The Greatest Asset

Summarizing Special Topics in Educational Technology

Introduction

As educators, it is our duty to understand the unique clientele we are working with each year and tailor instruction to meet the needs of those current students. While non-differentiated standardized assessments have made assorted assessment practices more difficult, assessments in and of themselves can, and should, be used as powerful mechanisms within our classrooms. The research and material presented in this course demonstrated that purposeful assessments should be at the core of every classroom. Despite the negative connotation that surrounds assessments today, when used appropriately and diversely assessments can be an educator's greatest asset.

This special topics course summed up the types of assessments that should be administered to students and more importantly the purpose behind assessments. Powell (2012) defined classroom assessment as an element of the classroom that “encompasses all the possible ways teachers determine what students know and can do measured against standards or other learning goals.” Assessment is the tool used to take the temperature of the learning taking place in our classrooms. When we can look at assessment as more than just a task administered at the end of a unit, we can begin to understand the benefits a variety of assessment can offer teaching and learning.

Formative and Summative Assessment Revisited

In the very beginning of my teaching journey, I learned about summative and formative assessments and their use within the curriculum. I understood that formative assessments were smaller assessments embedded throughout learning and summative assessments were larger tests given at the end of a learning journey. While these conceptions are certainly not wrong, my perception of them has shifted as I’ve explored the ideas presented throughout this course about the influence assessment should have on instruction from the very beginning of planning, rather than the end of the instructional period.

I have learned that formative assessments should be pit stops along the way of the learning journey and should steer the course for where a learner is headed. By implementing a variety of formative assessments, we know what our students are learning through many modalities and can use the data from those assessments to

target learning needs. “Well designed formative assessments that take advantage of the latest advancements in technology can help students learn faster and better” (Jimenez & Boser, 2021). By embracing all technology has to offer education, teachers can better assess, and students can better grasp.

Summative assessments are usually more formal assessments used to evaluate student learning within a topic of study (Powell, 2012). While most educators immediately think of state standardized testing when they think of summative assessments, summative assessments can actually be presented in a variety of ways. It is important for educators to understand their students when assessing students and to present assessments in different modalities. These types of authentic assessments provide for student ownership and allow opportunities for more reflective learning (Messier, 20202).

Both types of assessments are important and necessary. One of the most important elements for either assessment is offering timely and productive feedback. The most effective feedback is a balance of reviews from teachers and peers. Once either type of assessment is rendered, learners need to have the opportunity to review the work of their peers and offer feedback, as well as receive feedback from their peers (JISC, 2009). By offering immediate and valuable feedback, students can then use that new information to scale their own abilities on the subject and drive further learning.

Assessment for Learning

As I began to truly dive into the idea of planning assessments before any form of instruction takes place, I was truly inspired by the theory offered by Rick Stiggins (2005) that demonstrates the importance of switching gears from assessment of learning to assessment for learning. By understanding that formative assessment is simply assessment for learning in action, I was then able to fully comprehend the competence of the idea. When assessment is delivered in this spectrum, students begin to play active roles in their learning and can begin developing the metacognition skills needed to know and understand where they are on their own personal learning journey.

After I was able to better my perspective on assessments and their vitality within instruction, I then began to really dive deep into how standards-based grading (SBG) and data-driven instruction (DDI) can support valuable assessment practices. When we begin looking at these two components of education, we must openly understand that technology plays an imperative role in successfully implementing both. “Technology, if used appropriately, can add value to any of the activities associated with assessment: from establishing a culture of good practice processes involved in submission, marking and return of assessed assignments; from the delivery of assessment to the generation of feedback by practitioners or peers” (JISC, 2009). Without the use of computer-based assessments (CBA), the task of creating an assessment-for-learning environment becomes incredibly daunting and overwhelming, and almost out of reach.

The process of computer-based assessments continues to evolve and grow among schools today. As new technologies are developed, the benefits and perks of such assessment will only enhance classroom learning, as well as aid educators in data collection. Before this course, the biggest perk of computer-based assessment in my opinion was the automatic and convenient grading feature that is offered through most CBAs. However, as I have learned more and more about these new technologies, I am now more aware of the plethora of enhancements technological assessments can offer teachers and students.

