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Part 1: Assessment Technology

The link to the quiz is http://b.socrative.com/teacher/#select-quiz. The quiz is to be


intended as a formative assessment. The information in this quiz is going to inform students of
some of the different types of technology used in classrooms. If students are have some
acknowledge of the technology that is going to be used they will have some understanding of
how the technology is used and how to operate it. Over time technology is just going to improve
and become better than what students are used to. So providing quizzes like this allows teachers
to see what students know about technology and which technology they have more knowledge of
how to use it.
Here is the answer key to the quiz.
Q1: What is the purpose of a Promethean Board and pen/wand?
A1: enhance the lessons making them interactive
Q2: This technology is used to show images onto the promethean board and allows the
teacher to enlarge objects, such as books/worksheets, so that the entire class can see
clearly.
A2: Document Cameras
Q3: What is an Epson Projector?
A3: Allows the teachers to use the promethean boards and the document cameras.
Q4: A Desktop Computer is connected to the internet and students are able tp use the
computers to complete assignments, review objectives and/or during workstations.

A4: True
Q5: Laptops are like desktops and can only be used at one location and had to have a
tower to hold all of its information.
A5: False
Q6: Scanners can be used to make copies of assignments, pages from a book, etc.
A6: True

Part 2: Blog Post


The coordination of innovations into evaluation methodologies can give chances to
improve understudies' encounters of learning through appraisal and additionally expand the
scope of choices accessible for them to learn and exhibit their learning. Just as, the utilization of
innovations can empower staff to reevaluate learning and showing methodologies, present
creative evaluation systems, and enhance their proficiency in overseeing appraisal. Much of the
time, enhanced efficiencies in overseeing evaluation through engineering utilization will likewise
give instructive profits to understudies. For instance, giving online different decision tests with
computerized checking and criticism might eventually lessen staff workloads, and in addition
give understudies quick input on their learning execution. The utilization of advances in
appraisal obliges watchful arranging and administration to guarantee the center is on upgrading
learning while being careful that gatherings of understudies are not impeded accordingly,
particularly understudies with an incapacity. It is additionally essential to arrange deliberately to

abstain from forcing unsustainable increments to staff workloads, and to minimize any dangers
to the foundation from resistance with statutory and administrative systems.
Technology to Facilitate Ongoing Efforts to Assess Student Learning
Engineering can encourage better approaches for surveying understudy adapting by
empowering understudies to impart work web, empowering teachers to give criticism on the
web, and supporting constant input on understudy understanding of class ideas. ePortfolios: An
eportfolio is an online gathering of work that can be utilized to exhibit understudy learning and
accomplishment. eportfolios can be utilized for an assortment of purposes to keep up a record
of understudy work over the long run, to give a space to understudies to ponder their own
learning, or to showcase commendable understudy work. Clickers: Understudy reaction
frameworks, or "clickers," are remote frameworks that can be utilized to gather reactions from a
gathering of individuals progressively. At the point when an inquiry is represented, every person
with a clicker enters a reaction. The results are quickly amassed and showed in a diagram that
can be anticipated to the front of the room. Clickers can be utilized to help understudies survey
their own insight and to give teachers more knowledge into understudy understanding of class
ideas. Blackboard Tests & Respondus: The Blackboard "evaluation supervisor" permits you to
make tests and tests that understudies can finish on the web. Educators can utilize Blackboard
appraisals as evaluated tests, for understudy audit or examination toward oneself, or to gage
understudy understanding of readings or class ideas. Respondus is a Windows-based program
that permits you to make and oversee test or study inquiries utilizing a saying processor-like
interface. These inquiries can be spared as a Blackboard pool and foreign to Blackboard (Assess
student learning).
Microsoft Word

Educators change Internet assets into Microsoft Word and Powerpoint presentations or
just utilize the assets specifically through Internet in the classroom. A portion of the challenges
that the educators experience incorporate issues on protected innovation rights and absence of
suitable programming and fittings offices in schools. The educators find the instructional assets
in NDAP sites to be helpful however with a few snags in application (Wu, M., Chen, S., &
Hsieh, M. (2005). Educators would use this software in their classroom so that students can write
essays, poems, students can also make charts and insert pictures. Microsoft word helps students
with literacy skills and word choice.
Adobe Photoshop
Enhancing understudy accomplishment obliges instructors to settle on educated
automatic and instructional choices focused around the progressing gathering, investigation, and
utilization of information. Using this software allows students to gain knowledge of how to edit
pictures and get use to using a computer. Teachers would use it in their classroom for like a
newspaper or yearbook.
Firefox
Educators use this software to assess student learning by allowing them to browse the
internet and do research. This will help students in the future when they have to do research
papers or just look up information for any homework assignment that they need to. There are
some things individuals like about Firefox which is 1) the ability to use search engines other than
Google in the quick search, 2) the side bar view of history and bookmarks, similar to Explorer, 3)
the tabs, and 4) it's fast (Van Horn, R. (2005).

