Assessments & Technology Collaborative Learning Community - Green Team TEC-538 Learning in the Digital Age Grand Canyon University June 22, 2011

Authentic Assessment of Project Based Learning Connie Welch Contribution Page, D. (2006). 25 Tools, Technologies, and Best Practices. T.H.E. Journal, Vol. 8, 33. Retrieved from / /18042 (2007). IPFW Office of Research and External Support Annual Report Faculty Spotlight on Jeff Norwalk, Associate Professor of Elementary Education at Indiana University, 4. Retrieved from 06/20/11 out/Annual%20report_2006.p df out/Annual%20report_2006.p df Buzzetto-More, N. A., & Alade, A. J. (2006). Best practices in e- assessment. Journal of Information Technology Education, 5, 251–269. Retrieved 06/20/11 from gin?url= st.com/login.aspx?direct=true &db=ehh&AN= &logi npage=Login.asp&site=ehost- live&scope=site gin?url= st.com/login.aspx?direct=true &db=ehh&AN= &logi npage=Login.asp&site=ehost- live&scope=site  Nature of project based learning provides meaningful scenarios for assessment (Page, 2006) (ie: collaboration, goal setting, multilayered decision making, critical thinking skills, and problem solving)  Students are assessed on abilities to apply what they’ve learned into realistic situations (Buzzetto-More, 2006).  Bloom’s taxonomy is in assessment because PBL or Web Quests are based on the critical thinking skills involved (Buzzetto-More, 2006).  PBL assessment encourages self-evaluation of student and teacher alike (Page, 2006).  Checklists are provided for students during PBL projects – keeps them organized and they know what’s expected of them (Page, 2006).  Education Professors find that what standards that are often evaluated are not what are being learned by the students within the project based learning project. (2007).  The mistake is often made during project based learning project is not to assess often enough and conduct ongoing assessment throughout a project’s entirety (2007).  Online web based simulation assessment tools lack the quality measures to adequately measure their student’s simulations – found rubrics better for now (Buzetto-More, 2006).  The Web provides most of the informational resources in this inquiry– based activity.  Should contain: Into, Task, Resources, Description of Process, Guiding Questions, Evaluation of What is Assessed, and Conclusion (Buzzetto-More, 2006).  Computer simulations are a type of PBL where learners are to mimic real-world situations through the interactive changing environments (Buzzetto-More, 2006).  There are simulation authoring, presentation, and assessment tools available for PBL (Bezzetto-More, 2006). Multiple Choicehttp:// sessment/types.htm Students get to choose the best answer. Ease of grading. Students can guess correct responses. Does not allow for creative thinking. Easily uploaded onto various technology platforms. Technology allows for creative display and evaluation.

ASSESSMENTRESOURCESTRENGTHSWEAKNESSESROLE OF TECHNOLOGY True/False essment/types.htm Can aid in utilizing more creative thinking skills by allowing students to rewrite a false statement to make it true. Does not require a lot of assessment time. Students can guess correct responses. Does not allow for creative thinking. Structure is easily setup in various software. And plenty of pre- designed software for this style of testing. Matching ssment/types.htm Students get to use creative thinking skills through the pairing of words/phrases. Ease of grading. Students may select the correct response but does not have to display an understanding. Easily uploaded onto various technology platforms. Creative online software exist, i.e. Jing.com. Fill-in ssment/types.htm Clears shows some knowledge the subject. Allows for creative thinking skills. Time restraints. Students may be assessed due to limited spelling and other inabilities. Software provides the ease of further referencing a response. Software can be programmed to give immediate correct or incorrect response. Short Answer ssment/types.htm Other skills can be assessed at the same time, i.e. sentence structure. A clearer assessment of knowledge. Special needs students will need to be accommodated. Time restraints. Technology software and equipment can be the interface for success of special needs students. Verbal technology allows for students to be assessed more creatively.

ASSESSMENTRESOURCESTRENGTHSWEAKNESSESROLE OF TECHNOLOGY Matching ssment/types.htm Students get to use creative thinking skills through the pairing of words/phrases. Ease of grading. Students may select the correct response but does not have to display an understanding. Easily uploaded onto various technology platforms. Creative online software exist, i.e. Jing.com. Fill-in ssment/types.htm Clears shows some knowledge the subject. Allows for creative thinking skills. Time restraints. Students may be assessed due to limited spelling and other inabilities. Software provides the ease of further referencing a response. Software can be programmed to give immediate correct or incorrect response. Short Answer ssment/types.htm Other skills can be assessed at the same time, i.e. sentence structure. A clearer assessment of knowledge. Special needs students will need to be accommodated. Time restraints. Technology software and equipment can be the interface for success of special needs students. Verbal technology allows for students to be assessed more creatively.

ASSESSMENTRESOURCESTRENGTHSWEAKNESSESROLE OF TECHNOLOGY Labeling ssment/types.htm Easy for student to retain information. Ease of assessing comprehension. May not show an understanding of information. The graphic may have more impact than the understanding. Technology allows for a more creative and realistic display. Technology can allow for more interaction of the information through virtual displays. Show Your Work ssment/types.htm Students can show computation, graphic, and other means of understanding. Students get to display their creativity. Time consuming. Poor writing skills and expression of thoughts. Virtual classroom displays. Assist teachers/students with the many resources available. Visual Representation ssment/types.htm Engages teachers and students. Exciting and fun. Can be time consuming. Lack of equipment. Crucial to have proper working equipment. Will allow for more class engagement. Essays ssment/types.htm Numerous skills can be assessed. Very open to creative ideas. Lack of organization. Time consuming. Unlimited availability of resources. Aids in formulating presentations beyond words.

ASSESSMENTRESOURCESTRENGTHSWEAKNESSESROLE OF TECHNOLOGY Performance Based Tasks ssment/types.htm Students can involve community interaction. Allows for learning engagement beyond the classroom environment. Time consuming. Requires a lot of organization of people/information. Technology allows for global communication/learning. Encourages creative use of technology. Performance Based ssment/types.htm Totally learning inclusive. Ability to assess unlimited skill areas. Time consuming. Requires extinctive organization and cost. Unlimited technology involvement. Allows for the best technology usage. Personal Communicaion ssment/types.htm Engages teachers and students. Exciting and fun. Student restrictions must be implemented. Rules/policies/ regulations highly enforced. Engagement of social networks, , and intranet environments. The ease of tracking communication. Formal LilyMarleen Utai Contribution browse/article.jsp?id=4452 have data which support the conclusions made from the test. We usually refer to these types of tests as standardized measures. These tests have been tried before on students and have statistics which support the conclusion such as the student is reading below average for his age. Scores such as percentiles, stanines, or standard scores are mostly commonly given The data is mathematically computed with a lot of formulas and summarized.