Assessment with Technology

Assessment with Technology

Area Centers for Educational Enhancement

Florida Center for Instructional Technology

Fall 1998

Dr. Cathy Cavanaugh cavanaug@tempest.coedu.usf.edu

Dr. Terence Cavanaugh cavanat@mail.firn.edu

Workshop Web Page: http://fcit.coedu.usf.edu/workshops/assessment/intro.htm

Workshop Outline

Introduction to assessment:

Assessment instruments influence instruction. Trend from traditional to authentic/alternative.

Purposes of assessment:

Revealing status of learner (Knowing what you know)
Diagnosing weakness (Knowing what you don’t know)
Assimilating knowledge (Pulling it all together)
Using higher order skills (Applying and synthesizing knowledge)

Technology Tools:

Technology in support of assessment makes work accessible, portable, examinable, distributable, and revisable

Traditional assessment/grading

Electronic gradebooks: spreadsheets, commercial software
Test creation: word processing, item bank database, commercial test writing software

Interactive/enhanced assessment

Rubrics: spreadsheets, commercial rubric software
Interactive testing: online, scripted, commercial interactive testing Inspiration, PowerPoint, Hyperstudio

Authentic/alternative assessment:

Portfolios: software to manage physical portfolios, electronic portfolios
Peripherals for electronic portfolios: cameras, scanners, microphones, video digitizers,

Assembling and Assessing the Portfolio
Creating the Student Portfolio

Students generate, rather than select, responses and products. Students actively participate in decisions about their learning by making purposeful collections of their work, while developing valuable work skills. Members of the classroom community of learners share an understanding of what constitutes good work as evidence of accomplishment.
Determine the context: story, audience, whether the outcomes are product or process, whether the focus is snapshot or panorama, timespan represented, kinds of evidence included
Include: guidelines, index, teacher feedback, student reflection, criteria for evaluating work (rubrics)
File options: PDF, text, graphics, video, sound, HTML
Goals are based on competencies, such as education benchmarks

Assessing the Student Portfolio

Determine whether required elements are present
Judge the quality of the elements using tools such as a rubric

Sample portfolio rubric from The Science Teacher

Creating the Teacher Portfolio:

Purposes: evaluating effectiveness for graduation, certification or employment; information for improving effectiveness or professionalism
Goals arise from Competencies: Accomplished Practices, FPMS, National Board Certification
Working VS Presentation portfolios for different audiences
Select evidence to represent you as demonstrations of competencies
Select appropriate technology for creating, converting, archiving, sharing items
Include vita, exams/certifications, statement of philosophy/goals, documentation of professional development and leadership activities, course syllabi, teaching materials, student work, recorded lessons, photos of displays and projects, student evaluations, reflection
Organize with an index
Record, then continually evaluate and update

Assessing the Teacher Portfolio:

Determine whether required elements are present
Judge the quality of the elements using tools such as a Likert scale. Categories of items may be rated.

Websites

Assessment Links:

Florida Department of Education: http://www.firn.edu/doe/doehome.htm

Florida DOE Assessment information: http://www.firn.edu/doe/sas/sasshome.htm

Florida Comprehensive Achievement Test (FCAT): http://www.firn.edu/doe/bin00054/fcat.htm

Sunshine State Standards and Electronic Curriculum Planning Tool: http://www.firn.edu/doe/menu/sss.htm

National Educational Technology Standards for Students: http://cnets.iste.org

CRESST National Center for Research on Evaluation, Standards, and Student Testing: http://www.cresst96.cse.ucla.edu

Tech Tools: download/request software and resources

Course Technology Test Manager and Skills Assessment Manager: http://www.course.com/

Diploma Grading and Curriculum Software demo: http://www.brownstone.net

Excelsior Grade demo: http://www.gradebook.com/

GradeBusters demo: http://www.gradebusters.com/

Grade Machine gradebook demo: http://www.mistycity.com/

GradeStar gradebook demo: http://www.shelltech.com/s43.html

Grady Profile: http://www.aurbach.com

HyperStudio/Portfolio Assessment Toolkit: http://www.hyperstudio.com

Intelligent Essay Assessor: http://lsa.colorado.edu/LSA-grade_main.html

HeartBeeps Skills Assessment software: http://www.lindyinc.com

Rubricator rubric software demo: http://www.sltech.com/

Scholastic Electronic Portfolio: http://www.scholastic.com

ThinkWave Educator Express gradebook software for Windows: http://www.thinkwave.com

Assessment Rubrics on the Web: http://www.capecod.net/schrockguide/assess.htm
http://chesterfield.k12.va.us/Documents/Newsletter/volume2/hyper.html

Digital Portfolios from Kodak: http://www.kodak.com/US/en/digital/hub/education/digitalPortfolios.shtml

Educator Assessment:

Florida Educator Accomplished Practices: http://sun3.firn.edu/doe/bin00026/acco-prc.htm http://soe.fgcu.edu/Internship/interviewandportfolio/portfolioEAP.html

Technology Competencies for Educators (NC) with Self-Assessment Tool: http://www.state.nc.us/OFPS/hm/te/basic.htm

Professional Development Continuum at Milken Exchange: http://www.milkenexchange.org/pdc/

Electronic Teaching Portfolios, Helen Barrett, Ph.D.: http://transition.alaska.edu/www/portfolios/

Sample Student Portfolio Rubric

Points	Required items	Concepts	Reflection/Critique	Overall Presentation
90-100	All required items are included, with a significant number of additions.	Items clearly demonstrate that the desired learning outcomes for the term have been achieved. The student has gained a significant understanding of the concepts and applications.	Reflections illustrate the ability to effectively critique work, and to suggest constructive practical alternatives.	Items are clearly introduced, well organized, and creatively displayed, showing connection between items.
75-89	All required items are included, with a few additions.	Items clearly demonstrate most of the desired learning outcomes for the term. The student has gained a general understanding of the concepts and applications.	Reflections illustrate the ability to critique work, and to suggest constructive practical alternatives.	Items are introduced and well organized, showing connection between items.
60-75	All required items are included.	Items demonstrate some of the desired learning outcomes for the term. The student has gained some understanding of the concepts and attempts to apply them.	Reflections illustrate an attempt to critique work, and to suggest alternatives.	Items are introduced and somewhat organized, showing some connection between items.
40-59	A significant number of required items are missing.	Items do not demonstrate basic learning outcomes for the term. The student has limited understanding of the concepts.	Reflections illustrate a minimal ability to critique work.	Items are not introduced and lack organization.
0	No work submitted

Based on Pierette Pheeney, in The Science Teacher, October 1998.