Assessment 1:
Group Projects:
Strengths- Skills learned from group projects are many times able to transfer into the workplace which creates employees who can collaborate, share ideas and knowledge and communicate effectively (Kruck & Reif, 2011). Group projects encourage critical thinking skills and make students active in their learning instead of passive. Students are able to take more of a leadership role in there learning and develop decision making and problem solving skills which are important skills for 21st century learners. Another asset of group projects is the focus is student centered therefore learning outcomes are enhanced.
Weaknesses- Group assignments can become difficult because they involve merging different skill levels and personalities with the expectation that students will collaborate toward a common goal (Kruck & Reif, 2011). Another challenge with group assignments occurs when all students are not willing or not able to contribute equally to the group assignment. In some cases, there may be a dominant student who inhibits students from contributing or takes more responsibility than other students. This can cause conflict with the group members since all members did not contribute equally. An additional dilemma is the teacher many times do not know how much each student contributed to the project therefore they may find it hard to accurately access each individual students’ contribution to the results received by the group.
Role of Technology- Technology can provide scaffolds and resources to enhance learning in group projects. According to Donnelly (2009) many technologies are interactive therefore students can learn by doing, receiving feedback and improving their understanding and building new knowledge. Using technology with group project can expand students learning through discussions and collaboration. Technology can provide access to assist with group projects from digital libraries, concepts maps for organizing ideas, and Power point to presenting ideas
(Donnelly, 2009).
Strengths- Skills learned from group projects are many times able to transfer into the workplace which creates employees who can collaborate, share ideas and knowledge and communicate effectively (Kruck & Reif, 2011). Group projects encourage critical thinking skills and make students active in their learning instead of passive. Students are able to take more of a leadership role in there learning and develop decision making and problem solving skills which are important skills for 21st century learners. Another asset of group projects is the focus is student centered therefore learning outcomes are enhanced.
Weaknesses- Group assignments can become difficult because they involve merging different skill levels and personalities with the expectation that students will collaborate toward a common goal (Kruck & Reif, 2011). Another challenge with group assignments occurs when all students are not willing or not able to contribute equally to the group assignment. In some cases, there may be a dominant student who inhibits students from contributing or takes more responsibility than other students. This can cause conflict with the group members since all members did not contribute equally. An additional dilemma is the teacher many times do not know how much each student contributed to the project therefore they may find it hard to accurately access each individual students’ contribution to the results received by the group.
Role of Technology- Technology can provide scaffolds and resources to enhance learning in group projects. According to Donnelly (2009) many technologies are interactive therefore students can learn by doing, receiving feedback and improving their understanding and building new knowledge. Using technology with group project can expand students learning through discussions and collaboration. Technology can provide access to assist with group projects from digital libraries, concepts maps for organizing ideas, and Power point to presenting ideas
(Donnelly, 2009).
Assessment 2:
Short Answer Questions:
Strengths- Students are able to organize, reflect and compose rather than merely recalling or recognizing answers (University of Fraser Valley, 2012). Depending on the questions students can use a higher level of thinking skills therefore guessing is minimal. Short answer assessments can be easy to grade and are relatively easy to construct. Teachers can cover a wide range of content or cover a specific objective by using different methods for short answer assessments such as complete the sentence or fill in the missing line. According to the University of Tennessee (2010) short answer assessments are good for assessing the who, when, what, and where content.
Weaknesses- According to UFV (2012) short answers tend to include more factual knowledge rather than higher order thinking skills. They are generally limited to knowledge and comprehension questions. Short answer assessments can be very difficult to grade because of word choice, spelling and handwriting/typing skills. Grading can be dependent on the evaluators discretion and can be prone to uncertainty. Short answer assessments can be very time consuming to grade and can limit the amount of material tested therefore it has decreased validity (University of Tennessee, 2010).
Role of Technology- When incorporating technology with short answer assessments students can use the Internet to research information to complete short answer questions. The instructor can also create short answer online assessments on tools such as Hot potatoes or Easy test maker. This will allow the teacher to divide assessments in multiple class periods if necessary or students can take assessments at home. Students can also use Microsoft Word to type answers to short answer questions.
Strengths- Students are able to organize, reflect and compose rather than merely recalling or recognizing answers (University of Fraser Valley, 2012). Depending on the questions students can use a higher level of thinking skills therefore guessing is minimal. Short answer assessments can be easy to grade and are relatively easy to construct. Teachers can cover a wide range of content or cover a specific objective by using different methods for short answer assessments such as complete the sentence or fill in the missing line. According to the University of Tennessee (2010) short answer assessments are good for assessing the who, when, what, and where content.
Weaknesses- According to UFV (2012) short answers tend to include more factual knowledge rather than higher order thinking skills. They are generally limited to knowledge and comprehension questions. Short answer assessments can be very difficult to grade because of word choice, spelling and handwriting/typing skills. Grading can be dependent on the evaluators discretion and can be prone to uncertainty. Short answer assessments can be very time consuming to grade and can limit the amount of material tested therefore it has decreased validity (University of Tennessee, 2010).
Role of Technology- When incorporating technology with short answer assessments students can use the Internet to research information to complete short answer questions. The instructor can also create short answer online assessments on tools such as Hot potatoes or Easy test maker. This will allow the teacher to divide assessments in multiple class periods if necessary or students can take assessments at home. Students can also use Microsoft Word to type answers to short answer questions.
