Measuring Progress and Planning Learning William E. Dugger, Jr. Shelli D. Meade

Measuring Progress and Planning Learning

Measuring Progress AETL contains 3 sets of technological literacy standards: Student Assessment Standards (Chapter 3) Professional Development Standards (Chapter 4) Program Standards (Chapter 5) Serves as a companion to the standards in STL.

A-1.Assessment of student learning will be consistent with STL. A-1.Assessment of student learning will be consistent with STL. A-2.Assessment of student learning will be explicitly matched to the intended purpose. A-2.Assessment of student learning will be explicitly matched to the intended purpose. A-3.Assessment of student learning will be systematic and derived from research- based assessment principles. A-3.Assessment of student learning will be systematic and derived from research- based assessment principles. A-4.Assessment of student learning will reflect practical contexts consistent with the nature of technology. A-4.Assessment of student learning will reflect practical contexts consistent with the nature of technology. A-5.Assessment of student learning will incorporate data collection for accountability, professional development, and program enhancement. A-5.Assessment of student learning will incorporate data collection for accountability, professional development, and program enhancement.

Planning Learning There are no technological literacy standards for curriculum development per se.

Measuring Progress and Planning Learning

Front Matter Table of Contents Preface Listing of Publications in ITEA Professional Series

MPPL Section 1 Rationale for technological literacy Rationale for technological literacy Standards for technological literacy Standards for technological literacy The big picture perspective The big picture perspective Section 1 Role and definition of curricula Role and definition of curricula Standards for technological literacy Standards for technological literacy The big picture perspective The big picture perspective

MPPL Section 1 Continued Planning Framework Planning Framework Standards-Based vs. Standards-Reflected Standards-Based vs. Standards-Reflected Sharing the Vision Sharing the Vision Section 1 Continued Developing Effective Curricula Developing Effective Curricula Section 2 Standards-Based vs. Standards-Reflected Standards-Based vs. Standards-Reflected Planning Framework Planning Framework Revising Existing Curricula Revising Existing Curricula

Presentation of Standards-Based Versus Standards-Reflected MPPL See p. 7 See pp. 11 & 12

MPPL Section 2 An Approach to Standards-Based Student Assessment Section 3 Standards-Based Curriculum Development or Revision

Measuring Progress Student Assessment: The systematic, multi-step process of collecting evidence on student learning, understanding, and abilities and using that information to inform instruction and provide feedback to the learner, thereby enhancing learning.

All Addenda Guides Assessment vs. Evaluation The term “assessment” is used when referring to the collection of data on the knowledge and abilities of individual students for use in improving the teaching and learning process. The term “assessment” is used when referring to the collection of data on the knowledge and abilities of individual students for use in improving the teaching and learning process. The term “evaluation” refers to the collection and processing of information and data to determine how well a design meets the requirements and to provide direction for improvement. The term “evaluation” refers to the collection and processing of information and data to determine how well a design meets the requirements and to provide direction for improvement.

Purposes of Assessment 1. Assessment to assist learning. 2. Assessment of individual achievement. 3. Assessment to evaluate programs. (NRC, 2000)

Goals of Student Assessment Monitor student progress. Monitor student progress. Enhance teaching and learning. Enhance teaching and learning.

Planning Learning Curriculum/Curricula: Specification of the way content is delivered, including the structure, organization, balance, and presentation of content in the laboratory- classroom.

The Big Picture

Planning Learning p. 6

Planning Learning Appendix D: Where are We Now?

MPPL Section 2 An Approach to Standards-Based Student Assessment Section 3 Standards-Based Curriculum Development or Revision

Waste no more time talking about great souls and how they should be. Become one yourself! Marcus Aurelius Antoninus Roman Emperor, A.D (121 AD AD)

Measuring Progress Section 2 An Approach to Standards-Based Student Assessment

Measuring Progress Step 1: Select Content Standards, Then Identify Benchmarks STL standards STL standards –The Nature of Technology –Technology and Society –Design –Abilities for a Technological World –The Designed World Other content area standards Other content area standards

Measuring Progress Step 2: Extract and Organize Content STL Standard 2, Benchmark N: Systems thinking involves considering how every part relates to others STL Standard 2, Benchmark N: Systems thinking involves considering how every part relates to others STL Standard 17, Benchmark L: Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information. STL Standard 17, Benchmark L: Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information.

Measuring Progress Step 3: Define Assessment Criteria Assessment criteria are the expectations of student learning that are used for collecting information on student learning. Assessment criteria are the expectations of student learning that are used for collecting information on student learning. Define what a student should “look like” and can be measured and/or observed. Define what a student should “look like” and can be measured and/or observed.

