EDT 560 - Applying Technology to Assessment in Education
Thursday 5:00 - 7:30 PM - 35 Shibles OR Online

Dr. Abigail Garthwait ~~ 581-2487 ~~ abigail@umit.maine.edu
Office Hours: Monday and Thursday 2:30 - 3:30 or by appointment - 108 Shibles

Not everything that counts can be counted, and not everything that can be counted counts," ~~ Albert Einstein

"Assessment is the process of gathering information to make informed decisions. Before anyone engages in assessment, he or she must know why the assessment is being made (purpose), what information is needed to make the decision (the basis), when the information is needed (the timing) and how the information is best collected (the method)."
Anderson, L. W. (2003). Classroom assessment: Enhancing the quality of teacher decision making.
Matwah, NJ Erlbaum. p. xi

Catalog Description

"Evaluation and integration of technology-based assessment tools for K-12 schools, including electronic portfolios, digital grading programs and relational databases."

Conceptual Framework for Reflective Practice
Here in the College of Education and Human Development, we believe that good educational practice is a reflective process that requires thoughtful and evaluative analysis of the numerous forces and factors that affect teaching, learning, and schooling. The ultimate outcome of reflective practice is to be proactive in implementing educational practices that are equitable, meaningful, and relevant for student and societal welfare. Such action requires a careful examination of pervasive and critical issues that have and continue to define our debate on how to best educate ourselves and future generations. Developing your capacity for reflective thought and action through the careful examination of the role of assessment in student success is a core outcome of this course.

Diversity
Ours is a diverse nation founded upon the protection of rights and liberties regardless of race, gender, ethnicity, religion, disabilities, social economic status, and or sexual orientation. The current resurgence of testing as a means for determining the quality of public schooling requires careful examination of how various groups of students are impacted. Schooling continues to have a central role in educating our nation’s citizens for life in this diverse and pluralistic society. Choosing to teach or lead in public schools means accepting the moral and ethical responsibilities inherent in building a strong democratic republic. In this course you will have an opportunity to examine your beliefs regarding diversity and the challenges of providing equitable and fair educational opportunities for all.

ISTE Standards Addressed in this course

IV. ASSESSMENT AND EVALUATION

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
B. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
C. Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.

2) Candidates for other professional school roles know their fields and can explain principles and concepts delineated in professional, state and institutional standards

*11) Candidates demonstrate demonstrate an awareness of and commitment to ethical and legal responsibilities of an educator. (*assessed)

14) Candidates demonstrate a commitment to reflecting on and seeking to improve their practice.

18) Candidates understand the policy contexts within which they work.

Essential Questions

You know you've taught it, how do you know that your students "got it?"
What does understanding look like for all students?
How can you use technology to record and make decisions about all students' learning (especially in relation to Maine Learning Results)?

Prerequisite: EDS 520: Educational Assessment or equivalent knowledge. Permission of the instructor.

Internet Access: NEW THIS SEMESTER: There is the optition of taking this class online using a web-based system, Blackboard, which is an on-line course management program. If your assignment is different from the campus class, it will be marked ONLINE:
If you choose to take the class in face-to-face (f2f) sessions, we will still be using Blackboard. Course information, updates, assignments and some discussion: http://www.courses.maine.edu/ (details below)
Instructional Technology majors: I'm assuming that you have server space (either on COEHD server portfolio, efolio or elsewhere). If that isn't the case, please let me know. Students may use the computer labs at the University of Maine or off-campus. [campus resources ]

Either a MaineCard or access to Marvel: Get a card at the Maine Card office in Memorial Union and have it "authenticated" at the University library. WHY? it allows you access to indexes and databases available only to UM students and to check out software from the Learning Materials Center. Without a MaineCard, you should access the Maine InfoNet http://libraries.maine.edu/mainedatabases/ A.K.A.: MARVEL - which is available to all Maine citizens.

• Coffey, G., Prosser, S. (2006). FileMaker 8: The missing manual. Cambridge, MA: O'Reilly Media.
  
• Various assigned homework readings.

• Guidelines for the evaluation of instructional technology resources. (1998). Vaille, J. A. (Ed.). Eugene, OR: International Society for Technology in Education.
• National educational technology standards for students: Connecting curriculum and technology. (2000). Eugene, OR: International Society for Technology in Education.

