Tech+Assessments

=Welcome to the Technology Assessments Page!= This is where we can collect technology assessment information. toc

Please share and list alphabetically in the following format:
 * Assessment**: Type the name of the assessment (Select "Heading 2" so it appears in the Table Of Contents)
 * Website**: Indicate website url
 * Description**: Brief description
 * Supporting Documents or Info**: Post any supporting documents using the icon above with the tree.

[|Tech Assessment Comparison Chart]

ABC Tech Assessment

 * % of Teachers Using Devices =
 * % of Students Using Devices =
 * DIIT Bandwith rating =
 * General (in Content Areas: Lit, Sci, SS, Math) =
 * Is the technology being used “Just because it’s there”?
 * Is the technology allowing the teacher/students to do Old things in Old ways?
 * Is the technology allowing the teacher/students to do Old things in New ways?
 * Is the technology creating new and different learning experiences for the students?
 * Leader Tech Rating =
 * Your tech comfort, Is tech tied to evals, etc.
 * Teacher Tech Rating
 * Your tech comfort, % of time integrated into lessons
 * Student Tech Rating =
 * Classroom observation rubric
 * Total = Level 1 - 4 in Correlation to an agreed number based on points
 * Note: The idea is this is a simple OIT designed assessment using thinking stick methodology.

Atomic Learning
The self assessment allows you to rate your skill in collecting, composing (organizing, manipulating, formatting) and communicating the five forms of digital media (Text, Numbers, Images, Sounds, Video). In the assessment tool, these elements are arranged in a grid. For each element in the grid, you rank yourself from 0 to 4. 0 = I know nothing about this skill 1 = I have seen this skill demonstrated, but have not tried to do it myself 2 = I can perform this skill, but I need some help 3 = I can perform this skill on my own 4 = I can teach this skill to others
 * Website:** http://movies.atomiclearning.com/k12/frameworkphilosophy.shtml
 * Description:** The Atomic Learning Framework identifies 25 “essential digital literacy elements. These are based on:
 * The five forms of digital media: Text, Numbers, Images, Sounds, Video
 * The five step process for working with each form of digital media: collecting, composing (organizing, manipulating, formatting) and communicating.
 * Supporting Documents or Info:** [[image:http://static.atomiclearning.com/images/k12/pdf.gif caption="ALFrameworkSA.pdf" link="http://movies.atomiclearning.com/k12/download/ALFrameworkSA.pdf"]][|ALFrameworkSA.pdf]

Evidence of Quality Teaching with Tech

 * Website**:
 * Description**: Online technology teaching assessment to help schools plan their professional development. Schools are able to get an immediate understanding of where teachers are with technology integration.
 * Supporting Documents**:

Florida Center for Instructional Technology
**Website**: **Details from Program Director** Log In Instructions http://www.flinnovates.org/sttl/ http://www.flinnovates.org/info/index.htm http://tools.fcit.usf.edu/myedu/index.php http://www.flinnovates.org/survey/ http://www.flinnovates.org/survey/ http://etc.usf.edu/fde/index.html http://fcit.usf.edu/ [|http://deimos3.apple.com/WebObjects/Core.woa/Browse/usf.edu.1273192868]
 * Description:** FCIT has a suite of products, some completed, some near completion that do exactly what we are looking to do. Assess tech integration from the lens of the school, teacher, and student. The Technology Integration Matrix is one such tool. The Inventory of Teacher Technology Skills, the Student Tool for Technology Literacy, the Lesson Plan Tool (nearing completion), the Florida Innovates Survey, an Action Research Tool (underdevelopment), and others are all designed to complement each other. This could be a great partnership with a very forward-thinking state.
 * Supporting Materials:**

Technology Integration Matrix

 * Website**: http://fcit.usf.edu/matrix/index.html
 * Description**: The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated on the website.

Info Source
**Website:** [|http://simpleassessment.howtomaster.com] user name: nycdoe | Password: password Description: Questions can be selected from a list of over 1800 selected from NETS. They will work to customize questions and make them more performance based.

Interactive Inc.

 * Website:** [|http://www.interactiveinc.org]
 * Description:** **__Evaluation and Documentation__ .** Interactive, Inc. specializes in the empirical documentation of the impact of learning technologies. We are a leading program evaluation firm focused on empirical answers to the perennial question: "What works?" Our research has been featured in Phi Delta Kappan, American School Board Journal, Electronic School, The Educational Administrator, Education Leadership, and //e//School News.

