Standard IV: Assessment and Evaluation

Standard IV: Assessment and Evaluation holds a two-fold focus: assessing curricular standards via computer-based testing (CBT) and assessing students' knowledge of technology. Each area poses a unique set of challenges and each offers benefits using technology based assessment and evaluation.

Using computer-based testing for adaptive purposes, more testing and assessment opportunity, more timely feedback, and authentic assessment options are all benefits to using technology in assessment and evaluation. The data collection rendered from this assessment avenue can be disaggregated, reformulated, merged with other data collection repositories to create a history of achievement school-wide, across sub populations of student groups, or longitudinal data streams of individual students. The challenges for computer-based testing include hardware inventory, assessors knowledge of computer-based assessment systems, design and availability of assessments that tap into higher-order knowledge bases such as synthesis and questioning. Additional challenges such as addressing learning styles and developmental readiness also are present with CBT.

Assessing students' technology knowledge poses a challenge in that very few instruments are appropriate for assessing a loosely defined set of expectations. Because the expectations are not firmly rooted in curriculum across schools, districts, or at the state level, it's impossible to compare data across entities. Very few formal assessments have been developed to measure technology knowledge among students, although NCLB requirements state that students are to be "technologically proficient" by the end of 8th grade. As Williamson and Redish reiterate, "technology facilitators and leaders understand that no single data source or method of assessment provides a complete picture of student learning (2009, pg. 89).

Technology facilitators and leaders are responsible for evaluating how technology enhances student learning. Constant vigilance on the effectiveness of software, testing, professional development, and professional learning communities is the responsibility of both technology facilitators and leaders.

The performance indicators and standards hinge on modeling technologies for teachers and creating clear understandings how technology can enhance student performance directly or indirectly such as through increased performance of tasks for teachers. A one-time testing approach is no longer taken. Assessment is formative, on-going, specific, and constantly changing to meet student needs and learning styles.

Currently in our school and district, 5th grade students are given a computer-based assessment on technology skills. While the assessment is administered via the computer, it basically is comprised on multiple choice questions that could easily be administered as a paper-pencil type assessment. Little more than reporting of the scores is done to follow up the results. At the junior high level, all students are required to enroll in a semester computer course, designed to teach basic word processing skills, presentation skills, and some multimedia approaches. At the end of 8th grade, students are given a computer-based checklist that is a self-assessment of skills learned. At the high school level, advance technology courses such as multimedia, movie making, graphic design, etc. are offered as electives.