Standards Based Grading

Many schools are making the shift from traditional grading practices to standards-based grading systems. In this type of system, the idea of letter grades next to a subject area on a report card are out the window. Instead, the desired objectives to be mastered by students within a given time are communicated and then mastery of those outcomes are portrayed through a variety of assessments, both formative and summative. “SBG is a way of thinking about grading and assessment that more clearly communicates with parents and students how well learners currently understand the course objectives/standards/competencies” (Townsley, 20014).

In essence, SBG allows students to better understand their end goals in what they’re learning before they ever start. Rather than just receiving knowledge and regurgitating said knowledge on an end of unit test, learners are made aware of the expectations from the very beginning and can better grasp where they are on their learning journey. When students are made aware of what they’ve learned as well as what they are struggling with, they can then become stronger advocates for themselves and take control of their own progress. This type of emotional state of awareness helps lower test anxiety and the entire emotional effect testing can have on students. Through SBG a partnership is formed between teachers and students that exhibits “agreed-upon expectations so they can set goals for what to learn next and thus play a role in managing their own progress” (Stiggins, 2005).

There is still much debate and many strong opinions over whether SBG is the right choice for schools. While the approach is entirely different than what we are used to, I believe that the underlying belief behind the idea supports autonomous student learning. Through this type of grading design, “a foundation is laid for students to learn to self-assess and set goals” (Stiggins, 2005). This type of mindset helps to support and build career-ready students by preparing them for real world scenarios once they leave our classrooms. That kind of preparation is a concept and trend I can get behind and why I believe SBG is a step in the right direction.

The Golden Nugget

In my opinion, the most valuable piece of learning offered through this course was that of Paul Bambrick-Santoyo and his view of data-driven instruction (DDI). Bambrick-Santoyo (2010) writes that the idea of DDI is for schools to simply ask the question-are our students learning? By breaking down this idea into four main principles of assessment, analysis, action, and culture, Bambrick-Santoyo lays out the game plan for developing a paradigm shift within classrooms.

The initiative behind DDI uses interim assessments as the driving force to monitor student learning and focus on what students know, rather than what they don’t know. By transforming the culture among teachers and partnering with them in creating this shift, administrators can “create a powerful paradigm to drive academic excellence” (Bambrick-Santoyo, 2010). The text stresses the importance of frequent and purposeful interim assessments, upside down planning with assessments being the beginning of the journey, rather than the end, effective and quick feedback from teachers, and simplified output of data for analysis. All incredibly important components, all made possible through technology and computer-based assessments.

While the complex process of implementing DDI could probably be accomplished without technology, the use of CBAs can greatly enhance the delivery and success of the theory. When teachers are provided the proper training and tools to carry out the full action plan DDI entails, powerful teaching and learning occurs. Bambrick-Santoyo breaks down the action steps needed to implement this powerful theory into classrooms and simplifies the entire idea by purposefully explaining the function of each crucial step.

For me, the largest hurdle in implementing DDI is creating a culture among educators that believed in the idea of DDI. This view led me on a search to find research that supported ways to boost teacher morale and buy-in without creating a heavier load. For DDI to be truly effective, teachers have to be on board with the benefits of the theory and fully understand how the execution of the idea works. The number one strategy in effectively implementing a DDI culture is the building of trust and rapport among educators and administrators (Mean, et al., 2019) . As trust is built, progress can be made in building the proper stabilities needed to properly create this type of climate within a school.

Analyzing the Outcomes Data Project

Once I understood the heart behind DDI, I was then able to see data through an entirely new lens. Before, I was looking at data as a personal mirror to how I was teaching. While that view isn’t entirely wrong, I now know I should look at data as a means of understanding what my students are learning. By offering assessment all throughout learning, rather than just at the end, we are able to better adjust and tailor desired learning objectives to the needs of our learners. By using learning management systems (LMS) and computer-based assessments, this type of instruction is more attainable.

Through our Canvas assignment, I was able to attach learning outcomes to a quiz and then view the results quickly. I had the option to view results by question type which demonstrates overall class mastery of a learning outcome. I also had the option to view individual student analysis which could show me which students are struggling and which ones are succeeding. By viewing data in simple form, it becomes less overwhelming and more useful. When I can easily see outcomes and student’s strengths and weaknesses through the LMS, I am able to drive instruction in the most impactful ways for my students. While the LMS was incredibly helpful in breaking down the data, it would have been more helpful to tie specific outcomes to individual questions rather than just broadly connect outcomes to an entire quiz. This type of data would have helped me more easily understand the strengths and weaknesses among standards being assessed.