Course Structure

Depending on the topic under study, the instructional strategies of this course include:

• mini-lessons and demonstration
• discussions
• hands-on practice with selected software
• student reports

Policies / Miscellaneous

• Competency: Basic Mac or PC computer skills.
• Disabilities: If you have a disability for which you may be requesting an accommodation, please contact either your instructor or Ann Smith, Coordinator of Services for Students with Disabilities (Onward Building, 581- 2319), as early as possible in the term.
• Cooperative Learning is encouraged, however I am requireed to include this statement:

"It is important that you know about the University of Maine System policy on academic integrity. "Violations of student academe integrity include any actions which attempt to promote or enhance the academic standing of any student by dishonest means (e.g. Cheating, plagiarism, fabrication and academic misconduct). Students may be accused, charged and penalized for any violations as appropriate. Please refer to the UMS Student Conduct Code for definitions and procedures." UMS System Notice

• Attendance Policy: Attendance in all classes is expected. If you should miss a class, you are responsible for arranging to get notes from another student, and to make up all class work in an email to me summarizing class and the notes.
• Homework: Assignments will be posted on BLACKBOARD by Friday noon time. This gives you time to do your assignments on the week-end or during the following week. Please submit your work on time. Late work may be penalized. Other assignments are expected on the dates due (see chart below). If you are not able to submit work on time, please make alternate arrangements with me ahead of time.
• Grading policy: "meets expectations" = "B." To get an "A" you need to "exceed expectations." I'm happy to look at draft work ahead of due dates and provide comments and feedback.
• It is customary for instructors to use student work as examples in future classes or in writings. (If it's a high quality example, I leave names on. However, if it's an example of what NOT to do, I remove the names.) Please let me know in writing if you do NOT wish to allow your work to be used in either of these situations.
• A consistent style should be used when citing sources. The College of Education and Human Development encourages educators to use APA style (It is not acceptable to merely include a URL as a reference.)
• Response time: I will do my best to answer student emails within 24 hours and to evaluate activities and assignments within 3-4 days.
• Incompletes: "Incompletes" are given on a very reserved basis. Please contact me early regarding any problems or situations that interfere with completion of your projects.

Major Assignments

Portfolios

Those of you who are in the Instructional Technology Master's program have already begun your e-portfolio. In this course you get credit for in-depth work on them -- work that goes beyond simply linking projects to standards. Before graduation, IT majors will need to demonstrate MEETING all requirements on the ISTE meta-rubric (under Course Documents) and in this class we will get a good start on this.

• I will negotiate reasonable goals for non-IT majors.
• Your reflections must demonstrate a commitment to improve your practice (knowledge and skills).
• The portfolio must include a two-page paper relating your experiences in creating a professional portfolio to using portfolio assessment with students.
• All resources must be properly cited.

Databases

• For this segment, we will be using FileMaker Pro 8 . While it is presumptuous to assume that everyone will use this program in the future, the ONLY way to teach databases to the level we will be doing is to select a program and use that one exclusively. I expect you to generalize this knowledge to other high-end databases. (E.g. Microsoft Access)
• This software will be available in Shibles lab. You may also purchase it. However, I have designed the class so that you only need it for 30 days. That way, you can download a free 30-day demo https://www.filemaker.com/downloads/trial_download.html available in Mac & PC versions. PLEASE WAIT TO DOWNLOAD AND OPEN IT! If you download it early, you may not have access to it when you need it.
  
  
• Basic Expectations (more may be developed in class):
• • Conceptual Component:
    
    • The database should be meaningful to the author, as evidenced by an introductory paragraph which explains how you will implement the database in your classroom and what questions or problems it may help you solve in the future. iow, are the categories (fields) worth measuring or have some relevancy to your information needs.
    • This should be based on our work this semester and on the prerequisite for this course, EDS Educational Measurement.
    • You must include a statement about FERPA policies and discuss the relevant safeguards you would place on your databases.
      
      ISTE DESCRIPTION: "The use of technology in the classroom requires teachers to look beyond the technology as a teaching and learning tool to the effects of technology can have on the students physically and psychologically. Teachers must set the classroom standards for appropriate use of technology to protect privacy in both identity and visual images. ...Teachers must be knowledgeable about classroom, school, and district security policies and procedures, and advocate appropriate levels of security to protect student information. "
      Resource: http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html (Proficiency 11)
      
      
  • Technical Components:
    • have a variety of field types, including text, date, and pop-up
    • at least three tables which are made relational.
    • at least three layouts
    • have at least 5 entries filled in (they can be fictional) Because people have such differing ideas, this had to be more loosely defined than if we were all doing the exact same type of databases.

Project

You will be investigating a topic of your choice relating to "applying technology to assessment." It may be a research paper (approximately 5 pages, double-spaced) or an in-your-own-classroom assessment project. You will have an hour to present this project and its underlying theory to the class. You will use technology to assess the classes' understanding of your presentation.

Your project should include a reflection which addresses the relevant policy context(s) within which you work and the ways in which this assignment demonstrates that you met the ISTE NETS and Candidate Proficiencies above. All resources must be properly cited. Further details will be discussed in class.

