Information Technology 8 Assessment Plan

8/9/2019 Information Technology 8 Assessment Plan

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Information Technology 8 - Assessment Plan

In any course it is vital that a student is able to determine his or her own level of performance by

becoming a confident self-directed learner (Assessments/evaluations ). This fundamental belief on

assessment compliments my own personal learning theory, which is based on a students ability to control

his or her own academic achievement through the use of multiple pedagogies. It is for these reasons why

I chose to utilize criterion-referenced formative and summative assessments. Criterion-referenced

assessments were chosen because they allow each individual students performance to be assessed

based upon pre-established criteria rather than on the performance of other students (Assessment and

evaluation). Formative assessments were chosen because they can motivate students by reducing their

sense of academic and personal isolation (Tarouco, Geller, de Vit, & Hack) through consistent and

appropriate communications within the learning community. This best practice is also seen in distributed

learning, where instructors through quick responses and active discussions motivate students throughout

the course (DiPietro, Ferdig, Black, & Preston, 2008). Both of these best practices have been personally

experienced through the EDDL 511 course blog where the instructors have:

Provided necessary information on assessments - The assignment is designed so that you

create your unit plan, with the focus on using and integrating your personal theory of learning

to create it. (admin, 2010b).

Provided praise - A great synthesis, and your point Lastly, the digital taxonomy asks me to

assess someone based upon Googling or Twittering? was great, thinking about writing an

LO around making a tweet (and the possible confusion from parents) made me smile (admin,

2010a).

Formative assessments were also chosen because they:

Provide the student with valid information on their progress, which allows for improvement in

achievement (Watson)

Summative assessments were chosen because they produce a final grade based upon student work,

a course component that is mandated by the Alberta Government. This required element is also present

within the EDDL 511 course, which also contains its own unique limitations on assessment weightings,

educational committees and formal processes (michelle, 2010). Regardless of these few limitations, I feel


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that this unit of study allows for the best practice of utilizing multiple strategies to assess student learning

(DiPietro et al., 2008) on all general and specific learning objectives, as well as allowing students the

opportunity to represent their knowledge in ways that are personally meaningful (DiPietro et al., 2008). I

also believe that my assessment strategies will ensure comprehensive and consistent indications of

student performance, and are suited to the background and prior experiences of students within Grade 8.

These beliefs will be evidenced through the units modified course outline, and the specific documents

created to assess each general and specific objective within the cognitive, affective, psychomotor, and

interpersonal learning domain.


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Information TechnologyCourse Outline Grade 8

(modified for assessment portion of enhanced unit design project)

Themes:

Web 1.0: (A specific unit of study has not been created at this time)

o Web Safety

2+ Lessonso Internet Searching

3+ Lessonso 25% of course mark acquired from this unit

Web 2.0: (Enhanced unit design created for EDDL 511)

o Research Project

16+ Lessonso 75% of course mark acquired from this unit

*Note: These times serve as a general guideline and may change at the teachers discretion*

Evaluation:

Web 1.0:

A specific breakdown has not been created at this time

Web 2.0:

Student Instructor Sub - Total

Checklist: /10 /10 X 2 /30

Reflection Rubric: /32 /32 X 2 /96

Research Rubric: /28 /28 X 2 /84

Collaboration Rubric: /24 /24 X 2 /72

Project Rubric: /28 /28 X 2 /84

Unit Total /366


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Information Technology 8Formative and Summative Assessment - Checklist

Assessment Strategy:

The criterion-referenced assessment of "Checklists" will be used to measure all general and

specific psychomotor objectives

Assessment Type:

Formative:

o A checklist will be utilized by the student to ensure that specific tasks required for course

completion and understanding of basic technologies occurs

This will allow the student to monitor their own progress and ask for assistance

within the learning community or directly to the instructor on areas of self-

assessed weakness

o A checklist will be utilized by the teacher to ensure that specific tasks required for course

completion and understanding of basic technologies occurs for each individual student

This will allow the teacher to monitor student activity and provide remedial

information and activities as necessary

Summative:

o When the unit is complete, both the students and teachers checklist will be combined (as

per course outline) to provide a minor component for the final evaluation of Information

