(EDT 626) Assessment & Evaluation with Educational Technology
Syllabus of Record
Catalog Description: The use of educational technology provides opportunities for new
forms of assessment and evaluation for student learning. This course focuses on models of
educational assessment, strategies for assessment of learning in technology-based
environments, uses of technology to support diversity and assessment, alternative forms of
assessment made possible with technology supporting student needs. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Unit Standards: National Council for the Accreditation of Teacher Education (NCATE)
Advanced Program Standards: National Board for Professional Teaching Standards (NBPTS)
Course Standards and Assessments:
Assessment Standards & Benchmarks for Advanced Programs
The teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the learner.
Teachers:
A. Select, construct, and use assessment strategies appropriate to the learning
outcomes.
B. Use a variety of informal and formal strategies to inform choices about student
progress and to adjust instruction.
C. Use assessment strategies to involve learners in self-assessment activities to help
them become aware of their strengths and needs, and to encourage them to set personal
goals for learning.
D. Evaluate the effect of class activities on individuals and on groups through observation
of classroom interaction, questioning, and analysis of student work.
E. Maintain useful records of student work and performance and can communicate
student progress knowledgably and responsibly.
F. Solicit information about students’ experiences, learning, behavior, needs, and
progress from parents, other colleagues and students.
Course Standards
National Board of Professional Teaching Standards (NBPTS)
Proposition #3: Teachers are responsible for managing student learning
Teachers
Teachers
Teachers
Teachers
Teachers
Call on Multiple Methods to Meet Their Goals
Orchestrate Learning in Group Settings
Place a Premium on Student Engagement
Regularly Assess Student Progress
Are Mindful of Their Principal Objectives
Program Standards: International Society for Technology in Education (ISTE) National
Educational Technology Standards for Teachers (NETS-T)
IV.ASSESSMENT AND EVALUATION
Teachers apply technology to facilitate a variety of effective assessment and evaluation
strategies. Teachers:
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.
VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES
Teachers understand the social, ethical, legal, and human issues surrounding the use of
technology in PK–12 schools and apply that understanding in practice. Teachers:
B. apply technology resources to enable and empower learners with diverse backgrounds,
characteristics, and abilities.
Common course assessments: Technology assessment plan & curricular materials
Major Topics:
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Overview of assessment & evaluation
Research on assessment & evaluation
Models of assessment & evaluation
Technology & assessment/evaluation
Case studies
Planning for assessment & evaluation with technology
Assistive technology
Universal design for learning
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Gathering & analyzing assessment data
Course Knowledge Base
Aleahmad, T., & Slotta, J. (2002). Integrating handheld technology and Web-based Science
activities: New educational opportunities. Paper presented at the World Conference
on Educational Multimedia, Hypermedia & Telecommunications, Denver, CO, June
24-29. Available online via ERIC.
Beaver, R. (2004). Curriculum Design and Technology Integration. Learning and Leading
with Technology, 32(1), 42-5. Available online via WilsonSelect.
Boyers, J., & Nickerson, S. (2003). Linking algebraic concepts and contexts: Every picture
tells a story. National Science Foundation, Arlington, VA. Available online via ERIC.
Burns, A. (20006) Integrating Technology into Your Elementary Music Classroom. General
music today, 20(1), 6-10. Available online via Academic Search Premier.
Cradler, J. (2002/3). Effective integration. Learning and Leading with Technology, 30(4),
46-49. Available online through WilsonSelect.
Doggett, M.A. (2008). The videoconferencing classroom: What do students think? Journal of
Industrial Teacher Education, 44(4), 29-41. Available online via WilsonSelect Plus.
Fuhrmann, S., et al. (2005). MapStats for Kids: Making Geographic Statistical Facts
Available to Children. Journal of Geography (Houston), 104 (6), 233-241. Available
online via WilsonSelect.