2.7 Assessment
Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g)
Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g)
Reflection
As part of my role as instructional technology coach, I provide regular staff development to teachers on how to use current technology tools to design formative assessments. This artifact is a self-reflection survey that I designed for teachers to take to inform themselves about their professional practice in several areas identified by our school’s framework continuum. I created it using Google Forms, and modeled the creation of Google Forms for teachers. I also included a screencast as a separate artifact where I model the creation of a Google form for teachers and discuss specific steps to create questions for diagnostic, summative, and formative purposes.
This form and screencast demonstrate how I successfully model and facilitate the creation of assessments with technology tools for teachers. The form demonstrates my mastery of several question types. For the teacher form, I used an add-on to create a merged document that automatically emailed each teacher a copy of their reflection results. The screencast was created to help teachers who are less successful in technology integration have a resource that they could use when they had difficulty creating their own forms. It shows my fluency and effective use of digital assessment tools and resources.
During the creation of the form and screencast, I learned a lot about more advanced features of Google Forms, such as the Flubaroo add-on (auto-grading), and the Doctopus add-on which enables document merging and email functionality. This knowledge helped me to master more advanced features of assessment practice and envision scenarios when it would be useful for students. If I were creating the screencast again, I would focus more on specific steps and edit the video to zoom in on certain sections of the screen to make a more enjoyable and useful viewing experience for teachers.
Sharing many different features of Google Forms through professional learning session helped our teachers become more fluent in using technology tools for assessment practice. It also created a forum where we could discuss assessment uses and match question types and standards to diagnostic, formative and summative purposes. I also presented about this topic at GaETC in 2014 and shared the presentation and associated resources with teachers at Harbins.
This form and screencast demonstrate how I successfully model and facilitate the creation of assessments with technology tools for teachers. The form demonstrates my mastery of several question types. For the teacher form, I used an add-on to create a merged document that automatically emailed each teacher a copy of their reflection results. The screencast was created to help teachers who are less successful in technology integration have a resource that they could use when they had difficulty creating their own forms. It shows my fluency and effective use of digital assessment tools and resources.
During the creation of the form and screencast, I learned a lot about more advanced features of Google Forms, such as the Flubaroo add-on (auto-grading), and the Doctopus add-on which enables document merging and email functionality. This knowledge helped me to master more advanced features of assessment practice and envision scenarios when it would be useful for students. If I were creating the screencast again, I would focus more on specific steps and edit the video to zoom in on certain sections of the screen to make a more enjoyable and useful viewing experience for teachers.
Sharing many different features of Google Forms through professional learning session helped our teachers become more fluent in using technology tools for assessment practice. It also created a forum where we could discuss assessment uses and match question types and standards to diagnostic, formative and summative purposes. I also presented about this topic at GaETC in 2014 and shared the presentation and associated resources with teachers at Harbins.