6 Choosing the right tool

How Technology Helps Measure Student Learning

Technology is a powerful ally for teachers, especially in measuring student learning. With the use of digital formative assessments, teachers can expedite their ability to provide student feedback in real-time. Also, students are interacting with their assignments, receiving teacher input, and invested and motivated in their learning (Timmis et al., 2016).

Timmis, Broadfoot, Sutherland, and Oldfield (2016) encourage teachers to reflect on the “four C’s” when using technology to enhance a lesson. Ask yourself, does the use of technology allow for increased collaboration or critical thinking opportunities? Are students able to communicate their ideas uniquely and are students able to demonstrate creative thinking? Following this format provides for lessons that foster student engagement, with technology as an enhancement tool. Digital formative assessments provide teachers the opportunity to give individual feedback quicker and in real-time than traditional non-digital paper and pen formative assessments. Thus, when students are engaging, receiving timely feedback from their teachers, and intrinsically motivated by the feedback they are receiving from their teacher, learning is taking place (Timmis et al., 2016).

Types of Assessments and Tools

There are a plethora of ways in which assessment can occur. Assessment is a broad term that encompasses all actions that teachers and students engage in to retrieve information that can be used to evaluate and change teaching and learning at the end of a given time period (Timmis et al., 2016). Teachers are able to experience drastic improvements in their skills when making regular use of assessment methods.

As previously mentioned, assessment falls into two broad categories: formative and summative approaches. Formative assessment is a means for determining how the learning is taking place, on the way toward meeting some end goal. Alternatively, the final outcome of a learning intervention is measured through summative assessment. Both of these types of assessment are crucial in supporting current and future students in their learning.

Formative Assessment Technology Tools

Gone are the days of simple clickers and bells. Educators now have access to a variety of tools that allow for instant feedback. Retrieval Practice is an assessment tool that takes place during the learning process to help build knowledge networks in students’ minds and help reinforce their learning. It allows the educator to continuously gauge student learning while making it effortful and challenging (Agarwal, 2017).

Retrieval Practice Applications 

Retrieval practice focuses on helping students retrieve information out of their heads, instead of focusing on pouring knowledge into their heads (Agarwal, 2017). It allows the educator to ensure that accurate questions and assessment tools are being utilized to effectively analyze student learning. Instant feedback may be gathered on an individual basis or as a group, depending on the dynamics of the classroom.

Socrative, Kahoot, Quizziz, and Quizlet are all examples of examples of educational technologies that allow teachers and students to attain instant results on the learning taking place. The students may access the system using a variety of different technological tools. They might use the tool from within a learning management system (LMS), or on a mobile device.
Teachers can have students work through retrieval practice together (such as when using a polling tool like PollEverywhere or a game-like tool like Kahoot).

There are also educational technology tools that are more self-paced and provide opportunities for learners to work at their own pace. Many of these services are starting to allow for either approach to be used. Quizlet flashcards and some of their games such as Scatter, Match, and Gravity can be used in a self-directed way by students. Quizlet also has a game called Quizlet Live that can be used with a group of students at one time for retrieval practice.

Summative Assessment Technology Tools 

Learning outcomes must also be observed from a broader scope, allowing for benchmarks of achievement to be evaluated. Summative assessment tools allow educators to analyze the overall achievement of students. Two broad methods for using technology for summative assessment are discussed in this section: The Learning Management System (LMS) and electronic portfolios (e-Portfolios).

Learning Management Systems 

A learning management system (LMS) is often considered the centerpiece of a teacher’s summative assessment toolbox. Accessibility is a vital part to utilizing both formative and summative assessment tools virtually. Teachers must have differentiated technology tools that are aligned with student learning outcomes and that allow the effective gauging of student learning (Steele, 2015). Most Learning Management Systems have embedded tools that allow for the ease-of-access by most teachers, regardless of their technology familiarity.

The LMS allows for transparency amongst all stakeholders in the learning process. Students can access resources and assignments while communicating with their peers and teacher. Parents may monitor student progress while also communicating with the teacher. Often times what is communicated in class does not make it home to the parents. The LMS removes this hindrance in communication.

Finally, for the teacher, the LMS is the ultimate assessment tool. The most beneficial part of the LMS is that both formative and summative assessments may be given through it. If your school or district has already adopted an LMS, it is best to use it since students, parents, and other stakeholders will already be familiar with it.

If your school or district has not adopted an LMS, there are still options available. You may choose to operate your course by using a LMS like Schoology, Jupiter Ed, Engrade, Canvas, or Google Classroom. Many school districts have implemented gradebooks that mimic the LMS gradebook, but lack the accessibility in linking and hyperlinking to the array of assessment tools that they use regularly. The systems previously mentioned allow you to run your course, virtually as minimally or involved as you would like, and are tailored to accommodate all levels of technology users. The experienced or novice teacher may manipulate the LMS in a way that suits the needs of their students and their course design.

ePortfolios

One method of helping students demonstrate their global learning is through the use of an eportfolio. An E-Portfolio is an electronic account of student work/progress used at all educational levels from early education through higher education. Eportfolios can support deep learning and support reflective practices across various learning contexts as they facilitate overall learning. The blend of learning products that exist within the eportfolio makes learning visible to all stakeholders, but especially the student. The eportfolio allows for students to reflect on and integrate their work to view overall learning progress. The reason that eportfolios have become a successful assessment tool is because they require significant and purposeful work from the student. During the development process students may experience student–faculty interaction, which allows students to evaluate and discuss their own learning over time (Harring & Luo, 2016).

