Introduction
As an educator, thorough research in the
course of study for term assessment can be referred to in two different
activities: the gathering of information, (measurement) and the use of
information for institutional and individual improvement (evaluation).
Therefore, assessment is a process used
to improve performance or outcome. As a result, evaluation is a process used to
determine the quality of performance or outcome and to make decisions based on
that quality. Both processes can be formative or summative. Upon completing
prior courses in the Master’s program the Internet has become a valuable tool
in the learning process. Further, experience as an educator shows that the use
of assessments and evaluation provide feedback on knowledge skills, attitudes,
and the learning outcome of students.
Prior
MATLT Activity of Program Learning Outcomes 6 and 7
The redesign of MATLT activity that
demonstrates the attainment of PLOs 6 and 7 by using technology resources to
facilitate effective assessment and evaluation are as follows: (1) demonstrate
competence in their major fields of study; and (2) demonstrate an understanding
of service directed at meeting the needs of others. The Constructivist, Social,
and Situational Theories give in detail of what is expected in each categories
of theorian as it relate to learning environment of individuals.
Principles and Theory
Chosen and Why
The basic principles chosen for this
assignment are as follows: learning can be detected by observing an organism
over a period of time: and learners build personal interpretation of the world
based on experiences and interactions. As an educator, observing the learning
experiences of students mimicking their peers, family members or teachers has
given credence to the theory of Cognitive Flexibility which focuses on the
nature of learning, in relation to, complex and ill-structured domains.
Challenges and How They
Were Overcome
The challenges experienced during
the redesign process was interesting. I could easily see the mistakes of the
first time I attempted to use the prior tools for any assignment. I did not let
my fear of being unable to use the tools correctly get the best of me. I took a
deep breath and decided to give it my all to complete this task and feel great
about doing it. The assignment I chose to redesign was one on using Bubbl.us,
which uses different technological tools, such as, blogs, Wikis, podcasts and
other Web tools. I realized, I needed more practice using these tools, and I
hate for anything to defeat me. I am not your everyday “tech savvy” individual,
but I will give this my best work by putting extra time into using the different
tools, extra practices and help. I, also, appreciate the feedback from my
instructors and classmates. The feedback changed my attitude about using
technology, and I also gained more confidence after seeing the end results and
grades for the assignments. However, I am capable of designing programs that I
once had a very hard time putting together, because the learning experience
helped me to face my fears about using technology in the workforce. I embrace
the use of technology in the learning environment and in my home and with more
practice I am sure I can become more effective when using technology.
Conclusion
In conclusion, assessment is a
process to improve performance or outcome. Evaluation is a process to determine
the quality of performance or outcome and make decision based on that quality. Data collections in
schools are no surprise. For years, school districts have collected a vast
array of student and institutional information, including such items as test
scores, enrollment data, attendance data, budgets, AYP data, finance
information and human resource data. According to Shen, J., Cooley, V. E., Ma, X., Reeves, P. L., Burt, W. L., Rainey, J.
M., & Yuan, W. (2012), a principal’s ability to use data to monitor
important school conditions, is itself, a condition that is associated with
student and school success, however, a broader frame is needed to help principals
achieve better accountability for the conditions in their schools that impinge
upon student success. With the 2002 No Child Left Behind Act (NCLB-Public Law
107-110), in addition to, the Race to the Top (RITT) provision of American
Recovery and Reinvestment Act of 2009 (APRA-Section 14005-6, Title XIV, Public
Law 1115-5), holding principals squarely accountable for student outcomes and
school condition, implies that principals need better tools for monitoring
their own work, especially the work of using data to monitor and inform the
process of improving school-level conditions for raising student achievement.
Using technology has been that tool to aid the school with some of those
problems due to diversity.
References
Shen, J., Cooley, V. E., Ma, X., Reeves, P. L.,
Burt, W. L., Rainey, J. M., & Yuan, W. (2012).
Data-Informed Decision Making on High-Impact
Strategies: Developing and Validating an Instrument for Principals. Journal of Experimental Education, 80(1), 1-25.
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