Technology 8

Each individual student and teacher checklist will be handed in after group

presentations on the units research project

Assessment Provided:

Students will be provided with their individual checklist in both print and digital form (on class wiki)

to help guide and motivate them in completing specific tasks as soon as the unit begins

The teacher will also be provided with a print and digital copy of the checklist for each individual

student as soon as the unit begins


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Assessment Rational:

Checklists are normally utilized to assess student performance, for this reason they were chosen to

accurately and authentically measure the students technical performance within this unit. More

specifically, they will be used to assess the psychomotor general and specific objectives as either

complete or incomplete based upon electronic tasks. The use of checklists also allows:

Students to assess their own progress, allowing them to become a more self-directed learner,

thereby enhancing the use of various pedagogies within this unit

o Even though checklists were not provided within EDDL 511, I personally utilized this

approach to ensure that each major assignment was completed based upon the

provided assignment criteria

Many objectives can be assessed efficiently and effectively

The evaluation criteria and standards to be known by the student(Assessing learning, 2004)

o This approach was evident within the EDDL 511 blog where each major assignment

was provided with a description of its marking criteria

For self-evaluation and self-correction (Assessing learning, 2004) throughout the unit of study

Interaction between the assessor (instructor, peers, self) and the person being assessed

(Assessing learning, 2004)

o These interactions were noticed during EDDL 511 when contacting the instructors

regarding assignment information or evaluation clarification based upon my personal

checklists

The barriers of utilizing checklists:

It is nearly impossible to control the amount of attempts used to complete a task(s) or

objective(s)

o Therefore students will be allowed to try and complete the assessed task(s) or

objective(s) as many times as necessary within a given time frame

Do not provide an assessment of the relative quality of a student's performance on a

particular task (Assessing learning, 2004).


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o Due to this limitation, checklists will only be used to assess student completion of

basic but necessary skills needed to successfully complete this unit

Learning Outcomes Assessed:

Psychomotor General and Specific Outcomes:

1. Observe course resources that support research project and digital presentation

1.1. Watch digital video resources regarding school based electronic mail within digital

environments

1.2. Watch digital video resources regarding collaborative/communication sites within digital

environments

1.3. Watch digital video resources regarding collaborative digital graphic organizer within digital

environments

2. Imitate actions observed within course resources that support research project and digital presentation

2.1. Duplicate actions observed within digital video resources about school based electronic mail

presented within digital environments

2.2. Duplicate actions observed within digital video resources about collaborative/communication

sites presented within digital environments

2.3. Duplicate actions observed within digital video resources about collaborative digital graphic

organizer presented within digital environments

*Note The first general and specific objectives within this domain will be indirectly assessed through student

completion of the second general and specific objectives within the Psychomotor Domain.


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Information Technology 8Student Activity Checklist

Completed By: Student / Teacher(circle appropriate choice)

Complete Incomplete Mark

1. Student provides necessary information for instructor to createschool based email account through a Google form

/1

2. Student provides complete email address to instructor foradministrative purposes through a Google form

/1

3. Student creates a class wiki account /1

4. Student provides class wiki user name and password toinstructor for administrative purposes through a Google form

/1

5. Student creates an edmodo.com account /1

6. Student provides edmodo.com user name and password toinstructor for administrative purposes through a Google form

/1

7. Student joins class/specific edmodo.com group /1

8. Student personalizes edmodo.com account (e.g. meaningfuland proper picture for their avatar)

/1

9. Student creates a mindmeister.com account /1

10. Student provides mindmeister.com user name and password toinstructor for administrative purposes through a Google form

/1

Total /10

Name:

Homeroom:


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Information Technology 8Formative and Summative Assessment - Rubric

Assessment Strategy:

The criterion-referenced assessment of "Rubrics" will be used to measure all general and specific

cognitive, affective and interpersonal objectives

Assessment Type:

Formative:

o Each of the four rubrics will be utilized by the student to ensure that all required

components of the research project are completed to the best of their ability

This will allow the student to monitor their own progress and ask for assistance

within the learning community or directly to the instructor on areas of self-

assessed weakness

o Each of the four rubrics will be utilized by the teacher to ensure that all required

components of the research project are completed to the best of each individual students

ability

This will allow the teacher to monitor student activity and provide guidance, as

well as remedial information and activities as necessary

Summative:

o When the unit is complete, both the students and teachers rubrics will be combined (as

per course outline) to provide the major component for the final evaluation of Information

Technology 8

Each individual student and teacher rubrics will be handed in after group

presentations on the units research project

Assessment Provided:


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Students will be provided with each of the four rubrics in both print and digital form (on class wiki)

to help them understand the assessed criteria for each portion of the project

The teacher will be provided with a print and digital copy of each of the four rubrics as soon as

the unit begins, allowing them to facilitate student understanding of the criteria within the research

project

Assessment Rational:

Rubrics have been chosen as the major assessment strategy for this unit, because they allow

educators to easily and accurately assess the cognitive, affective and interpersonal general and specific

learning objectives within this unit. Specifically, four rubrics have been created to formatively and

summatively assess each individual students achievement on the projects reflection, research,

collaboration, and presentation components. Each rubric will be provided to the students in both print and

digital forms, allowing students the ability to self-evaluate their progress during all phases of the project,

which will allow them to self-determine areas of weakness that can then be discussed either within the

learning community or directly with the instructor. Rubrics were also chosen to assess this portion of the

unit because they create:

An atmosphere of high expectations, through the provision of assignment and assessment criteria

o By having each assignments specific criteria available for EDDL 511, I was able to

ensure a high quality of work throughout the course

It is my hope that through the use of rubrics, that this personal online experience

can be translated to my students within the Information Technology 8 course

Assignment scorings that are more accurate, and unbiased (Boudinot-Amin, 2008)

Time saving opportunities for assessment and feedback (once a good rubric has been

developed)

o This has been noted within EDDL 511 through timely and clear communications

regarding all assessments from the instructors

o This beneficial aspect of rubrics will be personally evaluated during my Grade 8 Science

Final Exam, where the entire department created various graphic organizer rubrics to

assess the inclusion of mind/concept maps and fishbones within the final exam


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The barriers of utilizing rubrics:

Initial time required to create each individual rubric, and update as needed (Boudinot-Amin, 2008)

o Even though a significant amount of time is required, less time will be required throughout

the formal grading process

Various teachers may be inconsistent in how they mark (Boudinot-Amin, 2008)

o This limitation may be overcome by:

Facilitating rubric refresher sessions before grading projects, this would reduce

inconsistencies by ensuring each individual assessor has the same basic

understanding of how to use each individual rubric for project assessment

Have projects assessed collaboratively, this may reduce inconsistencies, plus

potentially reduce the overall time required for assessments

Project Reflection Rubric - Learning Outcomes Assessed:

Affective General and Specific Objectives:

1. Demonstrate collaborative learning within face-to-face and digital environments

1.1. Behave according to instructor provided guidelines in both face-to-face and digital

environments

2. Demonstrate reflective learning within a digital environment

2.1. Reflect on project research, discussions and digital presentation with group members in digital

environments

2.2. Accept feedback in face-to-face and digital environments according to instructor provided

guidelines

2.3. Advocate and defend your position in face-to-face and digital environments according to

instructor provided guidelines

Interpersonal General and Specific Objectives:

1. Work cooperatively, collaboratively and effectively as part of a face-to-face and digital group

1.1. Demonstrate respect for others' viewpoints in both face-to-face and digital environments

1.3. Receive, and reflect on feedback in both face-to-face and digital environments


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Project Reflection Rubric:

4 3 2 1 Total

Ideas

The student clearlyexpresses ideas and/or

reflections regardingproject

The student expressesideas and/or reflections

regarding project

The student expressessome confusing ideas

and/or reflectionsregarding project

The student expressesconfusing ideas and/orreflections regarding

project

/4

Content

All posts are clearly

connected to thedevelopment of project

Most posts are


Few posts are


Posts are oftenconfused and not


/4

CriticalThinking

A majority of postsdemonstrate use of

upper level thinking toadvocate/defend project

Some postsdemonstrate use of


Few posts demonstrateuse of upper level

thinking toadvocate/defend project

Posts rarelydemonstrate use of


/4

Viewpoint

Actively listens andconsiders all viewpoints

provided by learningcommunity regarding

project

Listens and considersmost viewpoints


project

Listens and considerssome viewpoints


project

Listens and considersfew viewpoints providedby learning community

regarding project

/4

LearningCommunity

The student actively

participates by providingand receiving commentsand/or feedback

The student often


The student sometimes


The student rarely


/4

NetiquetteFollows all guidelinesprovided by instructor

Follows most guidelinesprovided by instructor

Follows some guidelinesprovided by instructor

Follows few guidelinesprovided by instructor

/4

PostFrequency

The student consistentlyposts updates regarding

the project

The student frequentlyposts updates regarding

the project

The student postsupdates regarding

the project

The student rarely postsupdates regarding the

project/4

Mechanics

Grammar, spelling,punctuation,

capitalization areconsistently correct

Grammatical errors,misspellings,

punctuation errors, arerarely seen


punctuation errors, aresometimes seen


punctuation errors, areoften seen

/4

Student Name: ___________________

Student / Teacher Comments: (circle appropriate choice) /32


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Project Research Rubric - Learning Outcomes Assessed:

Cognitive General and Specific Objectives:

1. Investigate information on a particular technology utilizing human and non-human resources

1.1. Research information on a particular technology using human and non-human resources

1.2. Locate a minimum of three definitions involving a particular technology using online resources

1.3. Paraphrase a minimum of three definitions involving a particular technology using digital

collaboration technology

1.4. List previously known and unknown facts on a particular technology using digital collaboration

technology

1.5. Generate a list of questions on a particular technology using digital collaboration technology

1.6. Propose a minimum of four classroom uses for a particular technology using digital


2. Evaluate and synthesize knowledge on a particular technology using digital collaborative technologies

2.1. Compare and combine knowledge gained within group on a particular technology using digital


2.2. Collaboratively paraphrase key information from group on a particular technology using digital



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Project Research Rubric:

4 3 2 1 Total

Selection ofSources

Identifies highlyappropriate sources for

project

Identifies mostlyappropriate sources for

project

Identifies someappropriate sources for

project

Identifies fewappropriate sources for

project/4

Note-taking

Notes include succinctkey facts which directly

answers all of theresearch questions

Notes include facts thatanswers most of theresearch questions

Notes include irrelevantfacts which answers

few of the researchquestions

Notes include a factswhich do not answer

the research questions/4

SynthesizeInformation

All notes aresynthesized/combinedfrom group research

Most notes aresynthesized/combinedfrom group research

Some notes aresynthesized/combinedfrom group research

Few notes aresynthesized/combinedfrom group research

/4

ProjectQuestions

Thoughtful, creative,well-worded specificquestions relevant to

project

Well-worded, specificquestions relevant to

project

Questions lack focus,poorly stated, and werenot entirely relevant to

project

Questions lack aspecific focus, poorly

stated, and not relevantto project

/4

Project Uses

Provides creative,specific classroom usesfor technology relevant

to project

Provides specificclassroom uses for

technology relevant to

project

Provides someclassroom uses for

technology relevant to

project

Provides few classroomuses for technologyrelevant to project

/4

DigitalCollaborationTechnology

Effectively uses digitalcollaboration

technology to completeresearch portion of

project

Uses digitalcollaboration


project

Sometimes uses digitalcollaboration


project

Rarely uses digitalcollaboration


project

/4

Mechanics









/4

Student Name: ___________________



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Project Collaboration Rubric - Learning Outcomes Assessed:

Affective General and Specific Objectives:

1. Demonstrate collaborative learning within face-to-face and digital environments

1.1. Behave according to instructor provided guidelines in both face-to-face and digital

environments

1.2. Contribute information to face-to-face and digital group on particular technology within digital


1.3. Assist group members in project research, discussions, and digital presentation in both face-to-

face and digital environments


1. Work cooperatively, collaboratively and effectively as part of a face-to-face and digital group

1.1. Demonstrate respect for others viewpoints in both face-to-face and digital environments

1.2. Give feedback (critical, non-threatening) in both face-to-face and virtual environments


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Project Collaboration Rubric:

4 3 2 1 Total

ContributionTo Group

Consistently andactively works towardsgroup goals; willinglyaccepts and fulfills

individual role withingroup

Works towards groupgoals with little

prompting; accepts andfulfills individual role

within group

With occasionalprompting, works

towards group goalsand fulfils individual

role

Only when promptedworks towards group

goals and fulfilsindividual role

/4

ContributionTo Group

Knowledge

Consistently andactively contributes

knowledge, opinions,and skills to group

without prompting orreminding

Contributes knowledge,opinions, and skills to

group with littleprompting or reminding

Contributes informationto the group with

occasional promptingor reminding

Contributes informationto the group only when

prompted/4

Working andSharing With

Others

Helps the group identifynecessary changes and

encourages groupaction for change;always does the

assigned work without

having to be reminded

Willingly participates inneeded changes;usually does the

assigned work andrarely needs reminding

Participates in neededchanges with

prompting; often needsreminding to do the

assigned work

Participates in neededchange only when

prompted andencouraged; often

relies on others to dothe work

/4

NetiquetteFollows all guidelinesprovided by instructor

Follows mostguidelines provided by

instructor

Follows someguidelines provided by

instructor

Follows few guidelinesprovided by instructor

/4

Viewpoint

Actively listens,considers all

viewpoints, and neverargues with groupregarding project

Listens, considersviewpoints, neverargues with groupregarding project

Sometimes listens,considers few

viewpoints, rarelyargues with groupregarding project

Rarely listens,considers no

viewpoints, oftenargues with groupregarding project

/4

Learning

Community

The student activelyparticipates by

providing and receiving

comments and/orfeedback

The student oftenparticipates by



The student sometimesparticipates by



The student rarelyparticipates by



/4

Student Name: ___________________



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Project Presentation Rubric - Learning Outcomes Assessed:

Cognitive General and Specific Objectives:

2. Evaluate and synthesize knowledge on a particular technology using digital collaborative technologies

2.3. Generate a collaborative digital graphic organizer outlining proposed digital presentation on a

particular technology

3. Generate and display a digital presentation on a particular technology

3.1. Construct digital presentation containing at least ten student uses of a particular technology

within a classroom using a collaborative digital graphic organizer

3.2. Display initial digital presentation within digital collaboration technology

3.3. Modify digital presentation based upon appropriate suggestions from social networking site

3.4. Share with class final digital presentation within social networking site


2. Build and support a research project and digital presentation as part of a face-to-face and digital group

2.1. Propose project and presentation ideas in both face-to-face and digital environments

2.2. Seek and/or give information/advice on project in face-to-face and digital environments


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Project Presentation Rubric:

4 3 2 1 Total

Outline

Project outline clearand concise with a

logical progression ofideas and effective

supporting evidence

Project outline has alogical progression ofideas and supporting

evidence

Project outline fails tomaintain a consistentfocus, shows minimalorganization and effort