Assessment 3:
Portfolios:
Strength- Portfolios are great tool to show students growth over a period of time. It can be used in a conference to highlight students’ accomplishments and encourage collaboration between the teacher and student and parent and teacher. Portfolios encourage students to take more responsibility for their work and facilitates decision making on the students’ behave and it can provide evidence of students performance. Multiple components of the curriculum can be addressed such as writing, critical thinking skills and technology skills with portfolios (Morningside College, 2009). Through portfolios students are able to see, know and identify their own weaknesses.
Weaknesses- Portfolios can be very time consuming when evaluating therefore students may not receive feedback in a timely manner. Teachers who do not grade in a timely manner may not use portfolios for intervention or to adjust teaching. Students who transfer in the middle of the year may not have a complete portfolio and it may be challenging to get enough data to show growth. According to Morningside College (2009) “management
of the collection and evaluation process, including the establishment of reliable and valid grading criteria, is likely to be challenging.”
Role of Technology- The use of online portfolios are great tools to allow students to collect their own work samples to show growth, effort and achievements. Students take more responsibility for their learning since they can decide what pieces are the best pieces to show their accomplishments. Students will use the Internet or scanner to upload information into their portfolio. Students can also write reflections in a Word document or add a picture or video from a digital camera and add it to their online portfolio for assessment.
Strength- Portfolios are great tool to show students growth over a period of time. It can be used in a conference to highlight students’ accomplishments and encourage collaboration between the teacher and student and parent and teacher. Portfolios encourage students to take more responsibility for their work and facilitates decision making on the students’ behave and it can provide evidence of students performance. Multiple components of the curriculum can be addressed such as writing, critical thinking skills and technology skills with portfolios (Morningside College, 2009). Through portfolios students are able to see, know and identify their own weaknesses.
Weaknesses- Portfolios can be very time consuming when evaluating therefore students may not receive feedback in a timely manner. Teachers who do not grade in a timely manner may not use portfolios for intervention or to adjust teaching. Students who transfer in the middle of the year may not have a complete portfolio and it may be challenging to get enough data to show growth. According to Morningside College (2009) “management
of the collection and evaluation process, including the establishment of reliable and valid grading criteria, is likely to be challenging.”
Role of Technology- The use of online portfolios are great tools to allow students to collect their own work samples to show growth, effort and achievements. Students take more responsibility for their learning since they can decide what pieces are the best pieces to show their accomplishments. Students will use the Internet or scanner to upload information into their portfolio. Students can also write reflections in a Word document or add a picture or video from a digital camera and add it to their online portfolio for assessment.
Assessment 4:
Presentation:
Strength- Presentations can be a great assessment tool to use to assess from multiple perspectives which can promote student creativity. They are student-centered therefore it puts the teacher in a facilitator role and gives students the opportunity to have more responsibility in their learning. Students are also able to get feedback from other students and not just the teacher. Presentations can help students gain a deeper understanding of the topic or skill and assist with teaching others in the classroom. They can make students more confident with speaking. Students may be better presenters compared to writers and using a presentation gives an alternative way for students to show comprehension (Chivers, 2009).
Weaknesses- Presentations can be very time consuming and grading can be subjective based on the presentation rather than the content. Students may overspend their time on flashy animations and overlook the actual knowledge contents (Chan, 2009). Students can read from a slide or paper which does not show they understood the topic at hand. Learning may be hard to gauge from the presenter and the audience. Lastly, this may not be suitable for a large class size since it may take a considerable amount of time for students to present information (Chan, 2009).
Role of Technology- Students could use programs such as Power Point to present information to the class which may increase their motivation and keep students engaged in the topic. Students could also use the Internet to research information or find visuals to add to their presentation. Students could use Word to type an information sheet or guide to give students to go along with their presentation. Students could also use projectors, document cameras, Promethean/Smart board or digital paper with a presentation.
Strength- Presentations can be a great assessment tool to use to assess from multiple perspectives which can promote student creativity. They are student-centered therefore it puts the teacher in a facilitator role and gives students the opportunity to have more responsibility in their learning. Students are also able to get feedback from other students and not just the teacher. Presentations can help students gain a deeper understanding of the topic or skill and assist with teaching others in the classroom. They can make students more confident with speaking. Students may be better presenters compared to writers and using a presentation gives an alternative way for students to show comprehension (Chivers, 2009).
Weaknesses- Presentations can be very time consuming and grading can be subjective based on the presentation rather than the content. Students may overspend their time on flashy animations and overlook the actual knowledge contents (Chan, 2009). Students can read from a slide or paper which does not show they understood the topic at hand. Learning may be hard to gauge from the presenter and the audience. Lastly, this may not be suitable for a large class size since it may take a considerable amount of time for students to present information (Chan, 2009).
Role of Technology- Students could use programs such as Power Point to present information to the class which may increase their motivation and keep students engaged in the topic. Students could also use the Internet to research information or find visuals to add to their presentation. Students could use Word to type an information sheet or guide to give students to go along with their presentation. Students could also use projectors, document cameras, Promethean/Smart board or digital paper with a presentation.
Assessment 5:
Essays:
Strengths- They provide students with higher order thinking and allow them to demonstrate their knowledge on a various topics. They also allow students to convey their reasoning in a more abstract way. (Pinellas, 2009). Essay tests are easier for teachers to prepare and there is a wider possibility for students to get the question right because there is more to an essay than guessing on a multiple choice or short answer test, they can use the prompt to figure out what they are supposed to do.
