Transcript Measuring Progress: A Guide to Assessing Students for

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.
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Assessment of student learning will be
consistent with STL.
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 researchbased assessment principles.
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.
Planning Learning
There are no technological literacy
standards for curriculum development
per se.
Measuring Progress
and
Planning Learning
Measuring Progress
and
Planning Learning
Front Matter
• Table of Contents
• Preface
• Listing of Publications in
ITEA Professional Series
MP
Section 1
• Rationale for
technological literacy
• Standards for
technological literacy
• The big picture
perspective
PL
Section 1
• Role and definition of
curricula
• Standards for
technological literacy
• The big picture
perspective
MP
Section 1 Continued
• Planning Framework
• Standards-Based vs.
Standards-Reflected
• Sharing the Vision
PL
Section 1 Continued
• Developing Effective
Curricula
Section 2
• Standards-Based vs.
Standards-Reflected
• Planning Framework
• Revising Existing
Curricula
Presentation of Standards-Based Versus
Standards-Reflected
MP
See p. 7
PL
See pp. 11 & 12
MP
Section 2
An Approach to
Standards-Based
Student
Assessment
PL
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 “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
3.
achievement.
Assessment to evaluate programs.
(NRC, 2000)
Goals of Student Assessment
• Monitor student progress.
• 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 laboratoryclassroom.
The Big Picture
Planning Learning
p. 6
Planning Learning
Appendix D:
Where are We Now?
MP
Section 2
An Approach to
Standards-Based
Student
Assessment
PL
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. 161-180 (121 AD - 180 AD)
Measuring Progress Section 2
An Approach to Standards-Based
Student Assessment
Measuring Progress
Step 1: Select Content Standards, Then
Identify Benchmarks
• STL standards
– The Nature of Technology
– Technology and Society
– Design
– Abilities for a Technological World
– The Designed World
• 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 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.
• 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.
• The use of any single assessment practice
is not adequate.
Measuring Progress
Selected Assessment
Tools/Methods
• Concept Mapping
• Debate
• Demonstration/
• Multiple-Choice Test
• Observation
• Open-ended
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Presentation
Discussion/Interview
Journal/Log
Modeling/Prototyping
Questioning
Portfolio
Project
MP (p. 11)
PL (p. 15)
Planning Learning
Section 2
Revising Existing
Curricula
(p. 17)
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
• 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
– Use a variety of assessments
to determine if students’
knowledge and abilities meet
the desired results.
• Plan learning experiences and
instruction
– Demonstrate understanding
through performance
– Develop / List major units /
lesson / activities
Backwards Design
(modified)
• Identify Desired Results
– Standards / Benchmarks
• Determine acceptable evidence
(General)
• Plan Learning Experiences and
instruction
– Unit Outlines
– Lesson Plans
– Activities
• Enrichment (adding other
appropriate standards /
benchmarks)
• Determine acceptable evidence
(Specific)
• Evaluation of curriculum and
continual refinement
Steve Shumway
Evaluation
Neither MP nor PL present a
process for evaluation.
MP Section 4
PL Section 4
Principles of
Assessment
Principles of Evaluation
MP Section 5
Process of Curriculum
Evaluation
Applying Assessment Data
and Evaluating
Assessment
Measuring Progress: Section 4
Principles of Student Assessment
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Utilizes fair and equitable methods.
Establishes valid and reliable measurements.
Reflects current research.
Incorporates formative and summative
assessment.
Enhances student learning.
Allows for student commonality and diversity.
Includes students in the process.
Reflects current technological content.
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:
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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
• Principles of Evaluation
• Approaching Curriculum Evaluation
Planning Learning: Section 5
Impacting Student Learning
Topics Addressed:
• Curriculum Adoption
• Education for Teachers and Other
Curriculum Developers
• State/Provincial/Regional Leadership
• Support and Advocacy for Technological
Literacy
• 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