Helen Rich

EDU 225
October 25, 2015
Brian Clark

Part 1: Assessment Technology

Please go to Socrative.com to take the formative assessment. Click on Student Login in the upper
right hand corner of the page. You will then be asked to input a class code. The class code is
CAQN5JARK. Enter it and click Join Room. Please then enter your name, and click Done. Next, you will
begin your quiz. Here is the Rubric for this formative assessment:
Student has answered 5 of 5 questions correctly: 100%
Student has answered 4 of 5 questions correctly: 80%
Student has answered 3 of 5 questions correctly: 60%
Student has answered 2 of 5 questions correctly: 40 %
Student has answered 1 of 5 questions correctly: 20%
Student has not answered any questions correctly: 0%
Please answer all questions, and take your time. This assessment is a measure for me to understand that
the material in class has been learned and understood by each student. Good luck!

Part 2: Blog Post

Introduction :

Technology has proven to be effective for enhanced learning in the classroom. But,
another way it has shown to be useful is for teacher assessment of student learning. Teachers can
use apps and software to create quizzes which students can take to quickly illustrate results of
what students already know, or what they have learned. This is useful for teachers because it
provides quick results, showing the areas which students were collectively successful in, and
which they need improvement upon. Summative tests can be created to measure what students

already know about the material to be learned. Formative tests can be produced to measure how
well the students understand the material which was recently taught. Teachers can effectively use
assessment software and apps to create summative and formative assessments, enriching their
knowledge of student progress, and therefore student learning.
Technology to Facilitate Ongoing Efforts to Assess Student Learning
A teachers goal is to ensure their students are learning and understanding the material
which is being taught. To confirm student progress, assessments must be given. This is why there
is such focus placed on creating technology to assess student learning. Technology based
formative assessments can quickly monitor learning progress, as well as inform the teacher
where lessons can be modified ( Salend, 2009). By creating software which can easily be
accessed by teacher and student, assessments have been revolutionized, and therefore so has
learning. Assessments will always be important for individual and class evaluation as well as
teacher evaluation. The ability for teachers to evaluate her classs success and shortcomings in
each question on the assessment gives her the opportunity to modify lesson plans and focus,
ensuring each student is learning all of the material. Technology has effectively increased the
ways in which teachers can assess student progress and should continue to advance student
learning.
Learning Center
The Learning Center is an effective software to assess student learning. Teachers can
easily present lesson materials as well as create assessments for students to take, monitoring their
progress. An important detail of this web-based assessment is the ability for teachers to post
video lessons along with the quizzes to integrate online learning (Netop, 2015). Teachers can
create polls to survey how their students are reacting to the methods of instruction, giving them

the opportunity to improve instruction to student needs. The Learning Center assessment
software allows for the teacher to accommodate for individual student differences and needs by
giving the teacher evaluation of each student ( Salend, 2009). Teachers can create a quiz with
questions from the lesson of the day. Students take the quiz, and the teacher receives immediate
results, allowing for modification of lessons for tomorrow, accommodating the students needs.
This knowledge is important for teacher direction and student success.
Socrative
The Socrative assessment software allows for quick summative and formative assessment
results. The most appealing part of this web-based app is the ability for teachers to view their
students tests in real time. The live updates can be viewed straight from the teachers hand held
device, making it faster and easier for teachers to assess their students progress. An important
value of an assessment is the teachers ability to share results with other professionals, the
student and family of the student (Salend, 2009). The Socrative assessment software allows for
anyone to view the results and progress of the individual student, enhancing student learning.
Teachers can use the Socrative assessment to show parents in conferences the progress of the
student, and what areas the student needs improvement. Parents and teachers can easily be on the
same page with student learning.

Pearson Access
Pearson Access is a large scale assessment system which allows teachers and
administrators to evaluate student progress. The difference that sets this software a part from
others is the fact that it can integrate paper assessments along with paperless assessments into
one system, monitoring complete student progress. An important consideration in using an online

assessment is if the assessment will benefit both the teacher and student in a direct, meaningful
way ( Salend, 2009). Pearson Access effectively organizes and maps student results to measure
ALL of the student assessments from the class. Teachers can give their students online
summative and formative assessments as well as written assessments, input results, and gather
progress. This system allows for teachers to receive data on all of students assessments, not just
paperless.