Weaknesses- Depending on the topic students may find an essay to be more difficult to provide a substantial response causing their grade to be impacted (Pinellas, 2009). Some students also struggle with having enough time to finish writing to the prompt, which requires more time from the student and the teacher, which may not always be possible. The grading is also very subjective since most teachers take the students levels and learning status into consideration when grading. Plus, the grading is more time consuming, therefore, most teachers will avoid essay questions when possible. The last downfall of an essay test is that, when technology is used, there is a greater chance for plagiarism to occur.
Role of Technology- For essay tests, students can be required to find research that they could use for their test, for one class period. This will help ensure they are using their time management skills and are focusing on what they are supposed to include as supporting details. Students could also use Microsoft word to complete their essay and then be required to email their response to their teacher. When incorporating technology into a written essay test, teachers could submit student papers to a plagiarism checker to ensure are using their own ideas or include the appropriate citations.
Strengths- They provide students with higher order thinking and allow them to demonstrate their knowledge on a various topics. They also allow students to convey their reasoning in a more abstract way. (Pinellas, 2009). Essay tests are easier for teachers to prepare and there is a wider possibility for students to get the question right because there is more to an essay than guessing on a multiple choice or short answer test, they can use the prompt to figure out what they are supposed to do.
Weaknesses- Depending on the topic students may find an essay to be more difficult to provide a substantial response causing their grade to be impacted (Pinellas, 2009). Some students also struggle with having enough time to finish writing to the prompt, which requires more time from the student and the teacher, which may not always be possible. The grading is also very subjective since most teachers take the students levels and learning status into consideration when grading. Plus, the grading is more time consuming, therefore, most teachers will avoid essay questions when possible. The last downfall of an essay test is that, when technology is used, there is a greater chance for plagiarism to occur.
Role of Technology- For essay tests, students can be required to find research that they could use for their test, for one class period. This will help ensure they are using their time management skills and are focusing on what they are supposed to include as supporting details. Students could also use Microsoft word to complete their essay and then be required to email their response to their teacher. When incorporating technology into a written essay test, teachers could submit student papers to a plagiarism checker to ensure are using their own ideas or include the appropriate citations.
Assessment 6:
Clickers:
Strengths- Clickers allow students to be more engaged in a test and make it seem like it is not a test at all. Students tend to be more interested in doing better when the clickers are used and stay more focused on the task at hand. The clickers help provide quick data to both students and teachers, which makes the grading aspect easier and less time consuming. This also helps students get instantaneous results to see where they could have improved ("Classroom clickers," 2012). Another great thing about clickers is that, depending on the clicker, students can answer a variety of question types including multiple choice, true/false, fill in the blank, and short answer. Teachers can also print out the student answers to verify or keep record of their answers for each question.
Weakness- Sometimes the technology may have issues and the test scores do not get saved, which is frustrating to both teachers and students. Some of the clickers do not allow students to go back to change their answers after they have submitted an answer, whereas a paper test, they could erase them and redo their answer. Another disadvantage is that these tests are time consuming to set up because you have to pick the question type, create the question, and create a class where you need to input all students per class. Lastly, sometimes it is easier for kids to cheat by looking at other response pads, much like they could do off a paper test, too. Lastly, sometimes there is not enough response pads for all students due to the fact that most sets have 30 and some classes consist of more than 30 kids.
Role of Technology- The technology that can be used includes the clickers themselves, the board/SMART board and projector to project the quiz, and most clickers come with some sort of a hub to connect the pads to the computer. Most of the clickers use Excel to export the data that was collected during the test, which arranges it by student and question number.
Strengths- Clickers allow students to be more engaged in a test and make it seem like it is not a test at all. Students tend to be more interested in doing better when the clickers are used and stay more focused on the task at hand. The clickers help provide quick data to both students and teachers, which makes the grading aspect easier and less time consuming. This also helps students get instantaneous results to see where they could have improved ("Classroom clickers," 2012). Another great thing about clickers is that, depending on the clicker, students can answer a variety of question types including multiple choice, true/false, fill in the blank, and short answer. Teachers can also print out the student answers to verify or keep record of their answers for each question.
Weakness- Sometimes the technology may have issues and the test scores do not get saved, which is frustrating to both teachers and students. Some of the clickers do not allow students to go back to change their answers after they have submitted an answer, whereas a paper test, they could erase them and redo their answer. Another disadvantage is that these tests are time consuming to set up because you have to pick the question type, create the question, and create a class where you need to input all students per class. Lastly, sometimes it is easier for kids to cheat by looking at other response pads, much like they could do off a paper test, too. Lastly, sometimes there is not enough response pads for all students due to the fact that most sets have 30 and some classes consist of more than 30 kids.
Role of Technology- The technology that can be used includes the clickers themselves, the board/SMART board and projector to project the quiz, and most clickers come with some sort of a hub to connect the pads to the computer. Most of the clickers use Excel to export the data that was collected during the test, which arranges it by student and question number.
Assessment 7:
Performances:
Strengths- These are a performance-based assessment and require students to demonstrate their knowledge in a different manner than they are used to. Student performances can be a skit, debate, creating a game for their peers to participate in, or demonstrating a process of some sort. These can help reach a variety of learners while making students create connections to their learning and each other. This type of assessment can help children become familiar with rubrics, acting in front of a crowd, and showcasing higher levels of thinking. These can also be a demonstration of some sort that helps showcase their learning towards a specific content area; the demonstration could be performed in front of a class where they are interacting in the demonstration ("Project appleseed," 2010).
