Standard 2.7 - Assessment
Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g)
Artifact - Get Started with Edmodo - Evaluation
Reflection
Using evaluations as summative assessment is becoming more common in professional learning experiences, and I believe Get Started with Edmodo - Assessment is an example of using assessment to drive instruction. I developed the one-hour professional learning opportunity for Centennial teachers based on an informal initial needs assessment and requests from teachers. This simple evaluation analysis serves as an example in how I can learn more about how the effectiveness of that professional learning and develop more structured, in-depth professional learning on the same topic in the coming school year.
This artifact models and facilitates use of a summative assessment intended to gauge the effectiveness of professional learning for a small, yet diverse, group of teachers. The website includes not only the actual assessment, but also a detailed analysis of the results in terms of general effectiveness. Teachers who participated in this workshop were already competent in their general use of technology, but were unfamiliar with using Edmodo as a learning management tool.
My observations and their questions and discussion served as formative assessment during the lesson by forcing me to deviate slightly from the plan as we explored features together. The summative assessment measured teachers’ learning on the subject as well as allowing them to demonstrate technology literacy. One teacher used the assessment instrument as a springboard to ask additional detailed questions about how to use Google Forms to create surveys.
Although one factor in obtaining feedback from teachers is ensuring the assessment instrument is not overly long, in creating future assessments I will ask whether teachers might be willing to answer follow-up questions in greater depth, as well as using more in-depth questions on specific features being taught. I am familiar with the use of pre- and post-tests to gauge student learning; since even in the best settings adult learners are sometimes not fully engaged in professional learning activities perhaps there is value in using pre-tests for adult learners because it can guide instruction and help set up cognitive processes needed for engagement.
The work that went into creating this artifact will continue to impact faculty development and therefore school improvement because I have learned to start instruction grounded in my goals for the activity, and improve instruction with each successive opportunity based on feedback from my students. I realize that assessment is not an afterthought to professional learning but an important component needed for developing good instruction.
Using evaluations as summative assessment is becoming more common in professional learning experiences, and I believe Get Started with Edmodo - Assessment is an example of using assessment to drive instruction. I developed the one-hour professional learning opportunity for Centennial teachers based on an informal initial needs assessment and requests from teachers. This simple evaluation analysis serves as an example in how I can learn more about how the effectiveness of that professional learning and develop more structured, in-depth professional learning on the same topic in the coming school year.
This artifact models and facilitates use of a summative assessment intended to gauge the effectiveness of professional learning for a small, yet diverse, group of teachers. The website includes not only the actual assessment, but also a detailed analysis of the results in terms of general effectiveness. Teachers who participated in this workshop were already competent in their general use of technology, but were unfamiliar with using Edmodo as a learning management tool.
My observations and their questions and discussion served as formative assessment during the lesson by forcing me to deviate slightly from the plan as we explored features together. The summative assessment measured teachers’ learning on the subject as well as allowing them to demonstrate technology literacy. One teacher used the assessment instrument as a springboard to ask additional detailed questions about how to use Google Forms to create surveys.
Although one factor in obtaining feedback from teachers is ensuring the assessment instrument is not overly long, in creating future assessments I will ask whether teachers might be willing to answer follow-up questions in greater depth, as well as using more in-depth questions on specific features being taught. I am familiar with the use of pre- and post-tests to gauge student learning; since even in the best settings adult learners are sometimes not fully engaged in professional learning activities perhaps there is value in using pre-tests for adult learners because it can guide instruction and help set up cognitive processes needed for engagement.
The work that went into creating this artifact will continue to impact faculty development and therefore school improvement because I have learned to start instruction grounded in my goals for the activity, and improve instruction with each successive opportunity based on feedback from my students. I realize that assessment is not an afterthought to professional learning but an important component needed for developing good instruction.