Crystal Butler

EDU 225
4/2/2016
Instructor Biba

Blog Post: Technology to Support Assessment

Introduction
Assessment technology software makes assessment easier, more accurate, and more
extensive. Assessing student learning using these methods allows a teacher to individualize
learning and to make group learning more successful (Milner, 2006). This happens because
assessment technology assists the teacher by giving data in a timely manner and by helping the
teacher to analyze that data in order to adjust teaching strategies to gain the best outcomes when
it comes to student learning (Milner, 2006). Technology facilitates ongoing efforts to assess
learning using software such as assessment agent systems, hand-held formative assessment
system, and special education software; all of these systems support formative and summative
assessments; however, there are benefits and disadvantages to using technology for assessment;
and in order to fulfill ISTE standards, it is necessary use assessment technology in the classroom.
Technology to Facilitate Ongoing Efforts to Assess Student Learning
Assessing student learning takes a concentrated effort on the part of the teacher to
observe, evaluate, and interpret data. One of the ways to make this easier is using technology
designed for such purposes. Technology can be used to make observations more accurate and
easier to capture in the moment. For instance, the use of digital cameras and video recording
enables teachers to look at an actual picture of the moment of learning (Milner, 2006). This
eliminates the need to remember what happened. Technology is also helpful for creating tests
and rubrics that help evaluate student learning (Liu, 2013). An example of this would be an
online rubric generator. One of the most beneficial tools of technology is the ability to create
graphs and tables to interpret data (Sahin, 2006). Word processing software and spreadsheets
make it easy to create graphs that enable a teacher to compare and contrast the data collected

through the methods of assessment. Software can also be used to tabulate numbers and
percentages much easier than doing so by hand (Sahin, 2006).
Assessment Agent System:
This software is used to create assessments based on student-created concept maps. It is
used to evaluate student learning of curricular content and the ability of the student to connect
the concepts presented in a diagram format. (Liu, 2013) The system uses a rubric based on a
master concept map that shows the concepts and correlations that the students should be making
according to the curriculum content (Liu, 2013). This would be especially beneficial in assessing
student learning of historical or scientific content. For instance, if a teacher is trying to assess if
students understand the concept of the life cycle of a butterfly, the teacher could have the
students create a concept map in the software that has the different stages provided. The students
would then place the stages in the appropriate places on the map and connect the content from
one stage to the next. The teacher would be able to determine easily if the students understood
the concept by comparing the rubric to the student work.
Hand-held Formative Assessment Systems:
This type of system combines a software assessment with a hand-held device that
teachers can use to capture on the spot observations of student learning. In the article,
Assessment Testing: In Their Hands, this system is used to record young students reading
skills (Milner, 2006). This allows the teachers to assess the students ability in real time, thus
enabling teachers to adjust quickly their teaching methods to help students who are struggling
with their reading skills (Milner, 2006). There are many applications for such devices in the
classroom. Teachers could use this software to assess almost all basic skills. It is especially
beneficial for performance-based assessment such as reading aloud or the mechanics of writing.

A teacher could use this technology to assess students on an individual basis or as a small group.
Special Education Software:
This type of software is used extensively in special education for the preparation of
Individual Education Plans or IEPs. The software does the hard work of comparing the data and
developing appropriate plans for behaviors (Sahin, 2006). There are many ways this software
could be used in the classroom. One of the most obvious ways is the tools it gives teachers to
help their students who might have an IEP. It enables teachers in the classroom to have strategies
in place to help such children through providing specific plans for behaviors and learning issues.
It also helps both general education teachers and special education teachers to analyze the
progress of students in overcoming the challenges these students face. The software has a
graphic element that allows for comparing progress over time (Sahin, 2006). Analyzing this
progress allows teachers to become partners in the process of helping students overcome learning
difficulties.

