Running head: ASSESSMENT AND EVALUATION 1

Assessment and Evaluation using Technology

Sharelius Holmes
EDU 697: Capstone: A Project Approach
Dr. Dennis Lawrence
September 3, 2017
ASSESMENT AND EVALUATION 2

Assessment and Evaluation using Technology

Assessment in education is the way educator determine if the lesson they taught is

learned. Teachers use assessment in various forms to ensure a quality education for all learners.

Competent instructors carefully monitor the progress of their students using assessment and

evaluation with technology. Evaluation of instructional technology measures how well the

program is designed. Instructors use two types of assessments to evaluate the effectiveness of a

program. Formative assessment is performed during a lesson to check for progress. Summative

assessment takes place at the end of a unit or program. Program learning outcome six and seven

will demonstrate comprehension of the lesson. The revision is to Coursesites module two

classroom management plan. The change of the assignments will illustrate mastery of the

concept.

Program learning outcome six deals primarily with using technology in assessment and

evaluation. Program learning outcome six Evaluate technology resources to facilitate effective

assessment and evaluation (Ashford University). Module two of the mock course on

Coursesites describes the teacher asses the use of technology through an assignment. The

instructor assigns a lesson using for students to create a classroom management plan. The

method requires learners to use a technological device by the name of mind mapping. The mind

map is a visual tool to display and organize information to improve memory. The theory that

comes to mind is the ADDIE module of instructional design to satisfy the program learning

outcome six.

There are five elements of the instructional design which are analysis, design,

development, implementation, and evaluation. In the analysis stage, module one goal and

objective are established. The instructor thought about what the learners needed to learn and
ASSESMENT AND EVALUATION 3

design the module. In the development stage, the necessary tools are added to the course and in

the revision a digital portfolio. Page (2002) notes, tools are extensions of our human capability

(p. 389). The new inclusion of the portfolio is implemented in the course as an assignment. The

completion of the digital portfolio consists of the formative and summative assessment. The

instructor will evaluate how well the student follows instructions and the instructor response to

the outcome of the digital collection. Practical assessment is vital to the learning process while

the lesson is given and at the completion. Instructors use summative assessment to determine if

the course need adjusting.

The Program Learning Objective seven challenges learners to evaluate technological

choices in their classroom. The best way to evaluate them is to create lessons for students to

complete to demonstrate their knowledge of the subject. The revision that includes the digital

portfolio is one way to test for knowledge. Students through this assignment will create a

portfolio and inspire students to continue to build impressive work. The instructor exposes the

students to technology and provides multiple means of representation according to the Universal

Design for Learning.

In a previous Masters of Teaching and Technology course, module two began. Module

two contains assignments for students to complete using creativity through technology. Program

learning outcome seven explains how technology collects and keep records of findings. Program

learning outcome seven states Utilize technology to collect and analyze data, interpret results,

and communicate findings (Ashford University). The teaching instruction is to create a mind

map to sketch their classroom management plan. The activity in module one assignment does not

need to be modified. The remodel to this assignment is to add to the final a digital portfolio of

the work done from module one through module two. The instructional approach that comes to
ASSESMENT AND EVALUATION 4

mind in this assignment is the Universal Design for Learning. A portfolio assignment is an

assessment tool that will offer feedback for the students and the instructor. After the instructor

gives a response to the portfolio, the students will share the portfolio in a weekly discussion.

Moreover, the Universal Design for Learning is an instructional approach that stimulates

the brain. The authors notes, UDL is an approach used in many classrooms that allow children

to create, explore and manipulate materials that will foster learning, commensurate with their

developmental and comfort levels, which can be dictated by their strengths and needs (Bertling

et al., 2012). Module two of the online course on Blackboard provides multiple channels for

students to display their knowledge of the lesson. The revision to the module satisfies the

Universal Design for Learning principle three of the design. Principle three explains why we

learn to gain knowledge.

The challenges sustained in this redesign were thinking of ways to describe assessment

and evaluation in a previous lesson. Redesigning a prior assignment in the MALT program is not

an easy task. Connecting the principles and theories with the redesign was a struggle. The way

that challenge with the principles and methods were overcome was researching examples of how

to use the design. The thought that comes to mind for me was adding a portfolio to module two

course. The learners will perform the tasks in the module and complete the portfolio to submit to

the instructor. The instructor will evaluate the portfolio, and in module three the students will

share their digital portfolio in a discussion. Overall, my challenges were confronted by taking

extra time to think about how the principles fit into the reconstruction of module two.

Link to Coursesites:

DKN-07 (11072006)
http://www.coursesites.com/s/_11072006
ASSESMENT AND EVALUATION 5

References
ASSESMENT AND EVALUATION 6

Bertling, J., Darrah, M., Lyon D. & Jackson, S. (n.d.). Early Childhood Building Blocks:

Universal Design for Learning in Early Childhood Inclusive Classroom [PDF]. Retrieved

from

http://teachingcommons.cdl.edu/tk/modules_teachers/documents/Buildingblocks.pdf

Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic

status. Journal of Research on Technology in Education (International Society for

Technology in Education), 34(4), 389. Retrieved from Ashford Library