Key Stage 3 ICT Assessment Tasks
By the end of 2008, a battery of fifteen- to thirty-minute tasks will be available to teachers on demand, anytime. The test is not mandatory, but it's free, and Walton expects most schools to use it to help tailor instruction. Creating a test like this demands investment of time and money: All told, the QCA put about $46 million into this six-year project.
 * Website:** http://www.naa.org.uk/naaks3/
 * Description:** The National Assessment Agency (NAA) has developed a bank of onscreen assessment tasks designed to be used flexibly by teachers to contribute to assessment for learning in information and communication technology (ICT) at any time during key stage 3 (KS3). Assessment for learning is an important part of helping pupils to make progress. The KS3 ICT tasks are designed to help improve pupils’ knowledge, skills and understanding by giving instant feedback that teachers can use to develop and target learning objectives more accurately.
 * Supporting Documents:** [|Literacy, the British Way: Assessing Students Mastery of the Computer]

Learning Point Associates
North Central Regional Educational Laboratory (NCREL) //EnGauge// is a Web-based framework that helps schools and districts plan and evaluate their systemwide use of educational technology. Developed by NCREL with the Metiri Group, //enGauge// provides a comprehensive view of critical factors that strongly influence the effectiveness of educational technology. It provides online assessments to help schools and districts gauge their progress with learning technology and develop an informed plan of action. It also presents information on the effective uses of technology to advance student learning and the educational system conditions required to use technology effectively. (Audience: K-12 administrators, technology coordinators, education policymakers, K-12 teachers, education researchers) || This Web tool helps teachers evaluate student products that are created with technology. It focuses on the student's content knowledge and effective technology use. (Audience: K-12 teachers) || //Planning for Data-Driven Decisions About Technology//, also known as //Planning for D3T//, will help school improvement teams generate a comprehensive technology evaluation plan. In addition, this CD-ROM can be used by administrators for allocating resources and by technology and curriculum coordinators involved in technology infusion. This thought-provoking resource asks school improvement teams to evaluate technology from three perspectives: the systemic organization, the teaching practice, and student learning. || The Collaborative for Technology Standards for School Administrators (TSSA Collaborative) has developed and documented a national consensus on what Prekindergarten-12 administrators should know about and be able to do to optimize the benefits of technology use in schools. This consensus was released by the TSSA Collaborative in November 2001 as //Technology Standards for School Administrators// (TSSA). The North Central Regional Technology in Education Consortium (NCRTEC), a founding member of the collaborative, makes the TSSA available in a [|Web version] and a [|PDF version]. (Audience: K-12 administrators, education policymakers) ||
 * Website:** http://www.ncrel.org/tech/aande2.htm
 * **Featured Products** ||
 * || **[|//enGauge//® Framework and Online Assessment]** (2001, ongoing)
 * **Templates, Forms, Interactive Tools, and Guidebooks** ||
 * || **[|Scoring Guide for Student Products]** (2001)
 * || **[|Planning for D3T] (Data-Driven Decisions About Technology)** CD-ROM (2000)
 * **Supplemental Resources** ||
 * || **[|Technology Standards for School Administrators]** (2001)
 * || **[|Technology Standards for School Administrators]** (2001)

LoTi
**Website:** http://www.loticonnection.com/index.html The LoTi Survey provides a way for educators to identify their professional development needs by assessing their levels of current instructional practice and personal computer use. **This survey is intended to assist educators to increase their expertise in creating student centered learning environments.** **The focus is on instruction**, not on technology skills as isolated competencies. After completing the //Levels of Technology Implementation// (LoTi) survey, which typically takes about 20 minutes, educators are provided their individual LoTi levels, along with recommendations for increasing their current levels (Low, Mid, or High). Supporting Documents: [|Download the District Tech Survey in Word] [|Download the School Tech Survey I - Tech Access in Word] [|Download School Tech Survey II - ICT Literacy & PD in Word] Sample Reports at: http://www.nheon.org/oet/survey/index.htm

