Age group is Kindergarten -3rd grade Technology-based assessment tools are available in abundance. As a technology coach and classroom teacher, it is important for you to identify tools that are aligned to a specified purpose.
Imagine you are the technology coach for your school and the principal has asked you to provide a 5-7 minute narrated digital presentation about technology-based assessment tools at the next virtual faculty meeting. The goal is to select tools that teachers in the grade range of your choice (K-3, 4-8, 9-12) can begin implementing for formative and summative assessments in their classrooms. The selected tools should align with the student technology standards and provide student achievement data that can be used to improve instruction and maximize student learning. The recorded digital presentation should include both visual and audio content.
Consider the various types of formative and summative assessments teachers use and the types of achievement data that are helpful for improving instructional practice and maximizing student learning. Conduct research to help you select five technology-based assessment tools for delivering formative and summative assessments in a variety of ways. When selecting tools, be sure you have selected at least one that would be appropriate for each type of assessment below.
Recall questions (facts, definitions, steps in a procedure using assessments such as multiple choice and true/false questions)
Skills and concepts (comparisons, summarizing, cause/effect, making predictions using assessments such as open-ended questions or interactive assessments like demonstrations)
Strategic thinking (using evidence to justify/make arguments, plan/analyze/use multiple methods to get a solution using interactive assessments or non-interactive assessments such as oral presentations and extended essays)
Extended thinking (research and make connections among ideas and across disciplines to devise a plan and solve a problem using interactive or non-interactive assessments)
Peer review of work and/or self-assessment of work by student
After selecting your five virtual tools, create a 5-7 minute narrated digital presentation for the school faculty. Remember that video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and that the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Refer to “Recording, Editing, and Uploading a Video or Podcast” and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the “unlisted” option. Ensure that others can access and view your linked video prior to submitting.
For each of the five tools you have selected to feature in your presentation, provide the following:
Name of the tool, link to the tool, and a summary of how the tool works.
Explanation of why the selected tool is appropriate for the grade range you have selected.
Description of how the tool could be applied to a lesson in the form of a formative or summative assessment along with how use of the tool supports student technology standards.
Explanation of the type of data that is produced by the tool and how the data can be used by the teacher to improve instruction and maximize student learning.
Submit both the digital presentation and the link to the narrated presentation. Ensure that others can access and view the link to your narrated digital presentation prior to submitting.
In TEC-516, you created the “Technology Coaching Website” you will develop throughout the program. You also began completing the “Standards and Rationale” worksheet. In ongoing preparation for the capstone project, add the link to the video on the appropriate page of the “Technology Coaching Website.” Add this artifact to the “Standards and Rationale” worksheet using the table associated with TEC-536. Submit both the completed “Technology Coaching Website” and “Standards and Rationale” worksheet as part of the capstone project in TEC-595.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success enter.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies: MS Instructional Technology
2.5: Model effective use of technology tools and resources to continually assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards. [ISTE-C 4b; InTASC 6(i), 6(g); Mission Critical 1, 2]
2.6: Model effective use of technology tools and resource to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning. [ISTE-C 4b, 6b; InTASC 6(c), 6(i), 6(k), 6(l), 6(v); Mission Critical 1, 2]
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