January 2003 — Features
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Facts and Assumptions of Assessment:Technology, The Missing Link
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\par Maximizing Student Achievement Through Technology
\par\par There is much written on the use of technology in the classroom to support curriculum. According to Market Data Retrieval\rquote s \ldblquote Technology in Education 2001\rdblquote report, access of computers for students is improving. In 2001, there was one Internet-connected computer for every 6.8 students, compared to one for every 19.7 students in 1998. Former Nebraska Sen. Bob Kerrey, chairman of the Congressional Web-Based Education Commission said, \ldblquote Technology offers tremendous potential for improving the delivery of education and we should not squander this opportunity\rdblquote (Trotter 2001). The Web-Based Education Commission\rquote s report, \ldblquote The Power of the Internet for Learning,\rdblquote provides recommendations for technology in education. One recommendation holds very true to learner assessment: \ldblquote New designs [for education] are needed to create the \lquote knowledge workers\rquote who will define the Information Age\rdblquote (2000). Information can be structured in various ways to support effective understanding of the knowledge and skills of the content.
\par\par An article titled \ldblquote Better Students Through Technology\rdblquote (Conner 2002) provides 10 tips on using technology to maximize student achievement:
\par\par 1. Get everyone on board
\par\par 2. Learn from others
\par\par 3. Utilize assessment tools
\par\par 4. Determine and provide professional development needs
\par\par 5. Establish curriculum objectives
\par\par 6. Explore research-based instruction
\par\par 7. Encourage parental involvement
\par\par 8. Publicize progress
\par\par 9. Locate funding sources
\par\par 10. Utilize supporting resources
\par \par\par The 10 tips are important functions for developing a plan for assessment through technology. Conner\rquote s article says that work must be done with teachers, administrators and curriculum developers to investigate, review and select the most appropriate standards-based assessment tools. Multiple measures of assessment should be utilized, including electronic portfolios and presentations (Conner 2002). In addition, both traditional and alternative assessment methods must be paired with technology to provide students with enhanced evaluation preparation as well as various modes of assessment.
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