Rebecca

EDU 225
April 12, 2015
David Larson

Part 1: Assessment Technology (150-250 words).

I chose to do my assessment on Socrative.com. The link is, https://b.socrative.com, classroom
code is, ZFTNNQIS. You log into the classroom and begin to take the quiz. This assessment is a

formative assessment on common core standard, MCC.3.NBT.2, Fluently add and subtract within 1000
using strategies and algorithms based on place value, properties of operation, and the relationship
between addition and subtraction. Based on the way that I structured the quiz, I hope to get an
understanding of which students completely understand numbers under 1000. Also if the know how to
add and subtract these numbers. It will also help me to understand which students understand different
forms of question within a quiz.
Part 2: Blog Post
Out text book describes the typical teachers way of doing assessments, In a typical classroom,
teachers deliver an assessment on Friday, grade the assessment over the weekend, and revisit the
necessary content upon returning to school if there is adequate time. (Gunter, Gunter,. p. 378). With new
software assessing a student or even the classroom has become a lot easier. Technology allows teachers to
use many different software programs to create core curriculum based formative and simulative
assessments, but with all technology you have your pros and cons.

Technology based classroom assessments focus on the use of technology by teachers

and students to create learning products, promote their technology skills, and examine students'
strengths and challenges and the outcomes of daily classroom instructional and social activities
(Salend, 2009). (Salend, S. J. p.49). Teachers can use computer based software to create core
curriculum formative and simulative assessments. There are many different software based
programs that allow teachers to keep track of students benchmarks throughout the school year.
Teachers can also use the technology to help themselves as teachers to create better teaching
techniques. Teachers can use the software to see which students require more attention in certain
subjects. Then a teacher my choose to group those students together, and may choose a different
style of teaching so that those students can have a better chance at understanding the lesson. So

assessment based software can help to create better students and also help teachers to become
better teachers.
STAR- Described by its web page as, Assessments are computer adaptive, using
sophisticated item calibration and psychometrics to dynamically adjust to each students unique
responses. (Renaissance Learning, 2015) Teachers can use STAR to help with making sure that
students stay on the right track throughout the year in reaching the goal when it comes to state
and school standards for each grade level. Teachers can also use star to help students that maybe
struggling at the time with extra practice or even more attention from the teacher. Overall star
can help teachers to become better teachers by taking a lot of thought out of who needs extra
practice because the software provides a growth chart for students and the classroom.
TeachPoint- Described by its web page as, The easy to use, fully customizable solution
that saves time and helps manage the teacher evaluation process. (TeachPoint, 2015). Teachers
can use TeachPoint to create all the assessments needed for keeping their classroom on track
when it comes to benchmarks and common core standards. Teachers can also use TeachPoint to
create or modify rubrics and other forms for teaching. Schools can use TeachPoint to track
teachers and students performance throughout the year. Helping the school stay on track for end
of the year simulative assessment.

Because it is easy to use teacher will have no problem with

it after viewing a little tutorial first.

Socrative- Described by its web page as, lets teachers engage and assess their students
with educational activities on tablets, laptops and smartphones. (Socrative, 2015). Teachers can
use Socrative to help students by giving them formative assessments throughout the year.
Teachers can create their own assessment based on the lesson that they are currently working on.
They can also create a game based on the lesson at hand. The great thing about Socrative is that

teachers can monitor students while theyre taking the quiz and they can also control the pace of
the assessment. This can be used to stop and go over a certain problem or question that a lot of
students may have had trouble with. 100 words) (Describe how teachers could use this specific
software to assess student learning. Provide an example of how a teacher would use it in your
classroom. Reference sources through in-text citations when appropriate.)

Formative assessment is the evaluation of student learning based on a specific time span
at multiple points by gathering various activities and assignments to make sure the learner is
developing the knowledge, skills, and ability to master the content. (Gunter, Gunter, p.320).
Summative assessment is the process of evaluating the student learning at any given point in
time, for example quick quiz to assess student understanding of a concept after a lab has been
completed or a test to assess the collective sum of the knowledge at the end of a unit, class, or
course, and it is usually completed before moving onto other content. (Gunter, Gunter, p.320)
Software like Socrative can be used to help with Formative assessment. Teachers can create
assignments that will allow teachers to see at moment in class what students are have trouble
with. STAR can be used to help with Summative assessments. Because STAR contains many test
and assignments based on common core standards, its easy to see if students are ready to move
on based on state standards.
Technology to facilitate assessment comes with some cons as well as pros. Although
technology makes assessment easier to keep track of students performance in class. Some
teachers prefer to use their own old ways of assessments and may not be receptive of the new
technology way. To go along with that same pro of being easier, some students may take a little
longer to understand the software. Which may put a dent in assessments in the beginning. As

with all technology you will run into some problems with glitches and malfunctions. Also not all
schools are ready for the expansion of technology. So some schools or county will have to add
the expansion into their budget. With all that said, technology is the way of the future when it
comes to assessments, just because of the many possibilities and the impact it can have on
students performance.
Teachers should not only use technology to assess students learning, technology can be a
big benefit for teachers learning as well. Workshops can be done with technology. Teachers can
learn from other teachers with the use of technology. So many uses for technology that can be a
benefit to the school as a whole.
Assessment technology in connection with the ISTE standards is very important. ISTE
states why they have their standards, To prepare our students for the world they will soon enter
and for a future we cannot yet imagine, education must not only adapt to these changes but
innovate. (ISTE, 2015). The main goal is to prepare kids for the future they must enter.
Technology is the way of the future, so to teach students core standards in each subject in school
and leave out their main focus for survival, is setting students up to fail in life.
Concluding Paragraph for Software to Support Assessment
Assessment will continue to be a major part of students achievements in school.
Software makes it easy for teachers to keep track of each students and also provides teachers
with ways of assessing their teaching habits or skills. The many different softwares available for
teachers can help with formative and summative assessments. Both are important to students and
teachers as a guide to understanding students progression throughout the school year.

References
Gunter, G. A., Gunter, R. E., (2015) Teachers Discovering Computers Eighth Edition, Eighth
Edition. (p.209)
ISTE. (2015). ISTE Standards. Retrieved from http://www.iste.org/standards
Salend, S. J. (2009). Technology-Based Classroom Assessments. Teaching Exceptional
Children, 41(6), 48-58.
Socrative. (2015). Socrative. Retrieved from http://www.socrative.com/
STAR. (2015). In Renaissance Learning. Retrieved from
http://www.renaissance.com/Products/Star-Assessments
TeachPoint. (2015). TeachPoint. Retrieved from http://www.goteachpoint.com/