ISTE+Standard+TF-IV


 * EDLD 5370 Reading Reflection for Technology Facilitator Standard IV ** ** Assessment and Evaluation (TF/TL-IV) **

Assessment was one of the areas where I have being working more during the first part of the Masters. I was in charge of the testing in the school from 3rd grade to 8th grade, the grades that participated during the TAKS 2010. In this case I participated every six weeks, creating a team with other staff members and teacher to create tests according to the TEKS that were taught during this period, in different areas, such as Math, Reading, Writing, Science and Social Studies. The current accountability system mandated in No Child Left Behind (NCLB) policies, have drawn attention to the practical use of student data for school improvement. Nevertheless, schools may struggle with these mandates because student data are often stored in forms that are difficult to access, manipulate, and interpret, as said by Wayman (2005). For this reason, I know the importance of a pply technology in assessing student learning of subject matter using a variety of assessment techniques and provide results on time to other administrators and board members. We used technology to score the tests automatically and provided scores to the administration. This information helped to make some decisions that affected academically. I also have used technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. I assisted teacher in using technology resources during their presentations of their students’ performance during the second semester of the school year 2010-2011 using PowerPoint and Excel. It allowed teachers to know trends in student’s performance and how they were developing throughout the school year. It was a significant experience because I noticed how important for teacher to know how the students are doing before the TAKS 2010 and allowed some intervention and remediation certain weak areas. However, an early assessment is need in order have more time to close the academic gap, especially when we know that some ESL students could create an academic gap ( ERIC Development Team, 2000). Also, administrators knew more about each particular student in the school because the information was disaggregated for subject, for student and for test (benchmark or many mayor tests). I have learned that as administrator, that we need to apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity and not depend necessarily on the mandated tests such as TAKS or the new version, STAAR, because they are applied in the second part of the school year when is late to conduct remedial classes. Because these tests are administered annually there are few mechanisms in place to gauge intermediate progress in a coordinated way (Williamson & Redish, 2009) and we need to find alternative sources of evaluation. I have med some elementary teachers to help them to find resources and to implement the response system devices that allow teacher and students to have immediate feedback after each response during drilling science and math materials. For this school year, I planned to extend the use of this kind of assessment for upper grades.

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Wayman, J., (2005). Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection. //Journal Of Education For Students Placed At Risk//, 10(3), 295–308. =====  Williamson, J. & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do. International Society for Technology in Education (ISTE). Kindle Edition.