Weakness- These assessments require students to think on a higher level and teachers have to have a way to grade them that is not subjective ("Project appleseed," 2010). These assessments often require more upfront work for the teacher because they need to think of a fair way to grade, then they need to explain the performance type/requirements to the students. Plus, there has to be a lot of class time given for the groups to create a performance to demonstrate the knowledge they have gained in an enticing manner, which is difficult for most kids to do.
Role of Technology- Students can deliver their performances in a variety of ways using technology. They can record their performance and use software to create a video. They can also create a script of their performance with Microsoft word to turn in at the end. The script can help prepare the students for their actual performance plus help a teacher to gauge if the kids are on the right track.
Strengths- These are a performance-based assessment and require students to demonstrate their knowledge in a different manner than they are used to. Student performances can be a skit, debate, creating a game for their peers to participate in, or demonstrating a process of some sort. These can help reach a variety of learners while making students create connections to their learning and each other. This type of assessment can help children become familiar with rubrics, acting in front of a crowd, and showcasing higher levels of thinking. These can also be a demonstration of some sort that helps showcase their learning towards a specific content area; the demonstration could be performed in front of a class where they are interacting in the demonstration ("Project appleseed," 2010).
Weakness- These assessments require students to think on a higher level and teachers have to have a way to grade them that is not subjective ("Project appleseed," 2010). These assessments often require more upfront work for the teacher because they need to think of a fair way to grade, then they need to explain the performance type/requirements to the students. Plus, there has to be a lot of class time given for the groups to create a performance to demonstrate the knowledge they have gained in an enticing manner, which is difficult for most kids to do.
Role of Technology- Students can deliver their performances in a variety of ways using technology. They can record their performance and use software to create a video. They can also create a script of their performance with Microsoft word to turn in at the end. The script can help prepare the students for their actual performance plus help a teacher to gauge if the kids are on the right track.
Assessment 8:
Rubrics:
StrenRubrics provide a clear description of how the students will be assessed. Rubrics work particularly well for non-traditional, first-generation and minority students. Rubrics provide valuable feedback for students. If a student knows what is expected of them, it is easier for them to hit the target (Stiggins, Arter, Chappuis, & Chappuis, 2004). Rubrics also guide and improve instruction. When teachers articulate their desired outcome to the students, it allows them to put key concepts in the spotlight (Arter & McTigue, 2001). Rubrics also provide teachers the opportunity to grade fairly. Teachers are more consistent when they are drawn back to a set of expectations (Wolf & Stevens, 2007).
Weaknesses- While rubrics make a great tool, they do have limitations. For one thing, rubrics are time consuming to create. Being able to articulate the breakdown for each piece of criteria is a tedious and lengthy process. Rubrics are not useful in assessing all criteria. According to Kenneth Wolf, author of “The Role of Rubrics in Advancing and Assessing Student Learning”, using a rubric for the wrong task, is like using a scalpel to cut a tree (Wolf & Stevens, 2007). Last, Poorly designed rubrics can actually lessen the learning process.
Role of Technology- Technology is playing a larger role in the use and creation of rubrics. Many websites have been created to assist in the creation of rubrics. What used to take a tremendous amount of time to produce, is now taking teachers a few minutes. RubiStar, an online rubric maker states that teachers can articulate assignment expectations by listing criteria and levels of performance using their online rubric maker (RubiStar, 2008). Rubrics are also accessible by students using online tools such as classroom websites, interactive whiteboards, and blackboards.
StrenRubrics provide a clear description of how the students will be assessed. Rubrics work particularly well for non-traditional, first-generation and minority students. Rubrics provide valuable feedback for students. If a student knows what is expected of them, it is easier for them to hit the target (Stiggins, Arter, Chappuis, & Chappuis, 2004). Rubrics also guide and improve instruction. When teachers articulate their desired outcome to the students, it allows them to put key concepts in the spotlight (Arter & McTigue, 2001). Rubrics also provide teachers the opportunity to grade fairly. Teachers are more consistent when they are drawn back to a set of expectations (Wolf & Stevens, 2007).
Weaknesses- While rubrics make a great tool, they do have limitations. For one thing, rubrics are time consuming to create. Being able to articulate the breakdown for each piece of criteria is a tedious and lengthy process. Rubrics are not useful in assessing all criteria. According to Kenneth Wolf, author of “The Role of Rubrics in Advancing and Assessing Student Learning”, using a rubric for the wrong task, is like using a scalpel to cut a tree (Wolf & Stevens, 2007). Last, Poorly designed rubrics can actually lessen the learning process.
Role of Technology- Technology is playing a larger role in the use and creation of rubrics. Many websites have been created to assist in the creation of rubrics. What used to take a tremendous amount of time to produce, is now taking teachers a few minutes. RubiStar, an online rubric maker states that teachers can articulate assignment expectations by listing criteria and levels of performance using their online rubric maker (RubiStar, 2008). Rubrics are also accessible by students using online tools such as classroom websites, interactive whiteboards, and blackboards.
