Chapter 13

The chapter learning objective I choose was number 2:

Clarify the purposes for different types of assessments and how those assessments support learning in technology-rich environments

To begin, the book states that assessment is the process of monitoring students’ progresses toward important learning goals and objectives. Assessment needs to be interwoven before, during, and after each lesson or unit. In the past, standardized tests or the like have been the preferred mode of assessment, but cultural and societal changes have forced educators to not only alter, but very their modes of assessment. Students are now being confronted by the demands of living in the twenty-first century and studies show these students can best show what they have learned and how they have learned it through different types of assessment.

Preassessments aid teachers in making decisions about what content needs to be addressed during a unit, as well as what can be left out. Formative assessment is a type of assessing that is done throughout the instruction to the check the progress of each student. The feedback gained from this type of assessment can help both students and teachers know where they need to go from there. A summative assessment is given at the end of a lesson/unit and allows the teacher to gauge the overall comprehension of the student.

All of the above-mentioned types of assessment can help support learning in a technology-rich environment just as well as they can in classroom without technology. Using these types of assessment can help a teacher know when to use technology, or when they students may be struggling with the use of technology. I do believe that the more technology that is being used during a lesson/unit, more assessment will be needed to ensure that students are not being hindered by the use of the technology.

After four blog posts it may appear that I am more hesitant to incorporate technology into my classroom than I am excited about the possibilities. I have to reiterate that I am indeed excited about technology, but I question its effectiveness at certain times. My question after reading this chapter is how will technological assessment hinder then less tech-savvy student? If I assign an electronic portfolio to my students (assuming they are in the latter grades of school) will it be easier for those students who are most familiar with technology to complete the tasks than those who have less access to and less experience with certain technologies? Even if both students are able to show that they are equally knowledgeable of the topic does the tech-savvy student earn a higher grade because s/he is able to incorporate more technological examples?

There are many great concepts/ideas regarding assessment in this chapter. It was especially useful since I am also currently taking an assessment class. In my future classroom I believe that I will be able to use multiple ways to assess my students. I am most fond of formative assessment. If my class is reading a novel or a section on poetry I think formative assessment will allow me to gauge how much my class is retaining and what areas still need work. I also like using portfolios as a type of assessment. I can imagine using this as a final project, but as something that is worked on throughout the year. It is a great way for students to showcase how much they have learned and where they have made improvements throughout the time period. Portfolios can take many forms and allows for the students to make choices based on how they can best show what they have learned.