Possible topics:

• NCLB and technology
• Computer software that performs assessment. What effect does the absence of the "human factor" have?
• Critical evaluation of grading software.
• Video assessment of students.
• Design strategies for evaluating the effectiveness of technology resources for learning, communication, and productivity in your school and conduct an evaluative study.
• Design strategies for evaluating the effectiveness of the technology professional development in your school or district.
• Visit a school or district which uses a more advanced system of technology for assessment than your current school. Describe and report your findings.
• Learn about using handhelds (e.g. Palms, Treos, phones?) for assessment. Do a pilot project. (I have some Palms that I would be willing to loan you.)
• A thorough examination of how to assess educational software. How many schools use software?
• Other topics?

Anticipated Weekly Topic Schedule (Spring 2007)

1. Jan. 18 - Intros, review of syllabus, expectations and Blackboard. Early release to get to the bookstore before closing.

2. Jan. 25 - Assessing Student Tech Projects

3. Feb. 1 - Online Assessment Resources

4. Feb. 8 - E-Portfolios I

5. Feb. 15 - K-12 Portfolio paper due E-Portfolios II

6. Feb. 22 - Public School Break ??

7. March 1 - E-Portfolios III

8. Mar. 8 - Draft of Portfolio due Grading Programs

9. Mar. 15 - UM break - No Class

10. Mar. 22 - Database I

11. Mar. 29 - Database II

12. Apr. 5 - Database III

13. Apr. 12 - Database Due

14. Apr. 19 - [Public School Break]? Portfolio Due

15. Apr. 26 - Project Presentations

16. May 3 - Project Presentations

17. May 10 - SNOW DATE - HOLD IN CASE A CLASS GETS CANCELLED and everything gets moved back a week. It is also possible that we might try to hold a class online if we should be snowed out. What do you think?

ASSIGNMENT for January 25:

1) Make sure that you can access Blackboard.
Once you are registered for the course, please log onto Blackboard by pointing your browser to http://www.courses.maine.edu and click on "LOGIN." You will be directed to a log in page that asks for your userid and password. If you have any trouble, call the 1-800 number listed on that page. (1-800-696-4357 or techsupport@maine.edu)

Once you have logged in, you should see the link for EDT 560. (This should be in the upper right corner under the tab "My Courses"). NOTICE: the tabs along the very top (labeled "My Institution," "Courses" and "Community" ...) are NOT part of this course. You'll know you've entered the course properly when you see the GREEN buttons (bulleted below) down the left side of the screen. Explore our class environment for the semester.

• Announcements: (This is the opening screen and contains just what you'd expect.)
• Course Documents: Here's where you'll find the syllabus, handouts, and other materials.
• Assignments: Weekly assignments will be posted here by Friday noon time. It is your responsibility to keep on check this spot weekly.
• Discussion Board: This area provides a space for Questions and Answers (Q & A), and a place to "post" some of your assignments. Use this area to respond to class members' work. I have created FORUMS (topic areas). If you are the first person who is posting or if you wish to add a new topic, you will click on ADD NEW THREAD. If you wish to respond to someone's post, you'll press the "Reply" button. Write and click "Submit."
  
  Good Advice: if you are writing more than a paragraph, it's a good idea to use a word processing program or an html editor. Blackboard now has a spell check but you may find it's easier to work off-line, draft, save, edit, etc. (In addition, you have a back-up in case your computer freezes up or you move to another screen.) NOTE: When you copy and paste from a word processing program, you might notice that the format is lost. It would be helpful to add spaces between paragraphs.
  
  
• Communication: Collaboration:

Lecture Hall (Whiteboard & Chat) and Office Hours (chat) It is possible that we might be able to make up a snow day here in the "virtual classroom" so you will want to try the Virtual Classroom early in the semester. NOTE: Anything written in the Virtual Class may be archived.

Discussion Board (see above)

Send email (self-explanatory)

• • External Links: Ready to use Links for the class. Each of these will open in another browser window. That means that the Blackboard page will be BEHIND the new web page. Feel free to suggest other sites that might be of interest to the class. (These links remain from the last time I taught this class and may or may not have relevance to this semester's group.)
  • Tools: Available Options;
    • Digital Drop Box This spot serves two purposes: a place for you to store digital items if you are moving from one computer to another and it's another way to send me files. Please be sure your name is on the document or in the title of your file.
      Note: A file added to your Drop Box doesn't come to me until it has been "sent."
    • My Grades: Access your grades here.
    • User manual: This may be helpful if you want more information about Blackboard.

2) Read the Information for Individual Teachers http://www.ncrtec.org/tl/sgsp/teachers.htm Including all the links to

• Overview of the Scoring Guide for Student Products (& Detailed Description of Student Products)
• How to use the Scoring Guide for Student Products
• How to Compute Scores
• What is the definition of a student product?
• What's the difference between a scoring guide and a rubric?
• Glossary

3) Select a student technology project from your school (or find one posted online) and evaluate it with "Use the Scoring Guide now!" on the first page.
F2F: Come to class ready to discuss the project and what you found. If you can present the project too, that would be great too.
ONLINE: Please attach the project on the appropriate Discussion Board and describe your assessment of it using the scoring guide above.