1. Technology and Assessments Jennifer Glenski The Next Step Public Charter School

2. Contents  What is Technology? What is Technology?  Types of Technology Used in Assessments Types of Technology Used in Assessments  Benefits of Using Technology in Assessments for Teachers Benefits of Using Technology in Assessments for Teachers  Benefits of Using Technology in Assessments for Administrative Staff Benefits of Using Technology in Assessments for Administrative Staff  Types of Software Types of Software  Student Information Systems Student Information Systems  Learning Management Systems Learning Management Systems  Computerized Adaptive Tests Computerized Adaptive Tests  Dynamic Learning Maps Dynamic Learning Maps  Classroom Assessment Techniques Classroom Assessment Techniques  Classroom Response Systems Classroom Response Systems  References References

3. What is Technology?  Technology is just new tools, like paper and pencil once were.  These new tools are only useful if they add some value to the students, teachers, or school.  Assess what value a certain technology will add, before implementing it. Discuss with teachers, staff and students – the people who will be using the technology.  Technology in schools is primarily used to deliver and store educational content or data.  Technology will not compensate for poor quality content or instruction.  Be sure to have strong curriculum and teaching strategies, and train users in order to successfully use technology in assessments. Contents Page

4. Types of Technology Used in Assessments Hardware Computers Laptops Tablets Mobile Phones Software Computer Applications Mobile Apps Web-Based Applications Student Information Systems Learning Management Systems Computerized Adaptive Testing Dynamic Learning Maps Classroom Assessments Techniques Classroom Response Systems Contents Page

5. Benefits of Technology for Teachers  Technology helps facilitate formative and summative assessments.  Access to immediate assessment results.  Formative in-class assessments help teachers adjust immediate lessons to the students’ needs, and improve student attainment.  Assignments automatically graded – less time for the teacher to spend grading.  Assistive technologies make educational content accessible to students with a wide range of abilities.  Computerized adaptive tests shorten the length of assessments, while providing accurate assessment results – means less time students and teachers spend on testing.  Technology can help engage students in lessons.  Professional development for teachers.  Web-based software can be accessed anywhere with an internet connection. Contents Page

6. “ ” Technology can make formative assessment a seamless part of everyday activities. - M. Burns, EdTech and Curriculum Consultant (2015) Contents Page

7. Benefits of Technology for Administrative Staff  Ability to track and store assessment data.  Easily find and access assessment data.  In-class assessments are a good look into the day-to-day operation of classes.  Can use assessment results in data analysis.  Compare assessment results between different groups or time periods.  Identify trends in assessment results over time.  Technology can help in facilitating assessments.  Professional development for teachers and staff.  Web-based software can be accessed anywhere with an internet connection. Contents Page

8. Types of Software Computer Application Software installed and accessed on a computer or laptop. Also called computer programs. Mobile Device App A program designed to run on mobile devices. Can be created specifically for smartphones or tablets, or be adapted versions of computer applications. Web Based Application A software program that users access through the internet. Is not installed on a local device. Contents Page

9. Student Information System  A Student Information System (SIS) is an application software designed for schools to manage student records and information, such as enrollment records, demographic information, assessment data, class schedules, and attendance.  Also referred to as Student Management Systems (SMS), Student Information Management Systems (SIMS), or Student Record Systems (SRS).  Student information is available from a single source – the SIS.  Many SIS are web-based, and available anywhere with internet access.  SIS save staff and teachers time with streamlined processes, and allow immediate access to a variety of student information.  SIS do not hold course materials, such as class work, quizzes, or assignments. Classroom materials are managed by Learning Management Systems. Contents Page

10. Learning Management System  A Learning Management System (LMS) is software that manages the administration, tracking, and delivery of course materials electronically to students and teachers. LMS can manage a course’s assignments, quizzes, tests, and resources.  Also known as Course Management Systems (CMS).  Many LMS are web-based and accessible anywhere with an internet connection. This make access to course materials easier and more convenient for teachers and students.  Allows students to track their progress throughout a course and take ownership over their learning. Contents Page

11. Computerized Adaptive Testing Krentz (2012), of the National Center on Educational Outcomes describes Computerized Adaptive Testing (CAT): Computerized Adaptive Testing CAT successively selects questions based on what is known about the examinee from previous questions. For example, if an examinee performs well on an item of intermediate difficulty, he/she will then be presented with a more difficult question. Or, if the examinee performed poorly, he/she would be presented with an easier question. Compared to static multiple choice tests with a fixed set of items administered to all examinees, computer adaptive tests usually require fewer test items to arrive at equally precise scores. (p. 4) Contents Page

