1. Student Assessment Standards
William E. Dugger, Jr., DTE
Shelli Meade
Lisa Delany
Introduction. (Before proceeding to next slide) This morning, we would like to provide you with an overview of the “Student Assessment Standards.”

2. Features of Nationally-Developed Standards
Emphasize a comprehensive, focused, and coherent approach to education.
Emphasize content more than curriculum.
Standards for Technological Literacy: Content for the Study of Technology (STL)
Recognize the need to define more than what students should know and be able to do.
Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards (AETL)
Summarized from Rodger Bybee, BSCS
[Read 1st 2 bullets] As you know, Standards for Technological Literacy defines the content for the study of technology – what students should know and be able to do. It is NOT a curriculum – curricular decisions are left to teachers, school, and school districts. (Show next bullet) Recognizing that content is not enough, that there is a need to define more than what students should know and be able to do, ITEA’s TfAAP developed Advancing Excellence in Technological Literacy.

3. International Technology Education Association’s Technology for All Americans Project
Funded by:
National Science Foundation (NSF)
AETL was made possible by way of generous support from the National Scienve Foundation and the National Aeronautics and Space Administration.
National Aeronautics and Space Administration (NASA)

4. Overview of AETL
Along with STL, AETL describes the attributes of the effective study of technology that lead to technological literacy.
AETL provides the means for implementing Standards for Technological Literacy (STL) in K–12 laboratory-classrooms.
AETL contains three separate but interrelated sets of standards
Student Assessment
Professional Development
Program
[Read 1st & 2nd bullets] STL and AETL should be used as guides for advancing technological literacy for all students. [Read 3rd bullet] As we refer to student assessment, to what are we referring?

5. Student Assessment
The systematic, multi-step process of collecting evidence on student learning, understanding, and abilities and using that information to inform instruction and provide feedback to the learner, thereby enhancing student learning.
Student assessment standards address the process of assessment rather than individual assessment tools and methods. Student assessment is [Read Slide] Why do we assess students?

6. Purposes of Assessment
Assessment to assist learning.
Assessment of individual achievement.
Assessment to evaluate programs.
(NRC, 2000)
According to the National Research Council, the three main purposes of assessment are [read slide]. The student assessment standards focus on Purposes 1 and 2. Standards for Purpose 3 are addressed in chapter 4, “Professional Development Standards,” and provided in chapter 5, “Program Standards.”

7. Primary Goal Of Student Assessment
Student assessment data should be used to improve the teaching and learning process for all students.
(ITEA, 2003)
AETL asserts that the primary goal of student assessment should be to collect data on the knowledge and abilities of each individual student and to use this information to improve the teaching and learning process for all students. In other words, student assessment should be informative.

8. Assessment vs. Evaluation
The term “assessment” is used when referring to the collection of data on the knowledge and abilities of individual students for use in improving the teaching and learning process.
The term “evaluation” refers to the collection and processing of information and data to determine how well a design meets the requirements and to provide direction for improvement.
[Read slide] For example, program evaluation refers to the process of determining how well the design of the program addresses the program standards and ultimately provides information for program revision.

9. Student Assessment Standards
Criteria for use in judging the quality of student assessment practices.
Define how assessment of technological literacy should be designed and implemented.
Primary audience (users of standards): Teachers
Chapter 3 of AETL contains the student assessment standards. The standards in the chapter define the assessment process by providing [Read 1st and 2nd bullets] (Show audience) While the data produced by student assessment are used by many people for a variety of purposes, the primary purpose of assessment should be to improve teaching and learning – for this reason, teachers have been targeted as the primary users for the student assessment standards.