(Formative and Summative Assessments)

Formative assessment: The objective of developmental evaluation is to screen understudy


figuring out how to give continuous input that can be utilized by teachers to enhance their
showing and by understudies to enhance their learning. Formative evaluations are for the most
part low stakes, which implies that they have low or no point esteem. Summative assessment:
The objective of summative appraisal is to assess understudy learning toward the end of an
instructional unit by contrasting it against some standard or benchmark. Summative evaluations
are frequently high stakes, which implies that they have a high point esteem. Innovation could as
a matter of first importance be utilized as a strategy for correspondence in the middle of
instructors and understudies. Instructors are presently making themselves accessible for
homework help and inquiries through email and long range interpersonal communication. As
educators and understudies open correspondence along the lines of Facebook and Twitter, short,
intermittent, yet progressing dialog can occur past the classroom, and give understudies and
instructors alike with a genuinely exact appraisal of understudy seeing on given subjects. Also,
understudies can utilize engineering to speak learning with each other, making companion and
self-assessment, both types of developmental appraisal. Examination toward oneself is an
enormous piece of developmental appraisal, and engineering can be utilized for understudies to
stay informed regarding their own particular development and advancement inside a subject.
Whether this implies something like following advancement in an online diary, or just getting to
their own particular online evaluations intermittently and making changes in their execution as
they go, engineering is grinding away and decidedly complimenting the instructive procedure. In
the event that one can remember that evaluation is more than test-taking, the potential outcomes
for joining innovation into the procedure is practically unending. Using the different software

can be a formative assessment because it allows an educator to view what students already know
about a certain software and what they need to be taught.
(Pros and Cons of using Technology to Facilitate Assessment)
Pros: improves authenticity and alignment with learning outcomes, helps to clarify
marking criteria, spreads the assessment load for staff and students, and improves student
engagement and promotes deeper learning. The Cons are finances and staff time, accessibility
issues, large-scale introduction requires a significant level of institutional buy in, and sense of
isolation.
(Should a teacher only use technology to assess student learning? Why or why not?)
The main situation where an instructor ought to stick to one only one kind of instructing
is at whatever point the educator has only one sort of understudy. Since there is no such thing as
one kind of understudy, then there is no motivation to stick to only one intercession or procedure
to educate. Utilizing innovation just, or simple showing just, confines the understudy's abilities
and potential capacities colossally. Innovation is stand out of a few showing methodologies from
which understudies can learn. Indeed in the advanced age, there are certain to be understudies
that may like to learn through manual aptitudes, for example, expressions and artworks, others
through verse or writing, others may considerably want to issue settle scientifically, and there is
dependably the odd percent of understudies who experience the ill effects of "Technostress" and
get disappointed excessively brisk if the innovation is excessively muddled, or not quick enough
for their taste.
What is the importance of assessment technology in connection with the ISTE standards?
As innovation combination keeps on increasing in our general public, it is vital that
instructors have the abilities and practices of advanced age experts. Getting up and go, educators

must get to be open to being co-learners with their understudies and associates as far and wide as
possible. The coordination of engineering into a school is from various perspectives like its mix
into any business setting-innovation is an instrument to enhance gainfulness and practice.
Measures need to be accessible to evaluate viability, but probably the most critical impacts can
be hard to gauge. For authoritative assignments, innovation can enhance specialist gainfulness by
uprooting dreary parts of complex undertakings or enhancing framework correspondence.
Innovation incorporation in the classroom additionally can possibly help vital instructive
objectives. Innovation, it has been contended, helps change educator understudy connections,
supports undertaking based learning styles, and backings the securing of aptitudes, for example,
"higher request considering," examination, and critical thinking. The most imperative purpose
behind measuring, however, is the comprehension that the effect of engineering on schools is
reliant upon how effectively innovation is incorporated.
Concluding Paragraph for Software to Support Assessment
It is evident that understudy focused innovation in the classroom backs the learning
destination, captivates the classroom, and enhances the understudy learning. It is an
extraordinary approach to urge the understudies to learn and succeed. Educators will no more
need to depend on course books for their substance; they now have the most ideal approach to
support understudies in being dynamic members in their learning.

References
Assess student learning. (n.d.). Retrieved from http://www.hunter.cuny.edu/ttlg/teachingstrategies/assess
Van Horn, R. (2005). A Do-It-Yourself Document Camera, Spyware, and Firefox. Phi
Delta Kappan, 86(7), 487-551.
Wu, M., Chen, S., & Hsieh, M. (2005). A Study of Elementary School Teachers'
Searching Behavior for Instructional Resources on the Internet. (Chinese). Journal
Of Educational Media & Library Sciences, 42(4), 481-498.