INST0810-- Classroom Assessment Enhanced by
Technology
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Syllabus |
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In this course, participants will
explore principles of classroom assessment and a range of assessment methods
supported by technology. Participants
will review formative and performance assessments, backwards design, and various
methods including quizzes, rubrics, and electronic portfolios. By the end of the course, participants will
design new assessments to use with their curriculum. |
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The Department of Education,
Office of Technology offers 40 renewal credits for educators completing the
course. The Regional Technology Centers facilitate the online course for
non-refundable $30 registration fee. |
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This is an
introductory course for teachers, technology specialists, curriculum
specialists, professional development specialists, or other school
personnel. Participants are expected
to have regular access to computers.
In addition, participants should be proficient with using email,
browsing the Internet, and navigating to computer files. |
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Regional
Technology Specialists Regional
Services |
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Computers with MS Word and
a browser and Internet access. |
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This
course will enable participants to:
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This
course is divided into six one-week sessions which each include readings, an
activity, and an online discussion among course participants. The time for
completing each session is estimated to be two to four hours. The
outline for the course is as follows:
In the
first session participants will consider different forms of assessment to use
with their curriculum. In the second session participants will practice incorporating
backward design into a lesson plan they have already created. In the third and fourth sessions
participants will create formative and performance assessments. In Session
Five participants will use RubiStar to create a
rubric, and in the last session participants will consider how using
technology changes their assessment practices. Course
participants are expected to complete weekly assignments, including active
participation in the online discussion board. In addition, participants will
develop and share their ideas to incorporate tools and strategies presented
in the course into their own curricula. |
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• Attendance will be
determined by completion of weekly online assignments. Assignment due dates
are midnight of the last date of each session. |
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The Digital Dropbox and the Grade Book features accessed from the User Tools
button on the course homepage within eLearning SC’s
e-classroom, https://elearning.ed.sc.gov , will serve
as the participant’s portfolio and provide assessment feedback. Course
participants will be assessed throughout this course by the assignments they
complete and return to the facilitator via the Digital Dropbox.
The Grade Book will be used to provide participants with weekly assessment of
assigned exercises, original applications, readings, and discussion. Eighty
percent of the possible grade for each session must be achieved by the
participant in order to pass the course. Each session includes readings, an
activity, and a discussion assignment, which participants are required to
complete. Course Products Discussion
Participation |
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Session One: Principals of
Effective Assessment In this session, participants
will review eleven essential principles for effective assessment and examine
how these principles operate in the school or organization. Participants will
also choose an existing curriculum unit and consider new forms of assessment
that may be appropriate for that curriculum. Session Two: Creating Assessments using Backward Design Backward Design is a curriculum planning technique that asks
educators to identify desired results and create assessments before
developing the actual lesson plan. Grant Wiggins and Jay McTighe
elaborate on backward design by noting, The approach to curricular design we recommend
is logically forward and common-sensical, but
backward by conventional habits, whereby many teachers typically begin with
textbooks, favored lessons, and time-honored activities rather than deriving
them from targeted goals or standards. We are advocating the reverse: One
starts with the end-the desired results (goals or standards)-and then derives
the curriculum based on the evidence of learning (obtained through
assessments) called for by the goals and standards. (p. 37, Understanding
by Design) During this session
participants will read a chapter from the book "Understanding by
Design" and use an online tool called the Backward Design Template. Session Three: Performance
Assessment In this session,
participants will review what this form of assessment looks like and consider
how to incorporate it into the classroom. Using the seven steps outlined in
the reading, participants will create a performance assessment that fits in
with a curriculum unit or lesson plan. Session Four: Using Formative
Assessment to Close the Achievement Gap Formative assessment is an effective way to gauge student
progress during a curriculum unit, in contrast to summative assessment, which
evaluates student performance at the end of a curriculum unit. In this session, participants will review
formative assessment and consider how this practice can improve learning for
all students. Participants will also use an online test-making tool, and
practice creating a quiz or sruvey as a formative
assessment for an existing curriculum unit or lesson plan. Rubrics are an
effective tool for assessment, particularly for evaluating performance tasks.
According to rubric expert, Professor Heidi Goodrich from the College of
Education at Ohio University, a rubric is "a scoring tool that lists the
criteria for a piece of work or 'what counts.'“ Session Six: Putting It Together
with Electronic Portfolios "A portfolio is a
purposeful collection of student work demonstrating the student's achievement
or growth as characterized by a strong vision of content," according to Todd
Bergman, an independent consultant and
teacher at Mt. Edgecumbe High School in
Sitka, Alaska. (From Education World) |
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A
Resources button on the course homepage within eLearning SC's
e-classroom, https://elearning.ed.sc.gov contains the
bibliography for this course. A limited bibliography is included in the major
topics section above. |
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ISTE Technology Standards IV.
ASSESSMENT AND EVALUATION A.
apply technology in assessing student learning
of subject matter using a variety of assessment techniques. B.
use technology resources to collect and analyze
data, interpret results, and communicate findings to improve instructional
practice and maximize student learning. C.
apply multiple methods of evaluation to
determine students' appropriate use of technology resources for learning,
communication, and productivity. V.
PRODUCTIVITY AND PROFESSIONAL PRACTICE A. use technology resources to engage in ongoing professional development and lifelong learning. B. continually evaluate and reflect on professional practice
to make informed decisions regarding the use of technology in support of
student learning. C. apply technology to
increase productivity. VI.
SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES. D.
apply technology resources to enable and empower learners with
diverse backgrounds, characteristics, and abilities. (See: http://cnets.iste.org/
for details on ISTE NETS Standards. Standards listed here are taken from http://cnets.iste.org/teachers/t_stands.html
and have been developed by the International Society for Technology in
Education, http://www.iste.org/) NATIONAL PROFESSIONAL
DEVELOPMENT STANDARDS Staff development that
improves the learning of all students: ·
Organizes adults into learning communities
whose goals are aligned with those of the school and district. ·
Requires resources to support adult learning and collaboration. ·
Provides educators with the knowledge and skills to collaborate.
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