Journal 3 – Assessment Made Easy (NETS 1, 2 & 3)

Zucker, Andrew A. (Jun/Jul 2009). Assessment made easy. Learning and Leading with Technology, Retrieved July 20, 2009, from http://www.iste.org/Content/NavigationMenu/
Publications/LL/Current_Issue/L_L_June_July.htm


The extensive use of technology is instrumental in the success of this program. The need for a paper trail for assessment is imperative and the 1-to-1 student per laptop ratio system is almost a requirement for this to be successful. There must be a full integration of technology , policy and support in order for this to be successful on a school wide level. The article states that they use “instant feedback” multiple-choice and T/F testing that allows instant grading. This assessment method shows what a student does not know rather than what they do know. Essay examinations allow the student to show what they do know but are more time consuming to grade. This program uses both methods, which is a good compromise between speed and breadth. Feedback to teachers through analysis tools allows for a more focused and accurate teaching through instant feedback that can be instantly addressed before students and teachers move on to a new subject. The use of a re-teach week also allows for long-term intervention in weak areas of subjects that are discovered from the extensive classroom assessment data.

Question 1: To what extent does this system rely on the culture of the school system?
Answer: This system is utterly dependent on an open and innovative administration that is willing to both limit interference in pedagogy and regulations/restrictions on technology use as well as discover and continually supply financial and technological resources for the long term. It also requires a majority of the staff to buy into a new way of doing things and to have a certain comfort level with technology.

Question 2: How realistic is it to think that this framework could work in a typical school?
Answer: The Denver School of Science and Technology is a charter school that was designed from scratch to have a staff that is competent with technology. It has only been in existence for 5 years and serves a small population of 580 students. As with all successful charter schools, there are lessons to be learned but wholesale implementation of their techniques is usually impossible. The problem of crime and lack of funding combined with uneven teacher skills would make successful implementation of this program to inner city schools very doubtful. Even in places where there are more resources, there would possibly be much resistance from conservative elements in the community that would restrict the positive impact. This example will be expanded and it will very likely be the more progressive elite schools that will dare to try it first.