Formative and Summative Assessments

Formative and summative assessments both play an important part of assessing student
learning. Formative assessments are used to assess student learning over a period of time (Gunter
& Gunter, 2015). This type of assessment allows a teacher to look at what a student knows and
what they still need to learn. Summative assessments are used at the end of a unit of learning and
assess the knowledge a student has gained over the entire unit of study (Gunter & Gunter, 2015).
Assessment Agent Systems can be used for either formative or summative assessment. Concept
maps can be used as an ongoing assessment of learning as they can fill them in as they learn
about a topic. They can also be a summative assessment as students can fill in a concept map to

show what they have learned at the end of a unit. Hand-held devices would be primarily
formative in nature as they give teachers a snapshot of learning as it is happening. Special
Education Software is both summative and formative in nature. The formative aspect of the
software is its ongoing application in assessing student behavior and learning. It is also
summative in that it analyzes the overall learning of the individual with the IEP.
Pros and Cons of using Technology to Facilitate Assessment
There are both beneficial and detrimental aspects to using technology as an assessment
tool. One of the best uses of technology for this purpose is the amount of time it saves as
opposed to using a pen and paper method (Sahin, 2006). It is also in many ways easier for
teachers to keep track of data and to be more accurate in their assessments (Milner, 2006).
Teachers are also able to use multiple forms of assessment, which gives a clearer picture of how
well a student is learning (Liu, 2013). However, one drawback to the use of technology is the
loss of data if a system goes down or is not functioning properly. In addition, teachers must be
trained to use the technology or it will be confusing and frustrating to use (Liu, 2013).
Sometimes, the amount of data generated might be overwhelming, if the process for analyzing it
is not simple enough to be understood easily (Liu, 2013). In order for such technology to be
effective, it must be user friendly and easy to use and understand (Milner, 2006). This is
particularly true if a teacher does not have much experience in using technology. However, once
a teacher has the opportunity to use technology that offers these benefits they may wonder how
they went without it.

Should a teacher only use technology to assess student learning? Why or why not?

While technology is helpful for assessing student learning, there may be times when
traditional methods are better for what is being assessed. For instance, when assessing a students
ability to read aloud, it is important to listen physically and to be able to assist when necessary
(Milner, 2006). In addition, it is a good idea to have a written observation in some cases because
computers can and do lose data. Technology is just one more tool to make assessment easier and
more accurate. However, there is no substitute for teacher observation in the classroom.
Likewise, some students may prefer certain types of assessment that are not technology driven.
What is the importance of assessment technology in connection with the ISTE standards?
Assessment technology is very important when it comes to following the ISTE standards
Many of the standards specifically point to the use of technology to assess learning. For instance,
designing and developing digital age learning experiences and assessments requires the use of
technology for assessment to fulfill the requirements of that section (International Society for
Technology in Education, 2008). In addition, modeling digital age work and learning means that
teachers need to be able to use all forms of technology including assessment technology tools
(International Society for Technology in Education, 2008). This makes the teacher an effective
model of the right way to use technology as well as showing a willingness to use technology in
innovative ways. Using assessment technology in the classroom enables teachers to individualize
learning for students as well, which aligns with the ISTE standard, 2 c. Customizing and
personalizing learning activities to students different learning styles (International Society for
Technology in Education, 2008). Overall, it is necessary to use assessment technology to fulfill
the ISTE standards.
Concluding Paragraph for Software to Support Assessment

Technology facilitates assessment in the classroom using software such as assessment

agent systems, hand-held formative systems and special education software that support
formative and summative assessments; however, there are benefits and detriments to using
technology for assessment and ISTE standards require the use of technology for assessment
purposes. Assessment technology makes assessment easier and more accurate, while helping
teachers make sense of the data they are collecting. This leads to more effective teaching
methods and better ways to individualize teaching strategies for every student. Better outcomes
in learning mean that more students are ultimately successful. This is what assessment should be
working to achieve. Using technology helps make this a reality.

References
Gunter, G. A., & Gunter, R. E. (2015). Teachers Discovering Computers: Integrating
Technology in a Changing World. Boston: Cengage Learning. Retrieved from
http://gcumedia.com/digital-resources/cengage/2014/teachers-discoveringcomputers_integrating-technology-in-a-changing-world_ebook_8e.php
International Society for Technology in Education. (2008). ISTE Standards: Teachers. Retrieved
from www.iste.org: http://www.iste.org/standards/ISTE-standards/standards-for-teachers
Liu, J. (2013). The Assessment Agent System: design, development, and evaluation. Education
Tech Research Development, 61(2), 197-215. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=eric&AN=EJ997633&site=eds-live&scope=site
Milner, J. (2006). Assessent Testing: In Their Hands. T.H.E. Journal, 33(7), 30-36. Retrieved
from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=eric&AN=EJ762446&site=eds-live&scope=site
Sahin, Y. G. (2006). Software-assisted preparation and assessment of individual education plans
for disabled individuals. Current Science, 91(9), 1184-1194. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=a9h&AN=23293807&site=eds-live&scope=site