Link to Second Rubric
(EDT 626) Assessment & Evaluation with Educational Technology
Common Course Assessment: Technology Assessment Plan
(EDT 626) Assessment/Evaluation with Educational Technology
Common Course Assessment: Technology Assessment Plan
Common Course Standards:

Unit Standards: National Council for the Accreditation of Teacher Education
(NCATE)
Advanced Program Standards: National Board for Professional Teaching
Standards (NBPTS),
Council for Social Foundations of Education (CSFE) and College of Education Research
Standards

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
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.

Program Standards: 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.
Directions to the Student: The technology assessment plan represents a chance for students
to describe specifically how they plan to use technology, in its many forms, to support
assessment of their teaching and their students’ learning. Specifically, these plans will focus
on how technology can be used to assess student learning data for content and technology
skills, drawing on published research and learning theories, and apply multiple forms of
assessment.
Evaluation Rubric for Technology Assessment Plan
Distinguished
Proficient
Progressing
Unsatisfactory
(3)
(2)
(1)
(0)
Using
technology for
collection,
analysis and &
interpretation
Plan addresses
use of technology
resources to
collect, analyze
assessment data,
and interpret the
results
Plan describes
how technology
can be used to
communicate
assessment
results to parents
and
administrators
Use of multiple
methods of
evaluation
Plan applies
multiple methods
of evaluation to
examine
students’ use of
technology for
learning,
communication
and productivity
Plan addresses
use of
technology
resources to
one (1) of the
following: to
collect, analyze
assessment
data, or
interpret the
results
Plan does not
describe how
technology can
be used to
communicate
assessment
results to
parents or
administrators
Plan applies a
single method
of evaluation to
examine
students’ use
of technology
for learning,
communication
or productivity
Plan does not
address use of
technology
resources to
collect, analyze
assessment
data, or
interpret the
results
Description of
plans for
communication
Plan addresses
use of
technology
resources to two
(2) of the
following: to
collect, analyze
assessment
data, or
interpret the
results
Plan describes
how technology
can be used to
communicate
assessment
results to
parents or
administrators
Available
technology
supports
students with
Plan considers
how available
technology can
be adapted to
Plan considers
how available
technology can
be adapted to
Plan does not
consider how
available
technology can
Element
Plan applies
multiple
methods of
evaluation to
examine
students’ use of
technology for
learning,
communication
or productivity
Plan considers
how available
technology can
be adapted to
Plan does not
describe how
technology can
be used to
communicate
assessment
results to
parents or
administrators
Plan does not
apply a method
of evaluation of
students’ use of
technology
special needs
meet the needs
of students with
different abilities,
as well as ESL
students
meet the needs
of students with
different
abilities, or ESL
students
meet the needs
of students
with different
abilities, or ESL
students
Assistive
technology
resources
considered in
plan
Plan identifies
available
assistive
technology (AT)
hardware and
software within
the classroom, as
well as lab
settings within
the building, and
support services
Plan identifies
available two (2)
of the following:
assistive
technology (AT)
hardware and
software within
the classroom,
or lab settings
within the
building, or
support services
Electronic
grading
software
considered in
plan
Plan considers
availability and
use of electronic
grading software
and parental
access to student
grades and
assignments via
the Web
Plan considers
two (2) of the
following:
availability and
use of electronic
grading software
and parental
access to
student grades
and assignments
via the Web
Overall quality
Plan contains few
(less than 3)
spelling,
grammar, or
punctuation
errors
Plan contains
some (between
3 and 5)
spelling,
grammar, or
punctuation
errors
Plan identifies
available one
(1) of the
following:
assistive
technology
(AT) hardware
and software
within the
classroom, or
lab settings
within the
building, or
support
services
Plan considers
one (1) of the
following:
availability and
use of
electronic
grading
software and
parental access
to student
grades and
assignments
via the Web
Plan contains
many (between
6 and 8)
spelling,
grammar, or
punctuation
errors
be adapted to
meet the needs
of students with
different
abilities, or ESL
students
Plan does not
identify
available
assistive
technology (AT)
hardware and
software within
the classroom,
or lab settings
within the
building, or
support
services
Plan does not
consider
availability and
use of
electronic
grading
software or
parental access
to student
grades or
assignments
Plan contains
many (more
than 8)
spelling,
grammar, or
punctuation
errors
Common Course Assessment: Curricular Materials
Directions to the Student: Curricular materials articulate what students know about
educational technology and integrate assessment of student learning using technology.
These plans must describe how technology can be used to analyze student performance
data, interpret the results to improve instruction, and communicate the findings to
maximize student learning. Plans can also describe how technology can be used to support
student grading and reporting, improve parental involvement, or for long-term analysis of
student progress to demonstrate learning.
Evaluation Rubric for Curriculum Materials
Element
Overall quality
Student
performance and
progress
measured
Technology
competencies
used to adapt
instruction
Descriptions of
data collection
and analysis
used to adapt
instruction
Distinguished
Proficient
Progressing
Unsatisfactory
(3)
(2)
(1)
(0)
Materials have
few (less than
3) spelling,
grammar or
punctuation
errors
Assessment and
evaluation
methods are
used to analyze
student
performance
and progress
with available
technology
Materials and
activities
consider
students’
technology skills
or competencies
and adjust
instructional
plans and
activities
accordingly
Plans for
activities
demonstrate
how data
gathered and
analyzed for
assessment are
used to adapt
instruction or
curriculum to
maximize
student learning
Materials have
some (between 3
and 6) spelling,
grammar or
punctuation
errors
Assessment or
evaluation
methods are used
to analyze
student
performance or
progress with
available
technology
Materials and
activities consider
students’
technology skills
or competencies,
but do not adjust
instructional plans
and activities
accordingly
Materials have
many (more than
6) spelling,
grammar or
punctuation
errors
Assessment and
evaluation
methods are not
used to analyze
student
performance or
progress with
available
technology
Materials and
activities do not
consider
students’
technology skills
or competencies
or adjust
instructional
plans and
activities
Plan contains
many (more
than 8) spelling,
grammar, or
punctuation
errors
Assessment and
evaluation
methods are not
used to analyze
student
performance or
progress with
available
technology
Materials and
activities do not
consider
students’
technology skills
or competencies
or adjust
instructional
plans and
activities
Plans for activities
demonstrate how
data gathered and
analyzed but not
how instruction or
curricular can be
adapted to
maximize student
learning
Plans for
activities do not
demonstrate how
data gathered
and analyzed for
assessment or
are used to
adopt instruction
or curriculum to
maximize
student learning
Plans for
activities do not
demonstrate
how data
gathered and
analyzed for
assessment or
are used to
adopt
instruction or
curriculum to
maximize
student learning
Alignment with
subject area and
technology
standards
Assistive
technology
considered and
used as available
Materials and
activities are
clearly aligned
with subject
area and
technology
standards
Materials and
activities
describe how
specific assistive
technologies
can be used to
adapt
instruction to
support
students’ with
special needs
Materials and
activities are
aligned with
subject area or
technology
standards
Materials and
activities are not
aligned with
subject area or
technology
standards
Materials and
activities are not
aligned with
subject area or
technology
standards
Materials and
activities describe
how specific
assistive
technologies can
be used to adapt
instruction to
support students’
with special needs
Materials and
activities do not
describe how
specific assistive
technologies can
be used to adapt
instruction to
support students’
with special
needs
Materials and
activities do not
describe how
specific assistive
technologies can
be used to
adapt
instruction to
support
students’ with
special needs