Part 2: Blog Post: Assessment Technology

6/29/15
Introduction
Technology has changed the way in which teachers are able to assess
the progress of their students learning in the classroom setting. Educators
are able to create and manage quizzes and tests by utilizing online web tool
assessments. Students are able to access these software tools directly from
their desks by using technological devices that helps facilitate their learning.
According to Gunter and Gunter (2015), Teachers that incorporate the use of
software and hands on learning in the classroom environment provide a more
concise way to teach subject-specific content and promotes a higher level of
learning (p. 320). Assessment technology is characterized by specific
software programs that facilitate student learning, a comparison of formative
and summative assessments, the pros and cons of using web assessments in
the classroom, and how can online assessments benefit the teacher and
students.
Technology to Facilitate Ongoing Efforts to Assess Student Learning
Teachers are able to utilize different software to help determine if their
students comprehend and understand material being taught in the
classroom. Computer assessment software allows teachers to keep an
organized and up to date progress report of their students strengths and
weaknesses in different academic content areas. These assessments provide

educators student-specific feedback that can be used to help differentiate

lessons to fit the needs of each individual student. The software also
provides immediate results and feedback directly to the students.
Constructive feedback is more beneficial for academic growth and
improvement for students rather than providing a standard letter grade for
completed work (Tomlinson, 2008). Educators can utilize many different
types of software to facilitate ongoing efforts to assess student learning in
the classroom. Google Doc Table, Kahoot, and QuestBase are three software
tools that allow teachers and students to assess learning and development in
and outside of the classroom.
Google Doc Table
This software is a tool that allows educators to create curriculum based
assessments that can be timed. Teachers are able assess student learning
and development by comparing and contrasting results. This software allows
teachers to put together organized graphs to analyze student knowledge and
comprehension of material being taught. Fuchs and Fuchs (1986) state,
When teachers use graphs to track students scores, they are able to
observe higher academic achievement and support learning goals that are
student-specific (p. 201). Google Doc Table allows teachers to visually see
the progress of individual students and the entire class as a whole. This
allows teachers to give more assistance support and assistance to individual
students on specific material while moving on to new subject matter with the
rest of the class.

Kahoot
Kahoot is a software program that allows teachers to create gamebased assessments for students. This engages student learning of subject
matter by providing opportunities for hands-on activities and visual stimuli.
Teachers can create games that allow the entire class to connect and
participate in by using electronic devices. For example, a teacher can create
a multiple choice game that students can respond to directly after a lesson.
Games are a fun and interactive way for teachers to present slight
completion in the classroom and keep students motivated when learning
difficult material. Students are able to see direct feedback and teachers can
assess how to change their lessons for an higher student achievement rate
overall.
QuestBase
QuestBase is a software application that is web-based. It allows
teachers to create online tests, assessments, quizzes, and exams. QuestBase
is an easy and flexible way for teachers to track the progress of their
students academic knowledge and learning. Students can access these
assessments in or outside of the classroom. For example, a teacher is able
to create a quick multiple choice quiz for students to take before lecturing on
a topic in class. The students results will provide feedback for the teacher
on how much planning and time he or she needs to prepare for the specific
content to support the needs of the students.
Formative and Summative Assessments

Formative and summative assessments are both used as evaluations

for teachers to monitor student learning. The two types of assessments are
used in the classroom environment for different purposes. Formative
assessments provide ongoing feedback to teachers and students. According
to Gunter and Gunter (2015), Formative assessment is the evaluation of
student learning based on a specific time span at multiple points by
gathering various activities and assignments to make sure the learner is
developing the knowledge, skills, and ability to master the content (p. 320).
Students are able to monitor their academic strengths and weaknesses
through formative assessments. Instructors are able to identify what subject
matter is difficult for students and how to improve their teaching methods
immediately. This can be demonstrated inside the classroom environment
by the teacher assigning the students to draw a concept map of what they
have learned directly after a lecture. On contrary, summative assessments
are evaluations of students learning at the end of an entire unit that support
established academic guidelines or standards. These evaluations consist of
a paper, midterm exam or final projects. Instructors are able to use Google
Doc Table, Kahoot, and QuestBase as either formative or summative
assessments. All of these software programs allow teachers to improve and
refine their teaching strategies to fit the needs of the individual students and
the classroom as a whole. Students can learn how to stay successful in
school by using assessments to track their academic performance and
evaluate areas that need improvement.