Measuring Progress Section 3 Student Assessment Tools and Methods

Measuring Progress Step 4: Select and Use Assessment Tools and/or Methods Use a variety of assessment tools and methods to collect evidence of student learning. Use a variety of assessment tools and methods to collect evidence of student learning. The use of any single assessment practice is not adequate. The use of any single assessment practice is not adequate.

Measuring Progress Selected Assessment Tools/Methods Concept Mapping Concept Mapping Debate Debate Demonstration/ Presentation Demonstration/ Presentation Discussion/Interview Discussion/Interview Journal/Log Journal/Log Modeling/Prototyping Modeling/Prototyping Multiple-Choice Test Multiple-Choice Test Observation Observation Open-ended Questioning Open-ended Questioning Portfolio Portfolio Project Project

MP (p. 11) PL (p. 15)

Planning Learning Section 2 (p. 17) Revising Existing Curricula

Planning Learning Section 3 (p. 22) Appendices E and F only take the user through Steps 1-5 of the approach. Steps 6 and 7 are crucial to the ongoing nature of curriculum development and must not be forgotten in the process. Step 6:Evaluate Curriculum Step 7:Make Use of Evaluation Results

Planning Learning Section 3 (p. 22) While the approach presents seven steps, experienced teachers and other curriculum developers know that organizing curricula does not always occur in a linear fashion. As users of the approach become comfortable developing standards-based curricula, they will revisit and re-examine steps to help thoroughly link curricula to technological literacy standards.

Planning Learning Section 3 (p. 23) A unit is an organized series of lessons that focuses on a specific topic and typically lasts from a few days to a few weeks. A lesson defines individual learning activities, lectures, projects, and other teaching strategies for delivering content day-by-day in the laboratory-classroom.

Backwards Design Backwards Design (modified) Identify desired results Identify desired results –Consider what you want the students to know and be able to do. –Align with Standards/Benchmarks –Frame in terms of questions. Determine acceptable evidence Determine acceptable evidence –Use a variety of assessments to determine if students’ knowledge and abilities meet the desired results. Plan learning experiences and instruction Plan learning experiences and instruction –Demonstrate understanding through performance –Develop / List major units / lesson / activities Identify Desired Results Identify Desired Results –Standards / Benchmarks Determine acceptable evidence (General) Determine acceptable evidence (General) Plan Learning Experiences and instruction Plan Learning Experiences and instruction –Unit Outlines –Lesson Plans –Activities Enrichment (adding other appropriate standards / benchmarks) Enrichment (adding other appropriate standards / benchmarks) Determine acceptable evidence (Specific) Determine acceptable evidence (Specific) Evaluation of curriculum and continual refinement Evaluation of curriculum and continual refinement Steve Shumway

Evaluation Neither MP nor PL present a process for evaluation. MP Section 4 Principles of Principles ofAssessment MP Section 5 Applying Assessment Data and Evaluating Assessment PL Section 4 Principles of Evaluation Process of Curriculum Evaluation

Measuring Progress: Section 4 Principles of Student Assessment Utilizes fair and equitable methods. Utilizes fair and equitable methods. Establishes valid and reliable measurements. Establishes valid and reliable measurements. Reflects current research. Reflects current research. Incorporates formative and summative assessment. Incorporates formative and summative assessment. Enhances student learning. Enhances student learning. Allows for student commonality and diversity. Allows for student commonality and diversity. Includes students in the process. Includes students in the process. Reflects current technological content. Reflects current technological content. Utilizes authentic assessment. Utilizes authentic assessment.

Student assessment is an integral part of teaching and learning, and assessment results improve the teaching and learning process for all students.

Measuring Progress: Section 5 Applying Assessment Data and Evaluating Assessment Assessment results are used to: Assessment results are used to: –Improve teaching and learning. –Assign grades. –Monitor progress. –Identify levels of technological literacy. –Determine instructional effectiveness. –Communicate results. –Market and promote technological study. –Guide professional development decisions. –Guide program enhancement decisions.

Planning Learning: Section 4 Evaluating Curricula Topics Addressed: Evaluation Versus Assessment Evaluation Versus Assessment Principles of Evaluation Principles of Evaluation Approaching Curriculum Evaluation Approaching Curriculum Evaluation

Planning Learning: Section 5 Impacting Student Learning Topics Addressed: Curriculum Adoption Curriculum Adoption Education for Teachers and Other Curriculum Developers Education for Teachers and Other Curriculum Developers State/Provincial/Regional Leadership State/Provincial/Regional Leadership Support and Advocacy for Technological Literacy Support and Advocacy for Technological Literacy Call to Action Call to Action

“Improvements in learning will depend on how well assessment, curriculum, and instruction are aligned and reinforce a common set of learning goals, and on whether instruction shifts in response to the information gained from assessments.” NRC, 2001, p. 25