).
3 / Community-Building Portfolio Artifacts Evaluation / Portfolio Artifacts/Rubric Assessments / Final project assessments conducted at the conclusion of the program (during EDET 689).
4 / Management and Support Portfolio Artifacts Evaluation / Portfolio Artifacts/Rubric Assessments / Final project assessments conducted at the conclusion of the program (during EDET 689).
5 / Professional Development Portfolio Artifacts Evaluation / Portfolio Artifacts/Rubric Assessments / Final project assessments conducted at the conclusion of the program (during EDET 689).
6 / Overall Web-Based Educational Technology Portfolio Evaluation / Portfolio Artifacts/Rubric Assessments / Final project assessments conducted at the conclusion of the program (during EDET 689).


SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS

Enter the national or state standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple standards.

ISTE National Educational Technology Standards for Teachers / APPLICABLE ASSESSMENTS FROM SECTION II /
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness. / □#1 þ#2 þ#3 þ#4
þ#5 þ#6
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources / □#1 þ#2 □#3 □#4
□#5 □#6
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes / □#1 þ#2 þ#3 □#4
□#5 □#6
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. / □#1 þ#2 þ#3 □#4
□#5 □#6
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. / □#1 þ#2 □#3 □#4
□#5 □#6
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. / □#1 þ#2 □#3 □#4
□#5 □#6 □#7 □#8
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. / □#1 þ#2 □#3 □#4
□#5 □#6
d. 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. / □#1 þ#2 □#3 □#4
□#5 □#6
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. / þ#1 þ#2 þ#3 þ#4
þ#5 þ#6
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. / □#1 □#2 þ#3 □#4
□#5 □#6
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. / □#1 □#2 þ#3 □#4
□#5 □#6
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. / □#1 þ#2 □#3 þ#4
þ#5 □#6
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. / □#1 □#2 □#3 þ#4
□#5 □#6
b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. / □#1 þ#2 □#3 □#4
□#5 □#6
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information. / □#1 □#2 þ#3 □#4
□#5 □#6
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. / □#1 □#2 þ#3 □#4
□#5 □#6
5. Engage in Professional Growth and Leadership
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. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning. / □#1 □#2 □#3 □#4
þ#5 □#6
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others. / þ#1 □#2 þ#3 □#4
□#5 □#6
c. 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. / □#1 □#2 □#3 □#4
□#5 þ#6
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community. / □#1 þ#2 □#3 □#4
þ#5 □#6
Educational
Technology / Innovative. Creative. Online.

Educational Technology M.S. in Education Program

Electronic Portfolio & Comprehensive Exam Requirements

Updated Summer 2011

The comprehensive exam required as partial completion for the Master of Science degree in education with a concentration in educational technology involves successfully presenting a professional portfolio that has been developed over the course of the entire program. Within each concentration course, you will develop materials that can serve as artifacts to be included in your professional electronic portfolio; however, some artifacts will need to be completed outside any courses. All required portfolio components and artifacts are presented in Table 1.

Approximately one month prior to your graduation, you will schedule a presentation time with your advisor. You must select three committee members including Drs. Matt Dunleavy and Greg Sherman. You must send each committee member a link to your web-based portfolio. During the month prior to your presentation, your portfolio artifacts will be evaluated using a comprehensive assessment rubric. You will be provided with clear criteria for the presentation of your portfolio to the committee, and your presentation will be factored into the overall assessment of your portfolio.

If you cannot make a trip to Radford’s main campus for your presentation, provisions will be made to establish a web-based presentation forum. Otherwise, you will schedule a room on campus for your presentation. In both situations, all Educational technology graduate students will be invited to attend your presentation. Committee members as well as attending students will be encouraged to ask questions during and after your presentation. A passing grade will be determined based upon the successful completion of all artifacts as well as your exam presentation.

Table 1: Educational Technology M.S. in Education Program Electronic Portfolio Requirements

