Proposal to Utilize Software to Support Classroom Assessment
Proposal to Utilize Software to Support Classroom Assessment
Technology has many uses and one of those important uses is in the classroom. Instructional Technology can be used in several ways in the classroom. Some of the ways that software can be utilized in the classroom is to facilitate the ongoing efforts to assess student learning, perform formative assessments, and summative assessments.
Some ways that technology can be used to facilitate the ongoing effort to assess the students learning are by allowing students complete essays or projects related to the lesson by using technology and allowing students to take quizzes and tests on the computer.
The computer’s ability to capture student inputs permits collecting evidence of processes such as problem-solving sequences, and strategy use as reflected by information selected, numbers of attempts, approximations to solutions, and time allocation (Pellegrino & Quellmalz, 2010, p. 120).
I would be able to look at the test and quiz scores of the students. I would also be able to look at how long it took the students to take the test and how long it took them to answer each question. The results would also allow me to identify what areas the students did not understand or comprehend as well. After analyzing the results of the quiz I am able to reconstruct my teaching methods to go over the lesson again. This allows me as an educator to teach the lesson in a manner that the students can understand. Formative assessment is defined as a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment (A.U. 2011, n.p.). An example of teachers using formative assessments are asking the students questions during instruction, giving the students a quiz at the end of the day’s lesson, and allowing the students to write a one page summary of the lesson that was taught. If the students do not show
Technology has many uses and one of those important uses is in the classroom. Instructional Technology can be used in several ways in the classroom. Some of the ways that software can be utilized in the classroom is to facilitate the ongoing efforts to assess student learning, perform formative assessments, and summative assessments.
Some ways that technology can be used to facilitate the ongoing effort to assess the students learning are by allowing students complete essays or projects related to the lesson by using technology and allowing students to take quizzes and tests on the computer.
The computer’s ability to capture student inputs permits collecting evidence of processes such as problem-solving sequences, and strategy use as reflected by information selected, numbers of attempts, approximations to solutions, and time allocation (Pellegrino & Quellmalz, 2010, p. 120).
I would be able to look at the test and quiz scores of the students. I would also be able to look at how long it took the students to take the test and how long it took them to answer each question. The results would also allow me to identify what areas the students did not understand or comprehend as well. After analyzing the results of the quiz I am able to reconstruct my teaching methods to go over the lesson again. This allows me as an educator to teach the lesson in a manner that the students can understand. Formative assessment is defined as a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment (A.U. 2011, n.p.). An example of teachers using formative assessments are asking the students questions during instruction, giving the students a quiz at the end of the day’s lesson, and allowing the students to write a one page summary of the lesson that was taught. If the students do not show
References: A.U. (2011). Formative Assessments. n.p.http://en.wikipedia.org/wiki/Social_software#History. Chenn, H., Ming, L., Kuo, C., Yao, S., Tz-Hau, H., Chun-, C., Hung, S., Kuo, L., el. (2010). A Learning Assistance Tool for Enhancing ICT Literacy of Elementary School Students. Journal of Educational Technology & Society. Vol. 13, Issue 3, p. 126-138. http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=86be5298-c0bf-4634-ae54-4f888e64c63e%40sessionmgr104&vid=35&hid=106. Jenkins, James. (2010). A Multi-Faceted Formative Assessment Approach: Better Recogising the Learning Needs of Students. School of Life Sciences. Vol. 35, Issue 5, p. 565-576. http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=7bcced7a-4a7f-4efa-8a26-f2ec777f7552%40sessionmgr11&vid=4&hid=19. Pellegrino, James & Quellmalz, Edys. (2010). Perspectives on the Integration of Technology and Assessment. Technology in Education. Vol. 43, Issue 2, p. 119-134. http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=86be5298-c0bf-4634-ae54-4f888e64c63e%40sessionmgr104&vid=7&hid=106.