Assessment is an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance. When it is embedded effectively within larger institutional systems, assessment can help us focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to assuring and improving the quality of higher education (Angelo, 1995).
While this quote was not specifically aimed at technology, the concepts expressed can be applied to any type of assessment. We are in the midst of a digital age that is accelerating with each passing moment. Technology is a keystone of learning and we much have a plan in place to incorporate all aspects of technology into the learning environment. This plan must be a basis for evaluating and improving technology integration for both teachers and students.
Teachers should be evaluated for knowledge and skills so weaknesses can be identified and strategies determined for improvement. The Texas STaR Chart is a tool used to identify the status of technology at the state and campus level. The results for the 2007-2010 school years indicate that the majority of Texas schools are classified as either Developing Tech or Advanced Tech in the Teaching & Learning, 97%, and Educator Preparation, 96%, categories. This change is indicative of a move to teacher –facilitated and technology integrated learning. While this move has started, it has a long way to go to reach the desired goals of teachers as facilitators, mentors and co-learners.
Students use technology constantly with smart phones, electronic tablets, E-readers, internet connected gaming systems and computers but do they truly know how to utilize these varied aspects of technology for educational purposes. Students are also evaluated in the 8th grade for mastery of numerous basic computer related skills. I have administered these tests to 8th grade students for the last several years. The scores have indicated mastery at a high level for almost all of our students. Tested are basic computer skills needed to use office suite type programs and a limited evaluation of data. From my own classroom experience, students may have enough skills to pass a basic test but they do not truly have the skills needed for higher level use of technology. These students are expected to do independent research, evaluate data, and make informed decisions on a variety of topics. I have repeatedly had to instruct students on email file attachment, saving and accessing files at a later date, basic word document formating and similar tasks I would expect students who had been exposed to technology for most of their lives to know.
The advances we have made in technology integration are wonderful but these are just a start. Constant assessment of both teachers and students is required for evaluation of both weaknesses and strengths. These will be used to update technology plans so that we, as educators, can continue to provide our students with the knowledge and skills needed to be successful in this digital age.
Resources:
Angelo, T. A. (1995) AAHE Assessment Forum Definitions of Assessment. American Association of Higher Education, November 1995, 7.
STaR Chart. Campus Statistics Statewide Annual Summary. Retrieved from http://starchart.epsilen.com/statistics.html
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