Portfolio
Component / Sub-
Components / Artifacts/Criteria
Overall
Web-Based Portfolio Environment [1] / Biography
[a] / Create and present a personal image digital file that includes:
§  Personal image scanned or obtained via digital camera
§  Converted to .gif or .jpg
§  Economic use of size/colors
Generate a brief biography that includes information about your personal educational journey and your current professional goals.
Personal Philosophy and
“Best Practice”
Showcase [b] / Present clearly-articulated personal educational philosophy.
Present a sample of work representing area of personal, professional “Best Practice.”
Reflections [c] / Present a variety of narratives documenting your personal insight and growth as you journeyed through the application of technology in your professional practice.
A final reflection should include descriptions of the most important things learned, how pursuing the degree helped you become a more effective professional educator, and how the overall experience has informed your future professional development plans.
Instructional Design and Evaluation [2] / Instructional Web Site Reviews [a] / Develop a web page that presents an overview of existing Web 2.0 environments that could be used for instructional purposes, including a description of how they might be useful in facilitating specific standards related to your future professional practice.
The One-Computer Classroom [b] / Present a clearly-articulated description and examples of the effective use of a single or small number of computers in your specific grade level or content-area classroom [if applicable].
Resource Access and Use [c] / Present descriptions of how the following education-related resources were obtained from the Internet and used [legally and ethically] within your professional practice:
§  freeware/shareware
§  lesson planning resources
§  images/sound/video files
Media as Context [d] / Present specific ways in which you have used electronic media to increase the meaning and/or purpose of instructional experiences in your classroom.
Media in the Content Area [e] / Present unique ways in which electronic media, particularly computers, are being utilized to improve the quality and effectiveness of specific content-area and/or grade level instructional methods and strategies.
Content Area Conceptual “Big Pictures” [f] / Create graphic concept map[s] depicting the relationships between distinct key ideas, skills, knowledge, concepts, and/or other important aspects of grade levels and/or content-area domains.
Educational Material Evaluations [g] / Evaluate instructional material [print, software, website etc.] used to facilitate the learning of specific outcomes. Evaluation report should include [but is NOT limited to] addressing:
§  Context: critical analysis of the learning context established
§  Components: identification and critique of instructional design components presented within the instructional material
§  Conditions: identification of outcomes addressed within the instruction, description of conditions and strategies implemented, critique of relationship between conditions/strategies and outcomes
§  Evaluation of message display characteristics employed
Technology-Supported
Instructional Program [h] / Plan, develop [author], implement, and evaluate a Web 2.0-supported learning experience designed to facilitate the learning of specific standards/outcomes. This learning experience should include, but is not limited to, the following elements:
§  Outcome[s] the program is designed to facilitate must be clearly stated and well-written
§  Context: Meaningful, purposeful context must be established;
§  Components: Appropriate instructional design components must be developed for context type
§  Conditions: Appropriate strategies and conditions must be developed for outcome type[s]
§  Message Display: Instructional messages and program usability must conform to appropriate standards
Instructional Design Project Management [i] / Provide a record of design documents for one or more lesson-planning or instructional design projects: storyboards, instructional analyses, instructional strategy descriptions, formative evaluation procedures, summaries of any client/designer interactions, and functional specifications for the use of tools/media to solve particular lesson planning and instructional materials development problems.
Multicultural Classroom Environment [j] / Provide evidence that you: 1] identified biases in the instructional material used to facilitate learning and you communicated these to your learners; and 2] developed instructional experiences that foster positive attitudes toward human diversity.
Formative Evaluation Practices [k] / Present plans and results from formative evaluation experiences conducted during your field experiences, including one-to-one evaluations, expert reviews, and field trials.
Community-Building [3] / Communication
Tools [a] / Present strategies and examples illustrating successful use of electronic media to increase classroom communication with the outside [real] world.
Community-building
Strategies [b] / Provide access to examples of how educators use technology to help build community among and between members of a learning community.
Management & Support [4] / Instructional Management
Tools [a] / Communicate strategies and examples illustrating successful use of electronic media to improve instructional management skills and procedures [grades, record-keeping, resource management, etc.].
Links [b] / Develop, at a minimum, a web page presenting links that include:
§  Grade-level/subject matter professional organizations and journals
§  Grade-level/subject matter resources and references
§  Local-state-national standards for specific grade level and/or content area
Manage Strategies for Cultivating a Learner-Centered Classroom [c] / Provide evidence that you have used technology to manage the following learn-centered classroom processes:
§  Manage resources for enrichment, remediation and alternate means of implementing instructional strategies to facilitate the learning of specific outcomes.
§  Enable students to schedule and manage their time.
§  Manage the development of, and access to, scaffolds for specific instructional experiences. Such scaffolds might include procedural, conceptual, metacognitive, strategic, and/or interpersonal support mechanisms for individual learners.
§  Manage self-assessment experiences for all learners.
§  Manage cooperative learning groups.
Professional Development [5] / Educational Research and Evaluation [a] / Develop a well-constructed narrative presenting educational research, evaluation, and/or assessment efforts. This MAY be a project and/or report successfully completed within an approved evaluation or research.
Generate effective graphic data presentation where appropriate.
Professional Presentation [b] / Create electronically-projected material [such as PowerPoint] conforming to appropriate projected message design criteria of a presentation you have made to a group of students or professionals [building or district meeting, conference etc.].
Professional Organizations [c] / Provide links to relevant professional organizations, and include evidence that you are a member of any of these organizations.

Educational Technology Electronic Portfolio Requirements Page 9