Trusting the Technology

In all of the topics discussed within this course, the traditional way of teaching is shaken, and new ways are presented. I believe that educators are some of the most versatile and creative beings on the planet. However, we can also sometimes be a little resistant to change because when we’re already overwhelmed with an increasingly heavy workload, why would we want to learn something new to add to the stress? However, trusting these new technologies and embracing everything artificial intelligence can add to our classrooms, can end up being extremely beneficial for all involved.

Knowing that I can use technologies like computer adaptive testing (CAT) to help individualize student assessments based on performance or tools like natural language processing (NLP) to help grade written assignments, gives me hope as an educator that technology can have a positive impact on learning when used effectively and purposefully. By understanding the importance data plays in the entire learning process and the benefits technology aids in using that data to drive instruction, I become a better teacher, thus making my students better learners. The understanding that technology is crucial in today’s classrooms is the first step in initiating its use in the most powerful ways. By taking the complex idea of all artificial intelligence can offer and breaking it down in the most simplified ways to benefit teaching and learning, we can begin transforming education and the way we assess our students.

Conclusion

“Assessments are a necessary and useful tool in the teaching and learning process” (Jimenez & Boser, 2021). By understanding the marriage of assessment and technology, students and teachers both benefit. Technology advancements will always be an overwhelming trend. However, when we can embrace the simple complexities of all these tools have to offer, transformation can occur. By taking on the DDI standpoint and deriving all instruction from assessment, we can begin to purposely foster a culture of independent and successful learners. The plentiful ideas presented through this course have drastically altered my view on assessment and the proper use of data collection. While neither concept was new to me, both concepts have been prioritized to a new level of understanding as an educator. It is now my mission to use the new knowledge gained about the intertwinement of technology, data, and assessment to transform my future career in education and create impactful learning experiences for students and colleagues.

Oral Presentation

References

Bambrick-Santoyo, P. (2010). Driven by data: a practical guide to improve instruction. Jossey-Bass.

Burroughs, A. (2020). Why K-12 Schools Should Establish a Data-Driven Culture [Review of Why K-12 Schools Should Establish a Data-Driven Culture]. In EdTech Magazine. EdTech Magazine. https://edtechmagazine.com/k12/article/2020/04/why-k-12-schools-should-establish-data-driven-culture-perfcon

Jimenez, L., & Boser, U. (2021). Future of Testing in Education: Artificial Intelligence (pp. 1–8) [Review of Future of Testing in Education: Artificial Intelligence]. Center for American Progress.

JISC. (2009). Effective assessment in a digital age: A guide to technology-enhanced assessment and feedback

Koch, J. (2012). Teach. Wadsworth.

Mean, M., Schwartz, H., Wang, E., Stelitano, L., & Master, B. (2019). Building a Collaborative, Data-Driven School Culture to Improve Instructional Quality Executive Development Program Case Study #2. Retrieved March 7, 2023, from https://www.rand.org/content/dam/rand/pubs/research_reports/RR3000/RR3082/RAND_RR3082z2.casestudy2.pdf

Messier, N. (2022). Summative Assessments. Center for the Advancement of Teaching Excellence at the University of Illinois Chicago. https://teaching.uic.edu/resources/teaching-guides/assessment-grading-practices/summative-assessments/

Sara Davis Powell. (2012). Your introduction to education: explorations in teaching. Pearson.

Stiggins, R. (2005). From Formative Assessment to Assessment for Learning: A Path to Success in Standards-Based Schools [Review of From Formative Assessment to Assessment for Learning: A Path to Success in Standards-Based Schools]. The Phi Delta Kappan, 87(4), 324–328.

Townsley, M. (2014). What is the Difference between Standards-Based Grading (or Reporting) and Competency-Based Education? [Review of What is the Difference between Standards-Based Grading (or Reporting) and Competency-Based Education?]. CompetencyWorks. https://aurora-institute.org/cw_post/what-is-the-difference-between-standards-based-grading/

Attachments

Quiz Questions.pdf

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Canvas Learning Outcomes.pdf

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