Kristy Erickson

EDU 225
January 18, 2015
Brian Clark

Part 1: Assessment Technology

Here is my link to my online assessment.
http://b.socrative.com/teacher/#my-quizzes I did an online quiz for preschoolers
through Kindergarten. The name of the quiz is called Know your alphabet. The quiz
is on learning the alphabet and to see if my students know what I have taught them.
I have intended this quiz as formative assessment because I usually teach a little bit
and then have my students do something to see where they are. I like doing this
because I like to see where they are but it also helps me to see what I have to go
over or reteach. After the students have taken the quiz, I will make a graph to see
where the bulk of the students are. If I see that a lot of the kids are getting one
thing in particular wrong, then that is what I will focus on. My teaching and
instruction is based upon what my students have grasped and what they still need
work on.
Part 2: Blog Post
Introduction
Assessing a child is very important to see where they are when you are
instructing them (Walden University, 2010). A lot of teachers will assess their
students quarterly or at least twice a year. Teachers do not have to use a particular
website or software, it strictly has to be about the topic you just taught or are
working on at the present moment. All that needs to be done is an example of what
it is that you are teaching and to see f they have grasped the topic. This allows the
teacher to see if they need more instruction or if they can move on to something
else. Software can be used and will help when needing to assess students. It tends
to be a lot easier to work with rather than doing something without help. Socrative,

Edmodo, and Polleverywhere are assessments that will help to find out how
students are doing academically.

Technology to Facilitate Ongoing Efforts to Assess Student Learning

Technology is a great way to incorporate assessment in the classroom. Teachers can use
any one of the softwares and can see where each child is and can spot where there is more
instruction needed. One of the things to remember is the software should not be used alone.
You must use your own ideas and thinking to achieve the best out of the software that you
choose. One of the things that is great about using technology is you can put in whatever the
topic is and it will help to make the assessment of your choice. It will even make a graph so that
you can see where the bulk of the kids are at within the classroom. You need to make sure
however, that you are making the assessment age appropriate so that each child will be able to do
the assessment. One the assessment is done the software will allow you to save it so that you can
create a file for each student to use during interim reports.
Socrative Socrative allows teachers to engage and assess their students with educational
activities on tablets, laptops and smartphones (Young, 2010). Teachers can put whatever they
want into a quiz, game, or activity and they will create what you want. They can put it into a
form so that you can download it for the students. One example would be to create a quiz. You
put the questions and either decide on multiple choice, short story, or true and false. Then give
your answer and it will create the quiz for you. They will also save your work so that you can
use it again or save it for interim use.
Edmodo This software is great to use because it will grade the assignment for you and
allow the students to see their grade but no one else. It also will allow you to see what the

students write to each other. Edmodo is an assessment but it is more than that (Burns, 2007).
You can use this software to do projects and allow the students to work in groups. You do not
necessarily need to have a computer lab to use this. It is a great program because it helps you
keep track of what the students are saying and they do not know you can do this.
Polleverywhere Polleverywhere is another assessment program that allows you to post
questions on an app and students can use their smart phones or laptops to answer the questions
(Dimock, 2001). Teachers can then go back into the programs and it will already be graphed
from each student who has responded. The program will also let you know how many have not
yet responded and who they are. The teacher has to enter in each student in the beginning so that
it will be able to graph and allow you to see who responds and what their grade is.
(Formative and Summative Assessments)
Formative and Summative assessments are both great ways to see where your students
are during or after you have completed a lesson. Formative Assessment is when a teacher will
use some sort of quiz, worksheet, flash cards, etc. to see where their student are in the middle of
their lesson. For example a teacher may give quick quiz two weeks into the lesson of learning
the alphabet to see if they have grasped the first thirteen letters. Summative Assessment is when
the teacher has completed the year or the entire lesson and now wants to see if they have grasped
the entire lesson before moving on. An example of this type of assessment would be a final
exam or a report. This will allow the teacher to see if they have enough knowledge to move on
or if the teacher will have to go back and reinstruct parts of the lesson.
(Pros and Cons of using Technology to Facilitate Assessment)
Using technology is great for a lot of things. Assessing children is one of the hardest
things and most time consuming things a teacher has to do (Young, 2010). A lot of times they do

not have all the extra time to assess each child on paper. If they are a good teacher, they are
already assessing each child throughout the day. Some pros for using technology would be that
it makes the teachers life a lot easier. The technology will graph the data so that it is easier to see
where each student is. The teacher can save the work so that it can either be used again or can be
used during interim reports. Some cons to using technology would be that it costs a lot and there
may not be a budget for it. It could make the student become isolated because they are having to
sit by themselves in order to do the assessment. Most of the time, the assessments that are
provided in the software are not suitable for every student. If you have students who have a
learning curve, they may not be able to comprehend the assessment. There is no way to alter the
work for each student using technology (Walden University, 2010).
(Should a teacher only use technology to assess student learning? Why or why not?)
No, teachers should not only use technology to assess their students because every
student is different and unique and teachers will not be able to find the technology needed for
each child. If a child has a learning disability or is advanced these are issues a teacher comes up
with every day. Technology cant handle the needs of every child.
What is the importance of assessment technology in connection with the ISTE standards?
The importance of assessment technology help to make sure that each student is on track
to meeting the ISTE standards. The ongoing evaluation allows teachers to see firsthand where
the students are so that they may make sure they meet the standards that are required.
Concluding Paragraph for Software to Support Assessment
Technology is great and should be used whenever possible. Assessing children is a great
way for students to see where they are and how well they are grasping the lessons being taught.
It also helps the teacher to see what information the students are grasping and what they need to

focus more on. Without the assessing process teachers will assume that each student has learned
the information and is ready to go on to the nest topic. Unfortunately that is never the case and
we as teachers must not think like that. Children are the future of this world, if we go on, we
think that got it the children are not getting the best education that they can. It is the
responsibility for each teacher to make sure their students are achieving the highest quality of
education that they can.

References
Burns, M. & Dimock, K.V. (2007). Technology as a catalyst for school communities: Beyond
boxes and bandwidth. Lanham, MD: Rowman & Littlefield.

Dimock, K.V., Burns, M., Heath, M. & Burniske, J. (2001). Applying technology to
restructuring learning: How teachers use computers in technology assisted constructivist learning
environments. Austin, TX: SEDL.
Walden University (2010). Educators, technology and 21st century skills: Dispelling five myths.
www.waldenu.edu/Degree-Programs/Masters/36427.htm.
Young, J.R. (2010). Reaching the last technology holdouts at the front of the classroom. The
Chronicle of Higher Education.