Formative and Summative Assessments

Formative and summative assessments are necessary for teacher and student success.
Formative assessments gather data for information of what the students have learned from the
teachers lesson (Gunter &Gunter, 2014). This illustrates to teachers how well their students have
learned the material, as well as how they can modify their future lesson plans to accommodate
student need (Saled, 2009). Summative assessments give the teacher an idea of what students
already know about the future lesson (Gunter & Gunter, 2014). . This type of assessment allows
for teachers to gage where their students are before learning the material, so they can better grasp
what they have learned after the lesson compared to the formative assessment. Both types of
assessments are necessary for teachers implement, as they both allow for a measure of what is
learned and what needs to be focused on.
(Pros and Cons of using Technology to Facilitate Assessment)
Using technology to facilitate assessment is positive in most regards, but can also have
drawbacks. Positively, it allows for the easy tracking of achievement ( Landauer, Lochbaum &
Dooley, 2009). Teachers can easily access the web tools used to understand how well their
students have grasped the information being taught. They can also quickly assess their students

progress and modify their lesson plans to reflect what needs improvement (Tomlinson, 2007).
This is a crucial aspect of assessments because it illustrates where teachers need to adjust their
plans to enhance learning. Technology helps teachers to view results quicker and easier, allowing
them more time to work on lesson plans. A downfall to using technology to facilitate assessments
is the overuse of technology in planning summative assessments. Not only all students have the
access at home to take quizzes from daily lessons to evaluate their learning. This means that not
all students will have access to summative, at home assessments for teachers to gage their
knowledge. While computers are a normal part of modern society, not all students may have
access to one. It is crucial for teachers to efficiently use technology assessments in the classroom,
and measure which students have access outside of the classroom.
(Should a teacher only use technology to assess student learning? Why or why not?)
Teachers should definitely use technology to assess student learning sometimes, but not
all the time. It is important for students to have the skills to take written tests as well as paperless
tests. Technology is definitely a norm in modern society, but that doesnt mean that there is not
the need for students to know how to do things without it. The Pearson Access web-tool is a
wonderful tool for teachers to use for assessment, as it allows for them to input written scores
along with the online quizzes to assess total class progress.
What is the importance of assessment technology in connection with the ISTE standards?
ISTE standards indicate that technology based learning should be customized and
personalized to address students individual needs. Assessment technology accommodates for
this need as it allows for teachers to understand which areas each individual students to
improvement on. Teachers can directly see where each student struggles, and modify lesson
plans to focus on that struggle.

Concluding Paragraph for Software to Support Assessment

Technology is growing and progressing in modern society. Along with enhancing
learning in the classroom, it is also enhancing how teachers can assess learning in the classroom.
This, in turn supports teaching which enhances learning. There are many different apps and web
tools which provide learning assessments that are accessible to both teacher and student. By
using these tools for assessment, teachers can share progress with other professionals as well as
parents to communicate areas of growth and need for improvement. All in all, technology greatly
enhances a teachers ability to facilitate assessments in the classroom, as well as a modify lesson
plans to improve learning.

References
Gunter, G., & Gunter, R. (2015). Assessing Online LEarning. In Teachers Discovering Computers
Integrating Technology in a Changing World, Eighth Edition. Cengage Learning. Phoenix, AZ
for Grand Canyon University. Retrieved From: https://viewer.gcu.edu/R4MF8V
Landauer, T. K., Lochbaum, K. E., & Dooley, S. (2009). A New Formative Assessment Technology for
Reading and Writing. Theory Into Practice, 48(1), 44-52. doi:10.1080/00405840802577593
Retrieved From: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=ehh&AN=36039103&site=ehost-live&scope=site
Netop, (2015). The Learning Center. Classroom Management. Netop.com. Retrieved From Netop.com
Salend, S. J. (2009). Technology-Based Classroom Assessments. Teaching Exceptional Children, 41(6),
48-58. Retrieved From: http://library.gcu.edu:2048/login?
url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=42514998&site=ehostlive&scope=site
Tomlinson, C. A. (2007). Learning to Love Assessment. Educational Leadership, 65(4), 8-13. Retrieved
from: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=ehh&AN=27984940&site=ehost-live&scope=site