1. Copyright @ Allyn & Bacon 2008 1 Using Technology in the Classroom Gary G. Bitter & Jane M. Legacy Chapter Fifteen

2. Copyright @ Allyn & Bacon 20082 Chapter Fifteen Assessing and Evaluating, Including Portfolios

3. Copyright @ Allyn & Bacon 20083 Focus Questions: What roles does technology play in the assessment of student learning? What roles does technology play in the assessment of student learning? How can technology resources assist with data collection and analysis? How can technology resources assist with data collection and analysis? What methods of assessment determine appropriate student use of technology? What methods of assessment determine appropriate student use of technology? What assessment methods can be used to evaluate constructivist-learning lessons? What assessment methods can be used to evaluate constructivist-learning lessons? Chapter Fifteen

4. Copyright @ Allyn & Bacon 20084 Focus Questions: What role can rubrics play in lesson assessment? What role can rubrics play in lesson assessment? What is the difference between norm-referenced and criteria-referenced assessments? What is the difference between norm-referenced and criteria-referenced assessments? What is the difference between a working portfolio and a reflective portfolio? What is the difference between a working portfolio and a reflective portfolio? What media presentation formats can be designed and developed in an e-Portfolio? What media presentation formats can be designed and developed in an e-Portfolio? Chapter Fifteen

5. Copyright @ Allyn & Bacon 20085 Focus Questions: How can you use an e-Portfolio to align with standards? How can you use an e-Portfolio to align with standards? How does an e-Portfolio enhance students’ accountability in a classroom? How does an e-Portfolio enhance students’ accountability in a classroom? Chapter Fifteen

6. Copyright @ Allyn & Bacon 20086 Measurement Definitions Assessments  Written  Oral  Observational  Performance  Qualitative  Quantitative Chapter Fifteen Evaluation  Combination of assessments  Make judgments about student ability and continued instruction  Formative / Summative

7. Copyright @ Allyn & Bacon 20087 Technology as the Focus CEO Forum’s StaRChart CEO Forum’s StaRChart (www.ceoforum.org) www.ceoforum.org Milken Exchange’s Seven Dimensions for Gauging Progress of Technology Milken Exchange’s Seven Dimensions for Gauging Progress of Technology (www.mff.org/edtech) www.mff.org/edtech Chapter Fifteen

8. Copyright @ Allyn & Bacon 20088 Content as the Focus… Student learning is measured on mastery of content objectives Student learning is measured on mastery of content objectives Constructivist Learning Constructivist Learning Rubrics Rubrics Chapter Fifteen

9. Copyright @ Allyn & Bacon 20089 Assessment Rubric Example… Chapter Fifteen ExemplaryExpectedAdequateInadequate Content Information is in a logical, intuitive sequence; information is clear, appropriate, and accurate. Information is in a logical sequence; information is largely clear, appropriate, and accurate. Information is in some logical sequence; some information is confusing, inappropriate, or inaccurate. Information is not in a logical sequence and is confusing, inappropriate, or inaccurate. Written work Maintains clear focus and logical organ- ization; establishes a tone appropriate to the intended audience; clearly conveys complex ideas with ample supportive details; has no misspellings or grammatical errors. Maintains focus and displays organization; conveys complex ideas with supportive details; has fewer than two misspellings and/or grammatical errors. Attempts to maintain focus and organization, but occasionally is not clear; simple ideas are conveyed well, but more complex notions are not developed and supported with details; has multiple misspell- ings and/or grammatical errors. Frequently loses focus and organization; ideas are not conveyed clearly or supported with details; has significant spelling errors and/or grammatical errors.

10. Copyright @ Allyn & Bacon 200810 Technology as a Data Collection Tool… Computer-Based Tests Computer-Based Tests Fun Brain’s Quiz Lab (www.FunBrain.com) www.FunBrain.com Computerized Adaptive Tests Computerized Adaptive Tests Graduate Record Exam (www.gre.com) www.gre.com Northwest Evaluation Association (www.nwea.org/cat-int.htm) www.nwea.org/cat-int.htm Chapter Fifteen

11. Copyright @ Allyn & Bacon 200811 Technology as a Recording, Analysis, and Communication Tool Quantitative Record Keeping  Teacher’s Grade Book  Spreadsheet  www.gradebook.com www.gradebook.com  www.thinkwave.com www.thinkwave.com Chapter Fifteen

12. Copyright @ Allyn & Bacon 200812 Technology as a Recording, Analysis, and Communication Tool Qualitative Record Keeping  Record observations in a central, organized location  Database, or Word processing document Chapter Fifteen

13. Copyright @ Allyn & Bacon 200813 Technology as a Recording, Analysis, and Communication Tool Portfolio Assessment  Engaged in self- reflection  Selected material to be presented  Convey intents, contents, standards  Show growth  Serve multiple purposes Chapter Fifteen Vision Assessment Technology Logistics Culture

14. Copyright @ Allyn & Bacon 200814 E-portfolio Development Stages… Chapter Fifteen Stage 1: Defining the Portfolio Context and Goals Stage 2: The Working Portfolio Stage 3: The Reflective Portfolio Stage 4: The Connected Portfolio Stage 5: The Presentation Portfolio Tools: Word processors, PowerPoint, HyperStudio, Web Environments

15. Copyright @ Allyn & Bacon 200815 Technology as Plagiarism Detector… http://Cheathouse.com http://Cheathouse.com http://Cheathouse.com www.planetpapers.com www.planetpapers.com www.planetpapers.com www.turnitin.com www.turnitin.com www.turnitin.com http://google.com http://google.com http://google.com http://altavista.com http://altavista.com http://altavista.com Chapter Fifteen

16. Copyright @ Allyn & Bacon 2008 16 The End Prepared by Carolyn Roy Chapter Fifteen