Measurable Goals
Here's a couple of measurable goals: These goals are based on the NETS standards and would be assessed by the use of rubrics. They are special ed goals and sound wordy, but you could write something as simple as
 * Description:** The easy way to plan assessment would be to decide where you want the kids to be at the end and work backwards. After 25 years teaching special ed students (with IEPs) I've probably written 5000 goals and objectives over the years. To me, if you used the NETS standards, it would be simple to write some broad goals for all kids K-12 that could be easily assessed. I've got examples if you need them.
 * //After 36 weeks of instruction, given 2 tasks, issues, or problems, the student will plan, collect, view, analyze and report relevant data using 5 or more digital devices and/or computer applications.//
 * //After 36 weeks of instruction, given appropriate digital media and communication environments, the student will support individual learning and contribute to the learning of others by collaborating on 1-2 digital presentations or products in a curriculum area.//
 * //After 36 weeks (one school year) of instruction, given appropriate materials, the student will write, edit and produce a 3 minute video.//
 * From:** [|Nancy Bosch]

School 2.0 Reflection Tool
Please answer each question as honestly as you can. You will be the only person who will see your individual results. When you have finished, your responses will generate a profile for self-reflection. You can then request links to resources that your responses indicate might be helpful to you and store them with [|your personal resources]. To begin, select of the following questionnaires:
 * Website:** http://etoolkit.org/etoolkit/reflection/about
 * Description:** The Reflection Tool presents questions that are designed to help you reflect on your skills in technology integration and to identify areas for growth. These questions are based on the Technology Standards for School Administrators developed by the International Society for Technology in Education (ISTE) and the Skills Framework developed by the Consortium for School Networking (COSN.)
 * [|School Principal]
 * [|Technology Coordinator/CTO]

**STaR Chart**
**Website:** http://www.iste.org/starchart  The STaR Chart can help any school or community answer three critical questions: **How the STaR Chart is Being Used** Here are some of the ways the STaR Chart is being used to help schools:
 * Description:** This is ISTE's CEO Forum’s Interactive School Technology and Readiness (STaR) Chart, a self-assessment tool designed to provide schools with the information they need to better integrate technology into their educational process. Here, you can complete an online, multiple-choice questionnaire that will provide you with instant feedback on how well your school is doing in this process. The STaR Chart identifies and defines four school profiles ranging from the "Early Tech" school with little or no technology to the "Target Tech" school that provides a model for the integration and innovative use of education technology.
 * How the STaR Chart Can Help**
 * 1) Is your school using technology effectively to ensure the best possible teaching and learning?
 * 2) What is your school’s current education technology profile?
 * 3) What areas should your school focus on to improve its level of technology integration?
 * //Setting benchmarks and goals//. Schools, districts and states have used the STaR Chart to identify current education technology profiles, establish goals, and monitor progress.
 * //Applying for grants//. The STaR Chart has helped schools and school districts identify their education technology needs as they apply for grants.
 * //Determining funding priorities//. Education administrators and policymakers have used the STaR Chart to determine where to allocated funds.
 * //Creating individualized assessment tools//. Education administrators and policymakers have used the STaR Chart as the basis for state-wide technology assessments.
 * See a Report:** [|Sample STaR Results.htm]

The National Curriculum in Action: Info and Comm Tech
[|This page] describes the progression through the levels, with characteristics and examples. From: [|Kathy Epps] who adds: I work in an International School which is not bound by any specific set of standards, and have always found it useful in my planning to use both the [|British attainment levels] and the [|ISTE NETS] (now the new Nets) - I find them to be different ways of describing the same goals.
 * Website:** http://www.ncaction.org.uk/subjects/ict/index.htm
 * Description**: The British have been working hard for years at defining, exemplifying (and funding) standards and assessment across the curriculum. There are [|five levels of attainment]: 1. finding things out 2. developing ideas and making things happen 3. exchanging and sharing information 4. reviewing, modifying and evaluating work as it progresses 5. breadth of study

The Thinking Stick
Excerpt re: evaluation and technology taken from T&L's April 08 issue dives into the above questions and the blog by Jeff Utecht is an excellent read furthering the discussion, http://www.thethinkingstick.com/?p=623 and links to a wonderful paper by Gary Stager: "Towards the Construction of a Language for Describing the Potential of Educational Computing Activities " http://www.stager.org/eurologo/StagerEurologo2007paper.pdf Is the technology being used “Just because it’s there”? Is the technology allowing the teacher/students to do Old things in Old ways? Is the technology allowing the teacher/students to do Old things in New ways? Is the technology creating new and different learning experiences for the students?
 * Website**: http://www.thethinkingstick.com/?p=623
 * Assessment / Description**:   This could be a simple list that any evaluator can use to decipher how the technology is being used in a particular lesson.

