Student Assessment Standards

1. Student Assessment Standards William E. Dugger, Jr., DTE Shelli Meade Lisa Delany

2. Features of Nationally-Developed Standards • Emphasize a comprehensive, focused, and coherent approach to education. • Emphasize content more than curriculum. • Standards for Technological Literacy: Content for the Study of Technology (STL) • Recognize the need to define more than what students should know and be able to do. • Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards (AETL) Summarized from Rodger Bybee, BSCS

3. International Technology Education Association’sTechnology for All Americans Project Funded by: National Science Foundation (NSF) National Aeronautics and Space Administration (NASA)

4. Overview of AETL • Along with STL, AETL describes the attributes of the effective study of technology that lead to technological literacy. • AETL provides the means for implementing Standards for Technological Literacy (STL) in K–12 laboratory-classrooms. • AETL contains three separate but interrelated sets of standards • Student Assessment • Professional Development • Program

5. Student Assessment The systematic, multi-step process of collecting evidence on student learning, understanding, and abilities and using that information to inform instruction and provide feedback to the learner, thereby enhancing student learning.

6. Purposes of Assessment • Assessment to assist learning. • Assessment of individual achievement. • Assessment to evaluate programs. (NRC, 2000)

7. Primary Goal Of Student Assessment Student assessment data should be used to improve the teaching and learning process for all students. (ITEA, 2003)

8. Assessment vs. Evaluation • The term “assessment” is used when referring to the collection of data on the knowledge and abilities of individual students for use in improving the teaching and learning process. • The term “evaluation” refers to the collection and processing of information and data to determine how well a design meets the requirements and to provide direction for improvement.

9. Student Assessment Standards • Criteria for use in judging the quality of student assessment practices. • Define how assessment of technological literacy should be designed and implemented. Primary audience (users of standards): Teachers

10. Organizational Topics • Consistency with STL • Intended Purpose • Research-Based Assessment Principles • Practical Contexts • Data Collection

11. Standards and Guidelines • Standards are written statements about what is valued that can be used for making a judgment of quality. • Guidelines are specific requirements or enablers that identify what needs to be done in order to meet a standard. • The goal is to meet all of the standards in each chapter through the guidelines.

12. Standard A-1: Assessment of student learning will be consistent withStandards for Technological Literacy: Content for the Study of Technology (STL). Guidelines for meeting Standard A-1 require that teachers consistently A. Administer comprehensive planning and development across disciplines. B. Incorporate comprehensive planning and development across grade levels.

13. Standard A-1 Continued Guidelines for meeting Standard A-1 require that teachers consistently C. Include cognitive learning elements for solving technological problems. D. Include psychomotor learning elements for applying technology. E. Guide student abilities to operate within the affective domain, utilizing perspective, empathy, and self assessment.

14. Standard A-2: Assessment of student learning will be explicitly matched to the intended purpose. Guidelines for meeting Standard A-2 require that teachers consistently • Formulate a statement of purpose for assessment tools. • Identify and consider the intended audience in designing assessment tools and reporting assessment data.

15. Standard A-2 Continued Guidelines for meeting Standard A-2 require that teachers consistently • Utilize fair and equitable student assessment methods. D. Establish valid and reliable measurements that are reflective of classroom experiences.

16. Standard A-3: Assessment of student learning will be systematic and derived from research-based assessment principles. Guidelines for meeting Standard A-3 require that teachers consistently • Remain current with research on student learning and assessment. • Devise a formative assessment plan. • Establish a summative assessment plan.

17. Standard A-3 Continued Guidelines for meeting Standard A-3 require that teachers consistently • Facilitate enhancement of student learning. • Accommodate for student commonality and diversity. • Include students in the assessment process.

18. Standard A-4: Assessment of student learning will reflect practical contexts consistent with the nature of technology. Guidelines for meeting Standard A-4 require that teachers consistently • Incorporate technological problem solving. • Include variety in technological contentand performance-based methods.

19. Standard A-4 Continued Guidelines for meeting Standard A-4 require that teachers consistently • Facilitate critical thinking and decision making. • Accommodate for modification to student assessment. • Utilize authentic assessment.

20. Standard A-5: Assessment of student learning will incorporate data collection for accountability, professional development, and program enhancement. Guidelines for meeting Standard A-5 require that teachers consistently: • Maintain data collection for accountability. • Use student assessment results to help guide professional development decisions. • Use student assessment results to help guide program enhancement decisions.

21. Technology Program Components

22. Student Assessment Standards • The student assessment standards are based on Standards for Technological Literacy. • They are intended to be implemented in conjunction with the professional development and program standards included in Advancing Excellence in Technological Literacy.

23. “Improvements in learning will depend on how well assessment, curriculum, and instruction are aligned and reinforce a common set of learning goals, and on whether instruction shifts in response to the information gained from assessments.” (NRC, 2001, p. 25)

24. Program Permeability • The vision behind the student assessment standards calls on teachers, administrators, and policymakers to perpetuate interchange between elements of the program, including content, professional development, curricula, instruction, student assessment, and the learning environment, in all areas of learning.

25. Significant Elements of AETL • Standards • Guidelines • Notations • Vignettes

26. Notations consist of definitions, tables, quotations, and correlations. • Correlations identify a relationship within or between the standards in AETL and STL.

28. Vignettes provide detailed examples of how standards can be put into practice.

29. Vision of STL and AETL The vision of STL and AETL is that all students can and should become technologically literate.

30. “…assessment is pivotal to standards-based reforms because it is the primary means of measuring progress toward attainment of the standards…” (NRC, 2001, p. 24)

31. ITEA Standards Specialists ITEA Standards Specialists are a cadre of professional educators available to conduct workshops and presentations on interpreting and implementing STL and AETL on a cost-recovery basis.

32. URL: http://www.iteawww.org E-mail: standards@itea-tfaap.org

33. Thank You!