Assessment 9:
Peer Evaluations:
Strengths- Peer evaluations are a useful and valid form of assessment that can be used for various purposes including; products, performances, interpersonal skills or group dynamics (Falchikov, 2006). According to a study conducted by the author of, “Peer Assessment in Small Groups: A Comparison of Methods”, the use of a rating scale or a single score, provided to be reliable and correlated with individual performance measures (Baker, 2007). Peer evaluations not only provide fantastic feedback for the student, but also allows for the evaluator to continue learning. Evaluators have the ability to learn from the success of their peers. They also learn from the mistakes that others make. In addition, the evaluator is gaining deeper knowledge by the development of judgment skills.
Weaknesses- While peer evaluations are quite beneficial, they do have their shortcomings as well. Instructors may need additional time for briefing students on the process. Friendships may affect the scoring practice. Students do have an inclination to score students the same mark. When it comes to assessing their peers, students may feel unenthusiastic about scoring their peers. And at worst, students may score someone poorly based on social issues not related to the project (Baker 2007).
Role of Technology- Peer evaluations can take place using online surveys. Teachers now have access to online survey programs, which allow for teachers to design the evaluation tool to meet the needs of the content. Technology is also simplifying the process of viewing the resources to be audited, by placing them on class websites or through a drop box. (Bostock, n.d.). Peer assessment tools are also embedded in technological tools such as Blackboard and Moodle. Online discussions can also provide peer feedback with or without student anonymity (Lutze-Mann, 2012).
Strengths- Peer evaluations are a useful and valid form of assessment that can be used for various purposes including; products, performances, interpersonal skills or group dynamics (Falchikov, 2006). According to a study conducted by the author of, “Peer Assessment in Small Groups: A Comparison of Methods”, the use of a rating scale or a single score, provided to be reliable and correlated with individual performance measures (Baker, 2007). Peer evaluations not only provide fantastic feedback for the student, but also allows for the evaluator to continue learning. Evaluators have the ability to learn from the success of their peers. They also learn from the mistakes that others make. In addition, the evaluator is gaining deeper knowledge by the development of judgment skills.
Weaknesses- While peer evaluations are quite beneficial, they do have their shortcomings as well. Instructors may need additional time for briefing students on the process. Friendships may affect the scoring practice. Students do have an inclination to score students the same mark. When it comes to assessing their peers, students may feel unenthusiastic about scoring their peers. And at worst, students may score someone poorly based on social issues not related to the project (Baker 2007).
Role of Technology- Peer evaluations can take place using online surveys. Teachers now have access to online survey programs, which allow for teachers to design the evaluation tool to meet the needs of the content. Technology is also simplifying the process of viewing the resources to be audited, by placing them on class websites or through a drop box. (Bostock, n.d.). Peer assessment tools are also embedded in technological tools such as Blackboard and Moodle. Online discussions can also provide peer feedback with or without student anonymity (Lutze-Mann, 2012).
Assessment 10:
ACCESS for ELLs:
Strengths- ACCESS for ELLs stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. This structured criteria designed and maintained by WIDA (World-Class Instructional Design and Assessment) provides school systems and instructors on a national level with standards and indicators that are tested and consistent across five content areas, “…social and instructional language (SI), English language arts (LA), math (MA), science (SC), and social studies (SS)” (WIDA (World-Class Instructional Design and Assessment, 2011). ACCESS for ELLs keeps the national ESOL instructional community some grounding as to how to fairly evaluate students.
Weaknesses- The primary area of concern for the ACCESS for ELLs is that English Language Learners can and do vary greatly in their personal skill sets. In assessing students the norm is to maintain specific criteria as well as time lines. Within an age group however, you may have a very large difference between students. For that reason, the educator actually testing the student(s) must be mindful of each individuals levels, prior knowledge, educator notes. It is very possible that two students within the same age group at the same institution be at two different levels within the ESOL support network.
Role of Technology- Though there is no technology used in ACCESS for ELLs standardized testing, technology can assist greatly in the general education of ESOL students and the use of the ACCESS curriculum. Multimedia, images, video and audio are proven tools for use with first, second and third level English Language Learners (Entering, Beginning, Developing). For fourth and fifth level students (Expanding, Bridging) more interactive technology gives the opportunity to expand their language skills. Sixth level students (Reaching) are noted to be at an opportune stage to be fully immersed with their peers in the general population. These students can and should use the same resources as their colleagues.
Strengths- ACCESS for ELLs stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. This structured criteria designed and maintained by WIDA (World-Class Instructional Design and Assessment) provides school systems and instructors on a national level with standards and indicators that are tested and consistent across five content areas, “…social and instructional language (SI), English language arts (LA), math (MA), science (SC), and social studies (SS)” (WIDA (World-Class Instructional Design and Assessment, 2011). ACCESS for ELLs keeps the national ESOL instructional community some grounding as to how to fairly evaluate students.
Weaknesses- The primary area of concern for the ACCESS for ELLs is that English Language Learners can and do vary greatly in their personal skill sets. In assessing students the norm is to maintain specific criteria as well as time lines. Within an age group however, you may have a very large difference between students. For that reason, the educator actually testing the student(s) must be mindful of each individuals levels, prior knowledge, educator notes. It is very possible that two students within the same age group at the same institution be at two different levels within the ESOL support network.
Role of Technology- Though there is no technology used in ACCESS for ELLs standardized testing, technology can assist greatly in the general education of ESOL students and the use of the ACCESS curriculum. Multimedia, images, video and audio are proven tools for use with first, second and third level English Language Learners (Entering, Beginning, Developing). For fourth and fifth level students (Expanding, Bridging) more interactive technology gives the opportunity to expand their language skills. Sixth level students (Reaching) are noted to be at an opportune stage to be fully immersed with their peers in the general population. These students can and should use the same resources as their colleagues.