Through websites like Google an educator may receive step-by-step guidance on how to create an eportfolio with their students. This tool would of course be most effective if linked to the LMS already utilized by the institution. If the school-site is not accessing a LMS, an eportfolio is still an option, as the student may compile the artifacts via an alternative fashion. Eportfolios make learning visible to all stakeholders. Most importantly to the students, it can help heighten self-efficacy. This powerful pedagogical tool can support deep and integrative learning. Deep learning may occur as students are able to make their learning relative to their own experiences. Developing an eportfolio allows the students to make connections to their everyday life, while showcasing their areas of strength. Eportfolios allow students to show their experiences, along with reflecting on their own learning and the progress made therein (Harring & Luo, 2016).

The artifacts, rubrics, and criteria for the eportfolio will vary based on the course layout and educational level of the students. Ultimately, the eportfolio would involve signature assignments representative of student learning over a longer period. The period may span a semester, a school year, or even a school career. Digital assignments through the LMS may allow for summative assessments to be less stressful. Students have different approaches to learning and to foster and enhance their education we need to understand their learning style. This includes how assessments have a direct impact in learning, and how they perceive themselves (Al Kadri et al., 2009). The students verbalized the negative impact felt from the limited learning opportunities that summative assessments offer and expressed preference for formative assessment, which may foster a deeper approach to learning. Student achievement is elevated when they are able to participate in both formative and summative assessment to guide learning. During the summative assessment process students may be allowed to upload videos, files, and documents they originate for benchmark assignments developed by their teacher to show their overall learning.

Tool Selection

The accessibility of the technology tools and apps can be overwhelming for any teacher to choose. Picking the right app or tool that your students can easily navigate while driving home your lesson objectives. When you are selecting a tool take into consideration the following items:

Start small

Trying to get a handle on too many technologies causes unnecessary stress. Learning a digital instrument takes time and applying it as part of the lesson can range from an hour to a couple of days. Knowing if it will work smoothly during the class session. You also must provide secure and specific directions that you go over, demonstrate and have availability all semester. Having clear instructions that you review, model and have available all semester is helpful.

Focus on your goals 

It can be tempting to get caught up in the list of features a technology tool provides and miss determining whether or not the educational goal will be met through its use. Choose a few tools at a time and try them out. Give them a test run to see which are the easiest to learn and use. Read the reviews to gauge whether they met the basics needs other customers and how likely will the product align your lesson goals. This method leads to the actual picking of the best tools that will serve your needs. The more you try out the tools, the easier it gets because you will know what you want. Move on to another if the app no longer meets your demands.

Assess what you have

Take stock of the technology available in your class and on your campus. Knowing the technology capabilities determines in what capacity the app is useful. Also, you should find out what websites and apps your students used in the past. Be mindful of district firewalls, therefore check ahead if the technology is capable.

Consider whether to pay for tools

As a teacher, the excitement of a new tool and the possibilities of enhancing your lessons is overpowering. Getting clear on how you intend to pay for them is crucial. Questions to ask yourself include are you willing to pay or go the free route? If you are ready to pay, who will be paying for the tool? What are the included features in the tech and how much of a difference does paying make? How does the company make their money and stay sustainable, when they give their tool away for free? Is there a potential for our students’ data to be the produce that is being bought and sold?

Revise and reflect

Go back to your goals and reflect on how well has the tool fulfilled your needs. How long and often is the app used? Do any problems arise while using the new tech? Remember, if it is not working well enough, you can pick another. Determine how it will be paid for – this reflection can reinforce the digital divide if we do not think carefully about who will bear the cost.

Conclusion

The selection of tools may seem like a difficult process at first glance. However, when you take into consideration the hype of the tool, privacy, and the legal ramifications you may have using a tool, take a deep breathe and start small and determine whether the tool you are selecting will achieve the goals you have for using it in your classroom. By utilizing the steps of selecting tools discussed in this chapter, you will be trying the best tools for your classroom that are available. Also, you will more likely implement and keep the tools you select. Therefore, take your time, go through the steps discussed in this chapter, and you will have plenty of powerful tools to utilize in your classroom.

References

Nu-Man, M.R., and Porter, T.M., (2018). Igniting Your Teaching with Educational Technology A Resources for New Teachers. Editors: Matt Rhoads & Bonni Stachowiak. Retrieved from https://edd7032017f2.pressbooks.com/

Antoine, F. M, Porter, T.M., and Reye-Aceytuno, E., (2018). Igniting Your Teaching with Educational Technology A Resources for New Teachers. Editors: Matt Rhoads & Bonni Stachowiak. Retrieved from https://edd7032017f2.pressbooks.com/chapter/5/ 

A complete reference list of the original ebook Igniting Your Teaching with Educational Technology A Resources for New Teachers, can be viewed at: https://edd7032017f2.pressbooks.com/back-matter/references/