Assessment

What have we learned?

Technology &
Assessment
Putting the power of
technology to work for all
students requires a broadly
conceived approach to
educational change that
integrates new technologies
and curricula with new ideas
about learning, teaching, and
-- Danielle Bolduc
assessment.

Technology Integration Facilitator

(2000)

Assessment

Teaching to the Test

Superficial forms of
assessment tend to lead to
superficial forms of
teaching and learning.
-- Edutopia: Success
Stories for Learning in
the Digital Age

Why Assess?

Provide diagnosis

Set standards

Evaluate progress

Communicate results

Motivate performance

Types of Assessment

Standardized Tests

Alternative Assessment

Standardized Tests

Are not prescriptive

Give capsulated view

of a students learning

Used in conjunction
with performance-based
assessment

Authentic Assessment

Observation

Teacher-made tests,
quizzes, exams

Written compositions

Authentic Assessment

Oral presentations

Projects, experiments,
performance tasks

Portfolios

Why Use Rubrics?

Set goals

Define expectations

Demystify grades

Teamwork Rubric

Expectations of group members

Participation of group members

Level of involvement as team

member

Quality of work as team member

Team Rubric
Team
Rubrics

Cooperativ
e

Will not help ignores partner

Sometimes willing
to help partner

Shares work
when asked and
listens to
partner

Willingly explains
things to partner
and will use
partners ideas

Creative

Never thinks of
other ideas to
solve a problem

Occasionally has
a new idea, but
little follow
through

Has new ideas

but will not
share with
others

On Task

Constantly
talking to
others in room,
rarely works on
task
Never has
supplies or
willing to find
proper place in
task
Makes no effort
to learn new
skills

Sometimes talks
about unrelated
subjects

Usually
follows the
tasks and
talks only to
partner
Uses daily
wrap-up to
find place in
task

Develops new ideas

or ways of doing
things. Products
exceed
requirements
Always follows the
steps of the task
and sometimes goes
beyond the
concepts
Arrives early for
class and supplies
are ready

Prepared

Skillful

Looks through to
task to find
place and
sometimes borrows
supplies
Satisfied with
answering
questions, but no
real
understanding

Has general
idea of task.
Able to answer
specific
questions

Has clear idea of

task and its
relationship to
technology and
education

Project Rubric

Expectations for organization

Expectations for mechanics

Expectations for content

Expectations for presentation

Sample Rubric: Second

Grade
Research
:
Dinosaur
Report

Sample Rubric: Sixth

Grade
Multimedia
Presentatio
n:
Ancient
Civilizatio
ns

Sample Rubric: Eighth

Grade
Book
Report:
Website

References

The George Lucas Educational Foundation

Website.

Rubistars
Create Rubrics for your Project-Based Learni
ng Activities
Website

Kathy Schrocks Guide for Educators

Assessment & Rubric Information Website.

A Practical Guide to Alternative Assessment.

Herman, Joan L., Aschbacher, Pamela R., &
Winters, Lynn. Association for Supervision
and Curriculum Development, 1992