Assessment 11:
Woodcock-Johnson III:
Strengths- The Woodcock-Johnson method of testing students with learning disabilities is named after its original creators. The test is currently on its third version also known as the WJIII. This standardized testing is research and data driven and is gives educators the ability to record and analyze a student’s capabilities, needs and possible areas of improvement. Rather then the traditional standardized exam that focuses on one content area solely, the WJIII focuses on the whole learner (Schrank, 2012). It provides the special educator support for professional decisions regarding the student and gives the general educator the opportunity to customize the curriculum to the student’s accommodations.
Weaknesses- Though there are the above-mentioned positives the Woodcock-Johnson exam is not without its faults. The test does not prescribe an exact methodology for providing rigor for the tested individual but rather provides data. This data is presented in a somewhat cumbersome manner (Schrank, 2012). The WJIII reports are rather long and have a very large amount of technical terminology that makes sharing this data with stakeholders outside of the special education environment (i.e. attorneys, instructional coaches or parents) challenging. The system also does not test in the areas of science and social studies (Schrank, 2012) leaving the educator and school system with the task of designing or finding an appropriate exam for those content areas and for this population of student.
Role of Technology- The WJIII is supported by very user friendly of software, listed below:
Further, WJIII also works with assistive technologies. This gives students that are mute or have limited mobility a relatively fair opportunity to express their comprehension and academic skill.
Strengths- The Woodcock-Johnson method of testing students with learning disabilities is named after its original creators. The test is currently on its third version also known as the WJIII. This standardized testing is research and data driven and is gives educators the ability to record and analyze a student’s capabilities, needs and possible areas of improvement. Rather then the traditional standardized exam that focuses on one content area solely, the WJIII focuses on the whole learner (Schrank, 2012). It provides the special educator support for professional decisions regarding the student and gives the general educator the opportunity to customize the curriculum to the student’s accommodations.
Weaknesses- Though there are the above-mentioned positives the Woodcock-Johnson exam is not without its faults. The test does not prescribe an exact methodology for providing rigor for the tested individual but rather provides data. This data is presented in a somewhat cumbersome manner (Schrank, 2012). The WJIII reports are rather long and have a very large amount of technical terminology that makes sharing this data with stakeholders outside of the special education environment (i.e. attorneys, instructional coaches or parents) challenging. The system also does not test in the areas of science and social studies (Schrank, 2012) leaving the educator and school system with the task of designing or finding an appropriate exam for those content areas and for this population of student.
Role of Technology- The WJIII is supported by very user friendly of software, listed below:
- WJ III NU Compuscore and Profiles Program- The educator should use this program to enter raw scores and avoid hand computation errors (Riverside Publishing Company, 2007)
- Report Writer for the WJ III- This program continues and expands on the Compuscore and Profiles Program in that it assists the educator in writing comprehensive and accurate reports (Riverside Publishing Company, 2007).
Further, WJIII also works with assistive technologies. This gives students that are mute or have limited mobility a relatively fair opportunity to express their comprehension and academic skill.
Assessment 12:
ALT MSA :
Strengths- The ALT MSA (Alternative Maryland School Assessment) is the Maryland State Department of Education’s answer to No Child Left Behind as well as the federal Individuals with Disabilities Education Act (Maryland State Department of Education, 2003). With this alternative to the standard Maryland State Assessment (MSA) the MSDE tests students with “significant cognitive disabilities” (Maryland State Department of Education, 2003) via a test that is aligned to Maryland Content Standards and Indicators. In order to ensure that the availability of the alternative test is not abused the MSDE does have in place very specific and measurable standards for acceptable use. The decision to test a student with the ALT MSA rather then the standard MSA is dependent on their Individualized Education Plan (IEP) as well as six other criteria ranging from their functional skillset to the level of continuous support they require in and outside of the school environment (Maryland State Department of Education, 2003).
Weaknesses- As with most accommodations for students with disabilities the ALT MSA does require a tremendous amount of time. In order to test a large number of students at any one time a sizable number of certified faculty and staff will be required as most students taking the ALT MSA also require small group settings and/or verbatim reading. Students may also require a scribe, extended time or minimal distractions, all of which are difficult to provide in larger schools. Beyond providing an atmosphere that encourages success the actual scoring process for the ALT MSA can also be quite time consuming. All of this in mind, the ALT MSA maintains the MSDE’s good standing with federal and state regulation and does allow for appropriate and equitable assessment of this population.
Role of Technology- The Science ALT MSA is a completely computer based exam. Students log into network computers that have the software installed. The test is timed and gives the students their remaining time with an on screen timer. For the Math ALT MSA, in prescribed sections, the use of calculators is allowable. Students with documented needed for assistive technologies use their device or devices for the English/Language Arts test also. For students that are otherwise unable to communicate their knowledge and/or understanding this technology is their equalizer.
Strengths- The ALT MSA (Alternative Maryland School Assessment) is the Maryland State Department of Education’s answer to No Child Left Behind as well as the federal Individuals with Disabilities Education Act (Maryland State Department of Education, 2003). With this alternative to the standard Maryland State Assessment (MSA) the MSDE tests students with “significant cognitive disabilities” (Maryland State Department of Education, 2003) via a test that is aligned to Maryland Content Standards and Indicators. In order to ensure that the availability of the alternative test is not abused the MSDE does have in place very specific and measurable standards for acceptable use. The decision to test a student with the ALT MSA rather then the standard MSA is dependent on their Individualized Education Plan (IEP) as well as six other criteria ranging from their functional skillset to the level of continuous support they require in and outside of the school environment (Maryland State Department of Education, 2003).