10. Organizational Topics
Consistency with STL
Intended Purpose
Research-Based Assessment Principles
Practical Contexts
Data Collection
Each set of standards in AETL begins with the topic, Consistency with STL. Additionally, topics addressed by the student assessment standards include [Read slide beginning with 2nd bullet]

11. Standards and Guidelines
Standards are written statements about what is valued that can be used for making a judgment of quality.
Guidelines are specific requirements or enablers that identify what needs to be done in order to meet a standard.
The goal is to meet all of the standards in each chapter through the guidelines.
As we mentioned, this session is going to provide you with an overview of the student assessment standards. By standards, we are referring to…[Read slide] ITEA does not recommend that users eliminate any guidelines; however, users may add to the guidelines to accommodate local differences.

12. Standard A-1: Assessment of student learning will be consistent with Standards for Technological Literacy: Content for the Study of Technology (STL).
Guidelines for meeting Standard A-1 require that teachers consistently
A. Administer comprehensive planning and development across disciplines.
B. Incorporate comprehensive planning and development across grade levels.
(Show standard) Each student assessment standard is identified by the prefix letter “A.” In addition, each standard is identified by a number; however, this does not imply a sequential or ranking order. Standard A-2 is of equal importance to A-1. The goal is to meet all of the student assessment standards through each of the guidelines. [Highlight important elements of guidelines]

13. Standard A-1 Continued
Guidelines for meeting Standard A-1 require that teachers consistently
C. Include cognitive learning elements for solving technological problems.
D. Include psychomotor learning elements for applying technology.
E. Guide student abilities to operate within the affective domain, utilizing perspective, empathy, and self assessment.
[Highlight guidelines]

14. Standard A-2: Assessment of student learning will be explicitly matched to the intended purpose.
Guidelines for meeting Standard A-2 require that teachers consistently
Formulate a statement of purpose for assessment tools.
Identify and consider the intended audience in designing assessment tools and reporting assessment data.
Standard A-2 deals with the intended purpose of assessment. To this end, Guideline A requires teachers to formulate a statement of purpose, and Guideline B. requires that the audience be identified. Potential audiences for student assessment include: Students, Teachers, Parents, Administrators, Policymakers, and the General Public.

15. Standard A-2 Continued
Guidelines for meeting Standard A-2 require that teachers consistently
Utilize fair and equitable student assessment methods.
D. Establish valid and reliable measurements that are reflective of classroom experiences.
Further, student assessment should be fair and equitable, utilizing valid and reliable measurements.

16. Standard A-3: Assessment of student learning will be systematic and derived from research-based assessment principles.
Guidelines for meeting Standard A-3 require that teachers consistently
Remain current with research on student learning and assessment.
Devise a formative assessment plan.
Establish a summative assessment plan.
[Read Standards] AETL asserts than in order to attain the standard, teachers must [Highlight guidelines.]

17. Standard A-3 Continued Facilitate enhancement of student learning.
Guidelines for meeting Standard A-3 require that teachers consistently
Facilitate enhancement of student learning.
Accommodate for student commonality and diversity.
Include students in the assessment process.
[Continue highlighting guidelines]. Please note that while the student assessment standards acknowledge the value of and need for summative assessment, the focus of the standards is on formative assessment, or ongoing assessment that is used to provide information to students and teachers to improve teaching and learning.

18. Standard A-4: Assessment of student learning will reflect practical contexts consistent with the nature of technology.
Guidelines for meeting Standard A-4 require that teachers consistently
Incorporate technological problem solving.
Include variety in technological content and performance-based methods.
Standard A-4 relates to the active, dynamic nature of technology, which is reflective of real life. Specifically, Standard A-4 requires [Highlight guidelines]

19. Standard A-4 Continued
Guidelines for meeting Standard A-4 require that teachers consistently
Facilitate critical thinking and decision making.
Accommodate for modification to student assessment.
Utilize authentic assessment.
[Highlight guidelines]

20. Standard A-5: Assessment of student learning will incorporate data collection for accountability, professional development, and program enhancement.
Guidelines for meeting Standard A-5 require that teachers consistently:
Maintain data collection for accountability.
Use student assessment results to help guide professional development decisions.
Use student assessment results to help guide program enhancement decisions.
Standard A-5 states that student assessment data should be used for accountability, guiding professional development decisions, and guiding program enhancement decisions. [Highlight guidelines.]

