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**Assessment and Technology**

**1. Rubrics** – A rubric is a good assessment tool because it lets the student know the teachers expectation upfront with no surprises. The rubric helps the student become better judges of their own work and it reduces the amount of teacher time when assessing. A weakness of a rubric is it has to be written in a very specific way and the use of vague language needs to be eliminated.The rubric needs to be very clear and concise so that the student knows what is expected. (Goodrich Andrade, n.d., p. 1) Rubrics can be used easily in conjunction with technology and in assessing computer based projects. There are many websites that are available in making and sharing rubrics. []has many rubrics made by other teachers and is categorized to make it easy to search. [] is a website that can be used to create rubrics.

**2. Teacher Observation** – Teacher observation is good at assessing practical activities, real life activities and group activities. Teacher observation is also good with growth that occurs over a longer period of time. A weakness is that not all students are assessed in the same way and may be conscious or unconsciously biased. Another weakness is also the student might be influenced by the environment and people in the environment. (Maxwell, 2001, p. 8) Technology can be used in several ways with teacher observation from creating documentation sheets to collect teacher observations or can be used when doing group work when doing technology projects.**3. Checklist**- Checklist can be used in several different ways. They can be used by the teacher to observe student behaviors or used by the student in conjunction with completing assignments. A checklist allows the student to know what is expected of them and also is a quick easy way for the teacher to keep track of information the student knows. A checklist weakness is that it can only keep track of certain types of information that requires a yes/no, present/Absent, or complete or uncompleted response. (Florida Center for Instructional Technology [FCIT], n.d., p. 1) Checklist can be used with technology in allowing students to know what to do when working with technology and completing projects. Technology can be used to create checklist and can be filled out on the computer.**4. Antidotal Records** – Antidotal records are good for collecting data over a long period of time. They are the easiest form of assessment since they require no special preparation. They can record information that may not be recorded on other types of assessments. A weakness of antidotal records is that the observer needs to be very objective and at times it is difficult to get a whole picture of the progress. They can be a way for teachers to record data when students are working to complete technology projects and to record behavior when students are working in a group.

**5. Rating Scales** – Rating scales are very much like checklist but contain more detailed information. They can be an easy way for the teacher to record information about the student. Rating scales need to be aligned to standards to be the most beneficial. Rating scales are good when used with group work, essays, oral presentations and when doing activities with technology. (FCIT, n.d., p. 1) **6. Activote**-a computer based assessment tool that measures the students’ knowledge by asking open ending questions. Students interact with the computer software program and promethean board. The results generated automatically and the student gets automatic feedback. The weakness to this assessment tool is the time that is required for teachers to set up the assessment.**7. Reflection Blogs**- this self-assessment can be used to help students and teachers identify student awareness of strength and weakness. Additionally, the blog can identify student’s personal goals. Reflection blogs are dependent on technology. If students have no access to computers outside of the classroom the assessment is hard to complete.**8. Group/Independent Projects-** this performance task assessment allows the educator to assess the student’s ability to organize synthesize and apply information and skills- including technology skills. By organizing information into presentations the students uses technology skills to show information skills.**9. Peer evaluation**- this self-assessment/reflection tool allows peers to evaluate each other during projects. Technology plays a vital role in the process in the evaluation. Word processing is used to create the form and to track the students’ responses. **10. Portfolios**. A growth portfolio can be used to create a record of student growth in a number of areas. For example, a teacher may use writing portfolios to collect evidence of a student's progress in developing writing skills. **11. Feedback**. A teacher provides oral or written feedback to student discussion or work. For example, a teacher responds orally to a question asked in class; provides a written comment in a response or reflective journal; or provides feedback on student work. Not all students will received a feedback which some students will be left behind.**12. Standardized Test** - Every school district in Texas and in other states now administers state-mandated standardized tests. Every student at a particular grade level is required to take the same test. TELPAS online test in the state of Texas use Pearson TestNav to administer the test online to students. **13. Teacher created Test** - Teachers can use a question bank to create a test for the students at the end of the chapter or mid term. Technology software that can be use to make it easy for the teacher is ExamView.**14. Project based Assessment or activitiy -** The assessment determines where the students have completed the project on schedule, deliverables produced, and cost estimates met. **15. Interviews ** - Interview assess individual and group performance before, during, and after an assignment. They help develop student awareness of strengths and weaknesses and conscious us of thinking skills. Interviews may take up a lot of time. Teachers can use technology by digital taping the interviews and putting notes in a file on the computer. **16. Clickers **- Clickers are technology-based active responding systems. They can be used in the classroom to make classroom presentations more interactive, motivating, and effective (Salend, 2009). They can be used whole group or small group. Students answer multiple choice questions, word problems, or predict outcomes. The responses can immediately be tabulated and displayed for the teacher to use to guide feedback.

**17. Interactive Games** - Interactive games motivate students to become involved. Teachers can create and have students access these games across the curriculum. Students become engaged and competitive. Some students may become overly competitive and some may not completely understand the rules. **18. Worksheets** - Worksheets can be used as classwork or homework. They are not included in the official grade average but used as a means to gauge how well students understand the material. The worksheets can be printed off of various websites or teachers can create them in a word document. A downside is that some students are good at paper-based assessments. **19. Journals** - Journals allow students to periodically write their thoughts and feelings about how they are progressing in class. Students can also tell what they liked or didn't like about an assignment or lesson. Although students may not always voice their opinions like they should, journals do give teachers an idea of what students are thinking and feeling. Technology can play a role by having students use digital journals or blogging. **20**. **Visual Representation-** Students may construct webs, graphs, flow charts, matrices, or illustrations to demonstrate knowledge and understanding.**21**. **Essays-** a written response to a question. Using a word processor can be used to add an important tool to increase professionalism and time saver.

Students respond to a prompt or set of questions in several paragraphs**22**. **Entrance Questions**- Can be used as a great managment tool to get the student on task. Also, can be used to assess the students knowledge and as a discussion starter. Sometimes used to as exit questions as well. Using a smart board makes the lesson more interactive. **23. Class Discussion-** by asking question during the lesson the teacher can assess the students understanding of the subject matter. A fast and easy way to assess the students understanding. Can be used to reteach and technology can be introduced as a question prompt.**24. I Learned**- This writing prompt allows the student to elaborate on knowledge obtained during the lesson. Immediate and collective, this allows educators the opportunity to assess knowledge and readjust for learning styles. Smartboards can be used for the writing prompt or for student writing. **25. KWL-** This graphic organizer assesses what the student knew, what they want to know and what they learned during the course of the lesson. Often done in the form of a graphic organizer and technology can be used to display the visual for the class.

**26. Oral Presentations**- Oral presentations are good because its immediate and the speaker gets immediate feedback from the audience. Oral presentation gives the speaker a way to help with self-esteem. A drawback of oral presentations is that they are not repeatable and the audience retention is low. Technology could be added to oral presentations by recording the speaker so it can be replayed and studied more either through audio or video.

**27. Multiple Choice Test**- Multiple choice test can test a wide range of information in a short amount of time. Student with difficulty writing can still be tested. A drawback is that multiple choice test can limit the learner and how they answer. Guessing can also result if the student doesn’t know and may guess correctly. There are many multiple choice test online or that can be created on the computer for students to use. **References**Goodrich Andrade, H. (n.d.) //Understanding Rubrics//. Retrieved from []Maxwell, G.S. (2001) //Teacher Observation in Student Assessment//. Retrieved from []Florida Center for Instructional Technology (n.d.) retrieved from []Assessments in Lesson plans. Retrieved from []The Teacher's Internet Guide. Retrieved from []