Weaknesses- As with most accommodations for students with disabilities the ALT MSA does require a tremendous amount of time. In order to test a large number of students at any one time a sizable number of certified faculty and staff will be required as most students taking the ALT MSA also require small group settings and/or verbatim reading. Students may also require a scribe, extended time or minimal distractions, all of which are difficult to provide in larger schools. Beyond providing an atmosphere that encourages success the actual scoring process for the ALT MSA can also be quite time consuming. All of this in mind, the ALT MSA maintains the MSDE’s good standing with federal and state regulation and does allow for appropriate and equitable assessment of this population.
Role of Technology- The Science ALT MSA is a completely computer based exam. Students log into network computers that have the software installed. The test is timed and gives the students their remaining time with an on screen timer. For the Math ALT MSA, in prescribed sections, the use of calculators is allowable. Students with documented needed for assistive technologies use their device or devices for the English/Language Arts test also. For students that are otherwise unable to communicate their knowledge and/or understanding this technology is their equalizer.
Assessment 13:
Online Testing:
Strengths- Online testing provides learners with the opportunity to complete required course exams within the comfort or privacy of the setting of their choosing. Stowell and Bennett (2010) explain that in their study they, “found that students who normally experience high levels of test anxiety in the classroom had reduced test anxiety when taking online exams.” By decreasing test anxiety and increasing comfort students’ confidence and their ability to express knowledge is likely increased. When technology is designed and implemented correctly, online assessment does also provide room for written responses such as essays. Nakayama, Yamamoto and Santiago (2010) correspond that, “in fully online learning, learning performance can be measured using essay tests without the need for a face-to-face session.”
Weaknesses- With the increased use of academic technologies comes the increased lure for students to be academically dishonest. Online assessments open additional resources to the student that would not have been available had they taken a traditional face-to-face exam. This can be countered however, with technologies that lock the user’s computer onto their assessing web site and do not allow the user to open other programs. An additional area of concern is that as students use their own personal computers and internet there is no absolute guarantee of the quality or reliability of said technologies. Should an internet connection be faulty or computers not work correctly students’ assessments may be irreversibly and/or negatively affected. Standard procedures and expectations must be put in place with and for students using online testing.
Role of Technology- Technology, its possibilities and the opportunities it presents are the entire basis of online testing. Without computers, internet, software and product support students internationally would be unable to take advantage of the flexibility to learn and be formally assessed from beyond the classroom. The question does arise however, when using technology solely as the venue for learning is the student losing the social aspect of learning?
Strengths- Online testing provides learners with the opportunity to complete required course exams within the comfort or privacy of the setting of their choosing. Stowell and Bennett (2010) explain that in their study they, “found that students who normally experience high levels of test anxiety in the classroom had reduced test anxiety when taking online exams.” By decreasing test anxiety and increasing comfort students’ confidence and their ability to express knowledge is likely increased. When technology is designed and implemented correctly, online assessment does also provide room for written responses such as essays. Nakayama, Yamamoto and Santiago (2010) correspond that, “in fully online learning, learning performance can be measured using essay tests without the need for a face-to-face session.”
Weaknesses- With the increased use of academic technologies comes the increased lure for students to be academically dishonest. Online assessments open additional resources to the student that would not have been available had they taken a traditional face-to-face exam. This can be countered however, with technologies that lock the user’s computer onto their assessing web site and do not allow the user to open other programs. An additional area of concern is that as students use their own personal computers and internet there is no absolute guarantee of the quality or reliability of said technologies. Should an internet connection be faulty or computers not work correctly students’ assessments may be irreversibly and/or negatively affected. Standard procedures and expectations must be put in place with and for students using online testing.
Role of Technology- Technology, its possibilities and the opportunities it presents are the entire basis of online testing. Without computers, internet, software and product support students internationally would be unable to take advantage of the flexibility to learn and be formally assessed from beyond the classroom. The question does arise however, when using technology solely as the venue for learning is the student losing the social aspect of learning?
Assessment 14:
Standardized Tests:
Strengths- Standardized tests create a common national measure that helps predict a student’s future success. Students are provided with improved feedback about their knowledge. Students also see the benefits of hard work and are motivated to perform better in school. Standardized testing is not just beneficial for the students, but also the teachers. These tests provide accountability, which is emphasizing teacher quality and effective teaching methods (Kemmerling, 2005).
Weaknesses- Many claims have been made against the use of standardized testing. One such claim made by Alfie Kohn, author of “The Case Against Standardized Testing”, is that high-stakes tests are not really improving learning, but actually hindering more meaningful learning (Kohn, 2000). Standardized tests are time consuming and stressful. Many teachers are losing academic time to preparation for the exam. In an excerpt from, “ Teachers, Schools, and Society: A Brief Introduction to Education”, Language and English teachers in one New York school district were asked by administration to spend some time in the morning reviewing with students how to answer multiple choice math questions in an attempt to raise test scores. Unfortunately, one in four middle school students in New York did not pass the test (Miller Sadker, n.d.)
