Week 6- Assessments- 2 Hours

1.    Obtain an assessment or assessment tool from your classroom teacher – this could be a rubric, quiz, or checklist. Also ask to see the teacher’s grade book. Notice how it is organized, how many grades are present for each student in each content area, and what the teacher uses to keep track of grades (i.e. computer, paper)
I saw quizzes that were given to the students on history. They were doing a unit on religions (Judaism, Christianity, and Islam). The students created a map of important components of each religion (Gods, holy books, place of worship, import figures) that could be studied and used for the tests. These tests were paper copies, created using Microsoft word. I also saw the rubric and how many points each question was worth. The teacher uses both a paper and a digital grade book. She records the grades on paper, divided by assignments, quizzes, and tests, then transfers the grades to the digital grade book. This is also divided into homework, quizzes, and tests. Each section gives a percentage of each category and an overall grade depending on the weights of each component.
2.    Interview the teacher about how he/she uses the tool by asking the following questions:
o    What does this tool assess?
This tool access how well students understood the teachings and lessons. If the whole class average is over 85%, I know they have mastered the objectives and are ready to move on.
o    How does the teacher use this assessment tool? (formative, summative)
I use this tool as a summative assessment tool. Students are required to pass the assessment with a score of 85% of higher. That is the number that our school has decided shows mastery. If students do well, I know they have mastered the content. If not, I need to go back and reteach.
o    Does this assessment tool use technology?
This assessment tool was created with technology, but given with paper and pencil.
o    Is the grade book digital? Ask the teacher why or why not?
The grade book is both digital and paper. I like keeping a paper copy just in case. It can be accessed from anywhere and can be used to help plan instruction. The digital grade book is a tool that parents can also access, and computes overall grades for me. This tool can be used to determine if the class has passed the assessment or not, and to create report cards.
o    Do you think making the assessment tool digital would be beneficial, why or why not?
I do think creating assessment tools in digital formats will help students become familiar with online test taking. This would help students with taking state assessments, and give me more options for creating tests that will benefit all learners. I do think it is important for students to be familiar with paper assessments as well. That is why I do a mix of both.
o    How could you integrate technology into the assessment tool?
I could create an online version of this test that would require students to pick the correct bubble or to fill in the blanks. This would be similar to state assessment testing, and get my students used to completing these types of tests.
o    How could integrating technology impact the results of the assessment?

I think there could be more room for error. Students could easily pick the wrong choice, or have trouble with typing on the keyboard. I may need to go back and ask questions verbally to make sure there was not an error because of computer use. I would also need to check spelling on fill in the blank answers that may be marked wrong by the computer, as this would affect student scores. I also think technology could offer more options when creating assessments besides fill in the blank or multiple choice.  

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