Project outline isunfocused, poorly

organized, and showslittle thought or effort

/4

Content

The electronicpresentation includes

all information relevantto the topic in anorganized fashion

The electronicpresentation includes

all relevant information

The electronicpresentation does nothave all of the relevant

information

The electronicpresentation has manygaps in the information

presented

/4

Modification

Clear evidence ofproject modificationbased upon learningcommunity feedback

Some evidence ofproject modificationbased upon learningcommunity feedback

Little evidence ofproject modificationbased upon learningcommunity feedback

No evidence of projectmodification based

upon learningcommunity feedback

/4

ElectronicPresentation

Requirements

Includes all of thefollowing: a definition of

the technology,

description of 10classroom uses for

technology, 2 imagesfor each use, video

explaining technology

Does not include oneof the following: adefinition of the

technology, descriptionof 10 classroom uses

for technology, 2images for each use,

video explainingtechnology

Does not include two ofthe following: adefinition of the

technology, descriptionof 10 classroom uses

for technology, 2images for each use,

video explainingtechnology

Does not include morethan two of the

following: a definitionof the technology,description of 10

classroom uses fortechnology, 2 imagesfor each use, video

explaining technology

/4

ElectronicPresentation

Communicates projectideas with enthusiasm,appropriate language,

and clear delivery

Communicates projectsideas, adequatepreparation and

delivery

Some difficultycommunicating project

ideas, lack ofpreparation, or

incomplete work

Great difficultycommunicating projectideas, little preparation

or incomplete work

/4

Mechanics









/4

DigitalCollaborationTechnology

Effectively uses digitalcollaboration

technology to completeproject

Uses digitalcollaboration


Sometimes uses digitalcollaboration


Rarely uses digitalcollaboration


/4

Student Name: ___________________



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Information Technology 8 AssessmentFuture Considerations

At this time the actual unit of study and course that I created utilizes specific traditional criterion-

referenced formative and summative assessments to provide students with a rich learning experience.

However, during my time within EDDL 511 I have learned that as educators we must implement and

explore assessments that are both authentic and meaningful to the students who are being assessed.

With this and the basic concept of the unit in mind, it is clear that a form of gaming assessment could be

easily created and implemented providing meaningful and relevant formative and summative

assessments. This assessment strategy would provide continual formative assessments in an approach

that is easily and readily understood by the student, (tom, 2010) and that could still be translated into the

government mandated final grade. However, before completely considering this assessment strategy

more specific research would need to be done, including the approval from my school administrators and

potentially the local school board. I also briefly explored the utilization of crowd sourcing and student

contracts, however after considering the educational level required for these approaches and the maturity

level of the students I instruct, I have dismissed these ideas for now.


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References:

admin. (2010, March 24a). Comment to blogpost: In bloom's we trust week 10. Retrieved April 07, 2010,

from http://olcourseblog.tru.ca/eddl511/tom/blog/2010/03/22/in-blooms-we-trust-week-10/

admin. (2010, March 08b). Comment to blogpost: Week 8 ?!?. Retrieved April 07, 2010, from

http://olcourseblog.tru.ca/eddl511/tom/blog/2010/03/08/week-8/

Assessing learning. (2004). Retrieved 13:37, April 08, 2010, from

http://www.nclrc.org/essentials/assessing/alternative.htm

Assessment/evaluations . (2002). Retrieved 20:25, April 07, 2010, from

http://www.netnet.org/instructors/design/assessment.htm

Assessment and evaluation. (n.d.). Retrieved 20:25, April 08, 2010, from

http://www.bced.gov.bc.ca/irp/it810/apd1.htm

Boudinot-Amin, A. (November 30, 2008). How to design and use rubrics to evaluate assignments.

Retrieved fromhttp://www.aucegypt.edu/ResearchatAUC/IR/Assessment/Documents/Presentation-

Using_Rubrics.pdf

DiPietro, M., Ferdig, R. E., Black, E. W., & Preston, M. (2008). Best practices in teaching K-12 online:

Lesson learned from Michigan Virtual School teachers. Retrieved fromhttp://www.ncolr.org/jiol

michelle. (2010, April 05). Week 12 Reflections. [Web log message]. Retrieved from

http://olcourseblog.tru.ca/eddl511/

Project based learning. (n.d.). Retrieved 13:33, April 8, 2010, fromhttp://pblchecklist.4teachers.org/

Tarouco, L., Geller, M., de Vit, A. R., & Hack, L. (n.d.). Supporting group learning and

assessment through Internet. [PowerPoint slides]. Retrieved from

tnc2000.terena.org/proceedings/1B/1b2.ppt

tom. (2010, April 03). To boldly go where no assessment Week 11. [Web log message]. Retrieved from

http://olcourseblog.tru.ca/eddl511/tom/blog/2010/04/03/to-boldly-go-where-no-assessment-week-11-

assignment/

Watson, S. (n.d.)Assessment, evaluation and final marks. Retrieved

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