12. Dynamic Learning Maps Krentz (2012), of the National Center on Educational Outcomes describes Dynamic Learning Maps (DLM):Dynamic Learning Maps The Dynamic Learning Maps Alternate Assessment System will allow students with significant cognitive disabilities to demonstrate what they know in ways that traditional multiple choice assessments cannot. Instead of a single stand-alone test, the system will use items and tasks embedded in day-today instruction throughout the year to help map a student’s learning. Under this model, a student may take 30 small, integrated assessments by the end of the year rather than one single large assessment. This allows the teacher an opportunity to adjust instruction to support student learning throughout the year. An optional summative assessment will also be developed for states desiring a supplement to the instructionally embedded system. (p. 5) To meet the variety of needs of students, DLM can be used with common assistive technologies, as well as a keyboard and mouse, or touch-screen devices. Contents Page

13. Classroom Assessment Techniques Classroom Assessment Techniques (CATs) are a formative assessment, meaning they occur frequently and are used to immediately adjust instruction of the course. The Eberly Center for Teaching Excellence and Educational Innovation, of Carnegie Mellon University, describes CATs: Classroom Assessment Techniques (CATs) are a set of specific activities that instructors can use to quickly gauge students’ comprehension … CATs are meant to provide immediate feedback about the entire class’s level of understanding, not individual students’. The instructor can use this feedback to inform instruction, such as speeding up or slowing the pace of a lecture or explicitly addressing areas of confusion. CATsCATs can be used with simple tools such as pen and paper. However, when used with technology, such as a learning management system or classroom response system, teachers and faculty can track and learn more from the class’s data. Technology can also make it easier for teachers to administer CATs. Contents Page

14. Classroom Response Systems Classroom Response Systems (CRS) are tools that help facilitate classroom assessments. CRSs are also referred to as Classroom Response Technologies, Student Response Systems, Classroom Polling Systems, or Clickers. The Cornell University Center for Teaching Excellence (2014) describes transmitter, and web-based CRSs: CRSs, such as i>clickers consist of individual remotes that students use to respond to questions and a handheld transmitter that collects the student response data. Other classroom response technologies are web-based and students can use cell phones or other personal mobile devices to answer questions.i>clickers With this technology, lecturers can design multiple-choice questions for students to answer anonymously using a remote device. In addition to multiple-choice questions, some web-based classroom response software like Poll Everywhere allow for questions that require text responses, and Learning Catalytics allows for even more question types, such as those that require text, sketch, and mathematical expression responses.Poll EverywhereLearning Catalytics Responses are instantly tabulated via the transmitter, or online for web-based technologies. The instructor can view responses in real time and can also share this visual with students using a projector. Contents Page

15. References R. Bryne. (2014, February 24). A Quick Comparison of Five Popular Backchannel and Informal Assessment Tools. [Web log comment]. Retrieved from http://www.freetech4teachers.com/2014/02/a-quick- comparison-of-five-popular.html#.VnB7qkorIdUA Quick Comparison of Five Popular Backchannel and Informal Assessment Tools M. Burns. (2015, December 14). Empowering Teachers With Tech-Friendly Formative Assessment Tools [Web log comment]. Retrieved from http://www.edutopia.org/blog/tech-friendly-formative- assessment-tools-monica-burnsEmpowering Teachers With Tech-Friendly Formative Assessment Tools Cornell University Center for Teaching Excellence. (2014, July 16). Classroom Response Systems. Retrieved from https://www.cte.cornell.edu/teaching-ideas/teaching-with-technology/classroom- response-systems.htmlClassroom Response Systems Cunningham, K. & Moore, D. (n.d.). 50 CATS by Angelo and Cross. Retrieved from http://tep.uoregon.edu/resources/newteach/fifty_cats.pdf50 CATS by Angelo and Cross K. Dryer. (2013, July 15). Digital Technology Tools for Implementing Formative Assessment. [Web log comment]. Retrieved from https://www.nwea.org/blog/2013/digital-technology-tools-for- implementing-formative-assessment-post-one/#sthash.LiZuiHDr.dpufDigital Technology Tools for Implementing Formative Assessment Dynamic Learning Maps. (n.d.). Overview. Retrieved from http://dynamiclearningmaps.org/Overview Eberly Center for Teaching Excellence and Educational Innovation (n.d.). Using Classroom Assessment Techniques. Retrieved from https://www.cmu.edu/teaching/assessment/assesslearning/CATs.htmlUsing Classroom Assessment Techniques Krentz, J. (2012, February). A Guide to Educational Acronyms. Retrieved from http://www.cehd.umn.edu/NCEO/OnlinePubs/NCEOAcronymHandbook.pdfA Guide to Educational Acronyms Contents Page