Pros and Cons of using Technology to Facilitate Assessment

There are many different pros and cons to using technology to
facilitate student growth and assessment in the classroom. The first
advantage for educators when analyzing student assessments is how to
learn and grow to become an instructor that adapts to all learning abilities.
Based on student results, teachers are able to improve and change their
teaching methods and strategies. A second advantage of technological
based assessments positively affects the students. Students are able to use
the feedback from assessments to learn what academic areas need
improvement and how they can make these changes. According to Gunter
and Gunter (2015), Students stay motivated and active with learning when
educators provide efficient feedback and established open communication
with their students. When using technology to facilitate learning through
assessments, there can also be disadvantages. One disadvantage is that
students may become distracted when using the software and Internet due
to the fact that technology is very accessible and has become easy to
operate. Redford (2013) states, Young students may become lured in
playing games or other non-educational programs while having access to
computers if left unsupervised. One way that teachers and parents can
eliminate this problem is to enforce computer usage rules and parent
controls on the computer systems. Using technology in the classroom
environment to facilitate student learning through assessments is more

beneficial than not because the disadvantages can be avoided if teachers are
enforcing proper technology usage and rules for students.
Should a teacher only use technology to assess student learning?
Why or why not?
Educators should not use technology to only assess the learning of
their students in the classroom. Many students learn and develop at
different rates and abilities. Teachers must be able to adapt and differentiate
the ways in which they deliver instruction to fit the needs of each individual
student. For example, for students who learn visually, a teacher may provide
an assessment method that uses graphs or video to explain feedback. This
allows the students to comprehend material through visual stimulation and
understand how to improve their learning. Age of students also affects if a
teacher should rely on technology assessments or not. Younger students
may not have the abilities to correctly work a software program or may not
be ready to assess their learning through the use of technology.
Kindergarten students may benefit more from written and hands on learning
assessments. Classrooms that are student centered and activity based allow
students to be creative, problem solve, and promote independence
(Shymansky & Penick, 1981). Technology may not be able to support the
development and milestones of all students in the classroom environment.
What is the importance of assessment technology in connection
with the ISTE standards?

Using the ISTE standards to support the importance of assessment

technology allows educators to see how students will achieve their academic
goals and become successful. The ISTE standards provide guidelines for
teachers to create educational lessons and activities that encourage student
exploration in new academic content. Google Doc Table connects with the
ISTE standards because it allows students to demonstrate their
understanding with systems, operations, and concepts of technology (ISTE,
2015). QuestBase software allows students to collaborate, interact, and
publish with peers, experts, or other employing a variety of digital
environments and media (ISTE, 2015). The ISTE standards help establish
guidelines for educators to follow when creating the best learning
environments for all students to grow and learn.
Concluding Paragraph for Software to Support Assessment
Teachers that utilize software to support assessment in the classroom
environment improve teaching effectiveness and student achievement. As
technology continues to be relied upon in the daily lives of individuals,
teachers are able to effectively use web software and assessments to assist
instruction and developmental growth in the classroom that facilitates
growth with students knowledge and academic skills.

References

Fuchs, S., & Fuchs, D. (1986). Effects of systematic formative evaluation:

A Meta Analysis. Exceptional Children, 53(3), 199208.
Gunter, G., & Gunter, R. (2015). Chapter Eight: Security Issues and Ethics in
Education.
In Teachers Discovering Computers: Integrating Technology in a
Changing World (Eighth ed.). Boston, MA: Cengage Learning.
International Society for Technology in Education (2015). ISTE Standards.
ISTE Standards: Students.
Retrieved from http://www.iste.org/standards/iste-standards/standardsfor-students
Redford, Kyle (2013). Getting Real About Educational Technology. Education
Week, 33(1). 6-7
Shymansky, J. A., & Penick, J. E. (1981). Teacher behavior does make a
difference in
hands-on science classrooms. School Science and Mathematics, 81(5),
412-22.
Tomlinson, CarolAnn (2008). Learning to Love Assessment. Educational
Leadership, 65(4), 8-13.