Está en la página 1de 3

Technology for Support Assessment

In these modern times of ours there is an abundant need for real


time related appraisals or assessments. This is to say that the old tried
and true take a test now get a grade later way of doing things is no
longer valid. It can be proven that students actually progress better
when receiving real time results immediately after completion. It will
either give them a sense of accomplishment or it will show which areas
are in need of assistance. This also helps educators as they can, in a
way, tailor their teaching and teaching styles to fit what best fits their
students individually. Lets take a deeper look into things by starting
with the different ways technology can assist in the effort to assess
student learning. There are several different variations of programs
that give you and your student results as they progress through the
assessment one such program is WriteToLearn, this utilizes both
forms of main stream assessment, formative and summative, that
relay real time results as the assessment is taking place (Landauer,
Lochbaum & Dooley 2009). Imagine that your student is having
troubles in the areas of reading and writing and can now utilize this
form of assessment to guide them along, this would not only help your
student grow academically but in theory it should give your students
teacher the type of information that can help them turn academic
weaknesses into strengths. Another questions that were posed to me
throughout the week is, What is the difference between formative and
summative assessments and how can technology be used to facilitate
both? The simple answer is, through fun interactive lessons. The
longer more detailed answer is assessments that function though the
use of technological devices by educators and their students develop
not only academic skills but technological skill as well while creating
learning products. These types of assessments also detail the

academic strengths and weaknesses of the students and monitors how


well they comprehend their daily tasks. (Salend,2009). Speaking of
strengths and weaknesses, there do exist pros and cons to utilizing
technology in assessing student learning. Some of the pros would be
that student now gets an education that really tailors to their needs
while the cons would be that, although it may seem that this makes
teaching easier, it in fact now localizes thought processes and this is
not always a good thing. If you focus to much into one area because
you were alerted to an immediate need you may risk missing the
bigger picture. Now some of you may be thinking by now, this guy only
wants to use technology to assess my students learning and well, you
may be right. Look at it this way throughout everyones academic
career they have been subjected to academic tests that were either
graded by a machine that is reading from a bubble sheet that can be
misread, an erased answer can always be marker or an instructor that,
although they would like to, cannot look at an assignment objectively.
In todays educational landscape it is in a way ill advised to grade
students differently which sometimes occurs especially in a classroom
that deals with students with special needs. According to Munk and
Bursuck, issues have come about when an educator cannot look and
an assignment and grade it objectively according to a set standard.
(Educational Leadership Vol. 63,2 pg 38). Grading through software
that does not allow for variances such as human emotion or subjective
judgments allows for a student to receive a fair and unbiased grade.
To wrap this weeks blog up well touch on the subject of assessment
technology in accordance with ISTE standards. Simply stated
Educators need to ensure that our students are as academically ready
as they can be in technologically advanced world in which we live.
(ISTE.ORG,2015)

Refrences:
Iste.org,. (2015). Assessment and Evaluation. Retrieved 22 June 2015,
from http://www.iste.org/standards/essential-conditions/assessmentand-evaluation
Landauer, T. K., Lochbaum, K. E., & Dooley, S. (2009). A New Formative
Assessment Technology for Reading and Writing. Theory Into Practice,
48(1), 44-52. doi:10.1080/00405840802577593
Munk, D., & Bursuck, W. (2003). Educational Leadership:Teaching All
Students:Grading Students with Disabilities. Ascd.org. Retrieved 22
June 2015, from http://www.ascd.org/publications/educationalleadership/oct03/vol61/num02/Grading-Students-with-Disabilities.aspx
Salend, S. J. (2009). Technology-Based Classroom Assessments.
Teaching Exceptional Children, 41(6), 48-58.

También podría gustarte