Role of Technology- Standardized tests are now being offered online. Entire classes are set up in a computer lab or classroom and given the tests electronically. In younger grades, some online standardized assessments even provide audio to assist the students in directions and the non-reading portions of the assessment. In 2014/2015 most students throughout the country will be taking the PARCC Assessment. This assessment will be given fully online. School districts across the country are already preparing for these online assessments, by providing benchmark assessments in this same format. Teachers are using technology to assist their lessons by creating online quizzes that may mirror the assessment. Systematic Review and assessment is provided for these assessments with the use of clickers (Classroom Performance Responders). There are also many online games, which are gearing themselves towards the standardized testing format. Technology is definitely taking a front seat in this new season of standardized testing.
Strengths- Standardized tests create a common national measure that helps predict a student’s future success. Students are provided with improved feedback about their knowledge. Students also see the benefits of hard work and are motivated to perform better in school. Standardized testing is not just beneficial for the students, but also the teachers. These tests provide accountability, which is emphasizing teacher quality and effective teaching methods (Kemmerling, 2005).
Weaknesses- Many claims have been made against the use of standardized testing. One such claim made by Alfie Kohn, author of “The Case Against Standardized Testing”, is that high-stakes tests are not really improving learning, but actually hindering more meaningful learning (Kohn, 2000). Standardized tests are time consuming and stressful. Many teachers are losing academic time to preparation for the exam. In an excerpt from, “ Teachers, Schools, and Society: A Brief Introduction to Education”, Language and English teachers in one New York school district were asked by administration to spend some time in the morning reviewing with students how to answer multiple choice math questions in an attempt to raise test scores. Unfortunately, one in four middle school students in New York did not pass the test (Miller Sadker, n.d.)
Role of Technology- Standardized tests are now being offered online. Entire classes are set up in a computer lab or classroom and given the tests electronically. In younger grades, some online standardized assessments even provide audio to assist the students in directions and the non-reading portions of the assessment. In 2014/2015 most students throughout the country will be taking the PARCC Assessment. This assessment will be given fully online. School districts across the country are already preparing for these online assessments, by providing benchmark assessments in this same format. Teachers are using technology to assist their lessons by creating online quizzes that may mirror the assessment. Systematic Review and assessment is provided for these assessments with the use of clickers (Classroom Performance Responders). There are also many online games, which are gearing themselves towards the standardized testing format. Technology is definitely taking a front seat in this new season of standardized testing.
Assessment 15:
Oral Presentations:
Strengths- Students these days are expected to articulate explanations and provide reasoning for their thinking. Oral presentations are an excellent mode for teachers to assess their students understanding of content knowledge. According to Cynthia Seto, author of, “Oral Presentations an Alternative Assessment in Mathematics”, oral presentations are providing a teacher-to-student interaction that delivers teachers with key information about their students, in turn, guiding instruction (Seto, 2002). Oral presentations provide students with a substitute for the basic multiple-choice test, allowing many students to showcase their thinking in an engaging and creative format.
Weaknesses- The way an evaluator judges and conducts oral presentations can be quite different, creating problems in consistency. Student factors may also diminish the success of presentations. Students may have a lack of confidence or feel intimidated sharing information orally. Over anxious students can be so distracted that they apply a greater number of irrelevant thoughts. Students therefore need explicit instructions in the planning process for oral presentations (UQ Teaching and Learning Committee [UQ- Committee], 2008).
Role of Technology- Many technological tools are used to enhance presentations. For example, Power Point, Promethean, Notebook, and Prezi all provide presentation capabilities that will enhance the content and design of an oral presentation. Presentations can also be recorded using audio and video equipment. This is a valuable piece of evidence allowing for self-assessment at a later time. Microphones can be used in the effectiveness of presentations, proving to be a valuable tool when presenting orally. Oral presentations also can be presented using a pod cast with such programs as Garage Band and Audacity. Students are also using technology in the planning process. Online resources may be used for research prior to the actual presentation. The possibilities for technology integration in oral presentation are endless.
Strengths- Students these days are expected to articulate explanations and provide reasoning for their thinking. Oral presentations are an excellent mode for teachers to assess their students understanding of content knowledge. According to Cynthia Seto, author of, “Oral Presentations an Alternative Assessment in Mathematics”, oral presentations are providing a teacher-to-student interaction that delivers teachers with key information about their students, in turn, guiding instruction (Seto, 2002). Oral presentations provide students with a substitute for the basic multiple-choice test, allowing many students to showcase their thinking in an engaging and creative format.
Weaknesses- The way an evaluator judges and conducts oral presentations can be quite different, creating problems in consistency. Student factors may also diminish the success of presentations. Students may have a lack of confidence or feel intimidated sharing information orally. Over anxious students can be so distracted that they apply a greater number of irrelevant thoughts. Students therefore need explicit instructions in the planning process for oral presentations (UQ Teaching and Learning Committee [UQ- Committee], 2008).
Role of Technology- Many technological tools are used to enhance presentations. For example, Power Point, Promethean, Notebook, and Prezi all provide presentation capabilities that will enhance the content and design of an oral presentation. Presentations can also be recorded using audio and video equipment. This is a valuable piece of evidence allowing for self-assessment at a later time. Microphones can be used in the effectiveness of presentations, proving to be a valuable tool when presenting orally. Oral presentations also can be presented using a pod cast with such programs as Garage Band and Audacity. Students are also using technology in the planning process. Online resources may be used for research prior to the actual presentation. The possibilities for technology integration in oral presentation are endless.