21. Technology Program Components
As you can see by this graphic, student assessment is only one component of the technology program. The target of every technology program should be to positively affect student learning, which is located at the center of this graphic. In order for student learning to be affective, each element of the program should influence every other element.

22. Student Assessment Standards
The student assessment standards are based on Standards for Technological Literacy.
They are intended to be implemented in conjunction with the professional development and program standards included in Advancing Excellence in Technological Literacy.
(Show 1st bullet) STL identifies the common learning goals on which curriculum, instruction, and assessment should be based – the content. The student assessment standards are intended to… [Read 2nd bullet] In developing AETL, TfAAP staff recognized the importance of aligning each of the components that affect student learning and designed the standards to facilitate interchange among such elements.

23. “Improvements in learning will depend on how well assessment, curriculum, and instruction are aligned and reinforce a common set of learning goals, and on whether instruction shifts in response to the information gained from assessments.”
(NRC, 2001, p. 25)
[Read Slide]

24. Program Permeability
The vision behind the student assessment standards calls on teachers, administrators, and policymakers to perpetuate interchange between elements of the program, including content, professional development, curricula, instruction, student assessment, and the learning environment, in all areas of learning.
To facilitate such interaction, [Read Slide].

25. Significant Elements of AETL
Standards
Guidelines
Notations
Vignettes
(Show title) Show 1st bullets as speaking… In addition to standards and guidelines, (show next bullets) AETL also contains notations and vignettes.

26. (Read 1st bullet) Definitions and quotations appearing in the margins offer additional emphasis or explanation. (Read 2nd bullet) Some standards’ correlations have been inserted in the text of chapters 3, 4, and 5 immediately following the standard narratives.
Notations consist of definitions, tables, quotations, and correlations.
Correlations identify a relationship within or between the standards in AETL and STL.

27. Further, Appendix E is a chart that lists all of these correlations as well as additional correlations at the guideline level.

28. Vignettes provide detailed examples of how standards can be put into practice.
[Read Slide]

29. Vision of STL and AETL
The vision of STL and AETL is that all students can and should become technologically literate.
STL and AETL are both based on the vision that all students can and should become technologically literate. Furthermore, students need and deserve to attain technological literacy through the educational system.

30. “…assessment is pivotal to standards-based reforms because it is the primary means of measuring progress toward attainment of the standards…”
(NRC, 2001, p. 24)
[Read Slide] To ensure students are attaining technological literacy, we must be able to assess their progress toward literacy with an effective system of assessment. The student assessment standards call on teachers and other users to think of assessment as a systematic process rather than a series of instruments or methods. Utilizing assessment as described by the student assessment standards, we can further assist students in their progression toward technological literacy.

31. ITEA Standards Specialists
ITEA Standards Specialists are a cadre of professional educators available to conduct workshops and presentations on interpreting and implementing STL and AETL on a cost-recovery basis.
To provide support to teachers and other users as they put the student assessment standards into practice, ITEA has recruited and prepared a cadre of professional educators from across the country to conduct half-day, full-day, or multi-day workshops and provide presentations on interpreting and implementing STL and AETL on a cost-recovery basis. For more information on the ITEA Standards Specialists, please see one of us at the conclusion of this session or visit ITEA’s website at… (Go to next slide)

32. URL: http://www.iteawww.org E-mail: standards@itea-tfaap.org
AETL is available for purchase through ITEA and at the resource booth located outside the Nashville Convention Center of the Renaissance Hotel. If you are a member of ITEA and have not yet picked up your complementary copy of AETL you may do so by visiting the ITEA booth in the exhibit hall (Booths #106,108)
At this time we would like to open the floor to the audience for your questions and comments. (Allow 20 minutes for questions) If there are no additional comments, we would like to thank you for participating in this session and we look forward to the opportunity to assist you in the future with the implementation of STL and AETL.

33. Thank You!