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Technology Facilitator Standard IV: Assessment and Evaluation



**__Self-Assessment__** Accountability is the driving force of education today. Under the No Child Left Behind legislation schools are required to establish achievement goals and publish annual Adequate Yearly Progress reports. To meet the requirements schools are collecting data, analyzing data, and making decisions based on the data. Collecting data and producing various disaggregated reports take sophisticated technology. Schools are investing tremendous amount of money in purchasing Student Information System and it’s support. “Going beyond federal requirements to collect, analyze, and interpret data that answer specific questions, leads to better informed and effective educators.” (Parsley, Dean, & Miller, 2006, p.6) As a technology facilitator I could take an active role developing assessment such as benchmark assessment and inputting into the system. I could also assist teachers in developing student evaluation using technology. Technology facilitator could use “technology to assess student learning of core academic content and to differentiate instruction based on students’ individual needs.” (Williams & Redish, 2009, p.77)

**__Learn as a Learner__** Within last couple of years my campus has been intensely analyzing data for our accreditation process. I was able to take part in analyzing assessment and evaluate assessment strategies in my department. I spent several professional development days dedicated to assessment evaluation. During these activities I’ve learned and realized that data is key to developing goals and directing our campus toward the path of improvement. When we analyzed our data our strengths and weaknesses were realized.

**__Lifelong Learning Skills__** I’ve learned that accountability through assessment is an important part of education. Assessment allows us to measure how we are doing as a school. I can understand why we need it. However, I believe that currently it has greater weight in education than necessary. I value accountability and responsibility as educators. I believe that there must be more balanced way of assessing our students because everyone learns differently and everyone contributes with different skills. Currently students are assessed in Language Arts, mathematics, science, and social science. This system devalues other subjects in the eyes of the society. “What would be a better measure than a single test? Developing a locally- based comprehensive testing plan that considers the wide range of subjects taught in classes as well as differing teaching styles would benefit both teachers and students.” (Hicks, 2005, para. 5) I believe that schools are more that the 3R’s. Schools are where students find out who they are and what they are good at, whether be it math, art, sports, music, etc. They should be encouraged and not devalued.

References Hicks, M.G. (2005). //The Cons of Standardized Testing.// Retrieved on September 4, 2011, from website: [|http://astro.temple.edu/~mhicks/standardizedtestingcon.html] Parsley, D., Dean, C., & Miller, K. (2006). Selecting the right data. //Principal Leadership//, //7//(2), 38-42. Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leaders Should Know and Be Able to Do. Eugene: International Society for Technology in Education.


 * **IV.** || **Assessment and Evaluation** ||
 * || Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies. Educational technology facilitators: ||
 * A. || Apply technology in assessing student learning of subject matter using a variety of assessment techniques. Candidates: ||
 * || 1. model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques. ||
 * || 2. assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data. ||
 * B. || Use technology resources to collect and analyze data, intrepret results, and communicate findings to improve instructional practice and maximize student learning. Candidates: ||
 * || 1. guide teachers as they 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. Candidates: ||
 * || 1. assist teachers in using recommended evaluation strategies for improving students' use of technology resources for learning, communication, and productivity. ||
 * || 2. examine and apply the results of a research project that includes evaluating the use of a specific technology in a PK-12 environment. ||