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Diana Dray
EDU 225
January 19, 2015
Mr. M

Assessment Technology
The assessment provided on my website is based off the readings students read on Martin
Luther King Jr during reading the past week. The type of assessment this will be is a summative
assessment. I am checking for understanding and if students remember the content that was
covered in the lessons. The test is five questions, three multiple choice and two fill in the blank.
Students will not have access to their reading material to help answer the questions. After the
test is graded and I will analyze the information for my future lessons. I may change up the
reading material, either lengthen the lessons or shorten the lessons. I will also look at the
wording I used in the quiz.
Week Six Quiz on Martin Luther King Jr.
http://my.questbase.com/take.aspx?pin=3360-2431-9301

1) What year was Martin Luther King born?

A) 1929
2) What was Martin Luther King's famous speech called?

I have a dream
3) What year did he give his famous speech?

B) 1963
4) What award did MLK receive for his speech?
Noble Prize

5) In 1964, Congress past a Civil Rights Act that meant?

B) banning racial segregation in schools, offices, and public places.

total points possible

Blog post 4
For years assessments are utilized for evaluating student progress in school. Paper and
pencil are the well-known type of testing that students partake. With the increase of tests that
students are required to take, the idea of using computers as a way for students to be assessed has
become very popular. Several educators and legislators support the idea of using technology as a
tool for evaluating students growth in schools (Haertel, Means, & Penuel, 2006). Now, with
technology based systems increasing, teachers can utilize computer software to assess students
progress in the classroom.
Educators can use a variety of technology centered resources and tactics to implement a
range of classroom assessments as substitutions to standardized paper-pencil tests. Assessments
that use computer software programs can increase students technology skills, observe students
strong points and weaknesses in day-to-day classroom instructions (Salend, S, 2009).
Technology based assessments are also aligned to the state standards given by the No Child Left
Behind Act. Technology is also transforming the way students learn and how teachers teach.
By facilitating teacher assessment of student performance on standards, technology-based
systems can strengthen each teachers instructional focus and standardize the content addressed
across classrooms, schools, and districts within a state (Haetel, Means, & Penuel, 2006). The

following computer software programs can be used to help facilitate the use of technology based
assessments in the classroom.
Technology based educational games: Teachers can foster and assess student learning
creatively through technology-based educational games (Salend, S. 2009). The use of computer
software and websites allows teachers to create motivating assessments by using video,
interactive whiteboards, games, or presentation software (Salend, S. 2009). Computer software
also provides educational games where students can use the skills being taught in a creative way
through interactive games. Another form of software teachers use is called Curriculum-based
measurement (CBM). Teachers can monitor students learning continuously through a collection
of data then inputting the data on the computer. The computer software can generate graphs,
analyze, and store the information. Teachers can take this information to identify what students
are progressing and what students need more instructional practice (Salend, S. 2009). Virtual
learning experiences is another innovating way to incorporate technology for student learning.
This type of program can be used for virtual field trips throughout the world, virtual grocery
stores, virtual jobs or interviews (Salend, S. 2009). Teachers can assess students academics,
functional, transitional, social, and vocational skills, (Salend, S. 2009). These three technology
examples are just a few of the hundreds of ideas teachers can use technology to assess students
learning in the classroom.
There are two types of assessments that analyze students progress in learning. The first
one is formative assessment. Formative assessments evaluates student learning throughout the
year, particularly a specific unit being taught. This allows teachers to monitor students progress
throughout so teachers can either change up how the lesson is being taught or continue on with
the lesson. Summative assessments evaluates students learning at any time. Usually this is

done at the end of a unit to check for understanding (Gunter, Gunter, 2014). Summative
assessments are also the standardized testing that students are required to take.
With the use of technology in the classroom has pros and cons that teachers might face.
The benefits of using technology to assess student learning allows teachers to collect and analyze
the data quickly (Irving, K. 2006). Teachers also have immediate data that can be used to modify
classroom instruction. Researchers have also found that students who engage in technologybased programs, students are more likely to be involved in the learning process (Irving, K. 2006).
Even with the increase of technology, teachers need to be aware that not all schools will have
access to all computer software. Schools equipment will vary from school to school. The cost of
computer software is just one of the reasons why teachers may not have access to equipment
(Irving, K. 2006).
According to ISTE standards for students, using technology-based assessments allows
students to demonstrate technology notions, structures, and procedures. With students
maneuvering through games, and other websites students most know how to use software
correctly. Students also need to know how to fix applications when problems occur.

References

Haertel, G. D., Means, B., & Penuel, W. (2007). Technology Tools for Collecting, Managing,
and Using Assessment Data to Inform Instruction and Improve Achievement. Yearbook
Of The National Society For The Study Of Education (Wiley-Blackwell), 106(2), 103132. doi:10.1111/j.1744-7984.2007.00117.x
Irving, K. E. (2006). The Impact of Educational Technology on Student Achievement:
Assessment of and for Learning. Science Educator, 15(1), 13-20.
Salend, S. J. (2009). Technology-Based Classroom Assessments. Teaching Exceptional
Children, 41(6), 48-58.