Technology Integration Matrix
**Details from Program Director**
 * Website**: http://fcit.usf.edu/matrix/index.html
 * Description**: The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated on the website.

Tech Literacy Assessment
Demonstrate student knowledge and skills
 * Website**: http://www.learning.com/tla/index.htm
 * Description**: Web-delivered to the classroom, computer lab or any Internet-connected computer TechLiteracy Assessment is easy to implement and measures and reports technology literacy for elementary and middle school students — one district-wide solution to two challenges:
 * Get valid technology proficiency data to support accountability goals.
 * Inform instruction to support improved student technology learning and help teachers plan how to integrate technology into core curriculum.
 * TechLiteracy Assessment authentically assesses students’ technology knowledge and skills in these concepts and tools:[| Spreadsheets][|, Word processing,][|Database,][|Multimedia and presentations][|, Telecommunication and Internet][|, Systems and fundamentals][|, Social and ethical issues]
 * Easy Management and Proctoring** - TechLiteracy Assessment features the same intuitive, simple intuitive [|management system] as EasyTech.
 * Timely reporting** - TechLiteracy Assessment’s [|powerful reporting options] provide immediate data to:
 * Meet accountability requirements
 * Identify challenges from district to school level
 * Individualize instruction
 * Evaluate technology resource use
 * Help set goals for future technology programs and investments
 * Supporting Documents and Information:**

Tech Tally
Website: http://www.nap.edu/catalog.php?record_id=11691 Supporting Documents and Information:
 * //Description: Tech Tally// //Approaches to Assessing Technological Literacy//** determines the most viable approaches to assessing technological literacy for students, teachers, and out-of-school adults. The book examines opportunities and obstacles to developing scientifically valid and broadly applicable assessment instruments for technological literacy in the three target populations. The book offers findings and 12 related recommendations that address five critical areas: instrument development; research on learning; computer-based assessment methods, framework development, and public perceptions of technology. This book will be of special interest to individuals and groups promoting technological literacy in the United States, education and government policy makers in federal and state agencies, as well as the education research community.

TechPOINT Technology Assessments
[|Example items_5thgrade.doc] [|example items_8thgrade.doc] [|Sample student survey questions.doc]
 * Website**: [|http://www.techpt.org]
 * Description**: TechPOINT is a fully integrated suite of resources focused on helping meet the needs of all students, teachers, and administrators. TechPOINT consists of the following three parts:
 * [|TechPOINT Proficiency Assessments] - Valid and reliable objective assessments of technology literacy for 5th– and 8th– grade students and K–12 teachers aligned to the National Educational Technology Standards (NETS) from the International Society for Technology in Education (ISTE)
 * [|TechPOINT Surveys] - Valid and reliable measures of school–level factors that impact student technology literacy, teacher technology integration, and administrator technology leadership
 * [|TechPOINT Professional Development] - A continuum of professional development materials for teachers, aligned to ISTE's National Educational Technology Standards for Teachers (NETS•T) and the Standards for Staff Development from the National Staff Development Council
 * Supporting Documents**:

Virginia Commonwealth University
Contact: Jonathan Becker [jonathan.d.becker@gmail.com] Jonathan D. Becker, J.D., Ph.D, Assistant Professor, Department of Educational Leadership, Virginia Commonwealth University

I think it'd be interesting/useful to create a matrix as a framework for assessment. The columns of the matrix would represent students, teachers, administrators, and maybe a "school" column. The rows would represent the "what"; which concepts/constructs you want to measure (e.g. skills, literacy, levels of integration, amounts of use, levels of access, etc.). From there, you could populate the cells in the matrix with the various surveys, tools, etc. You'll probably find that no one solution covers the whole matrix. Some of the canned products (Learning Point, for example) will cover the most ground and will probably offer the most sophisticated reports. But, those are also very likely the most expensive solutions and the least customizable. You're probably better off picking and choosing from a few different sources and administering the assessment as a customized portfolio. For example, maybe you want to do Learning.com for students, LoTi for teachers and PTLA for administrators. In combination, those data might paint interesting pictures of each school; they are, though, snapshots which could look very different year-by-year given the mobility of students, teachers and leaders. If you're interested in working with a group to coordinate that sort of customized effort, let's discuss further. Of course, the ultimate trick is getting cooperation from students, teachers, administrators and whoever else it is that you need to collect data from; that's always fun.

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=**ETS iSkills**=

[[file:Instructions for Completing the ETS iSkills Assessment-June 08.doc]