Technology Assessment: Issues Involved in Assessing Foundational Literacies

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Technology AssessmentIssues Involved in
Assessing Foundational Literacies
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• The great urgency is for technology literacy,
  the need for students to see how society is being
  reshaped by our inventions. The challenge is not
  just learning how to use the latest piece of
  hardware, but asking when and why it should be
  used.
• (Boyer, 1983, cited in Technology for All
  Americans, ITEA)

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• Unless all citizens are helped to develop
  technological literacy, many people will be left
  feeling they are victims of technology rather
  than beneficiaries.
• (Pucel, Developing Technological Literacy, The
  Technology Teacher, 1995)

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What do I want students to learn and understand?
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Ohios K-12 Technology Standards

• 1. Nature of Technology
• 2. Technology and Society Interaction
• 3. Technology for Productivity Applications
• 4. Technology and Communications Applications
• 5. Technology and Information Literacy
• 6. Design
• 7. Designed World

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Three Foundational Literacies
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Dimensions of Foundational Literacies
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Defining Technological Literacy
Knowledge Capabilities Critical Thinking and Decision Making
Nature of Technology
Technology and Society Interaction
Design
Designed World
Adapted from Tech Tally Approaches to Assessing
Technological Literacy
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How will I assess student learning?
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Developing a Conceptual Framework
Knowledge Capabilities Critical Thinking and Decision Making
Nature of Technology
Technology and Society Interaction
Design
Designed World
Adapted from Tech Tally Approaches to Assessing
Technological Literacy
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Developing a Conceptual Framework
Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Procedural
Meta-cognitive
Blooms Revised Taxonomy, Anderson Krathwohl,
2001
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Dimensions of Foundational Literacies
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understanding somehow goes beyond possession
of knowledge. The person who understands is
capable of going beyond the information given.
When we understand something, we not only possess
certain information about it but are enabled to
do certain things with that knowledge.
David Perkins, Smart Schools From Training
Memories to Educating Minds
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Qualities of Authentic Assessment

• Nature of task and its context is relevant to
  learner. It represents real world problems or
  issues.
• Demonstration of knowledge within the context
  of a learning situation that involves active,
  purposeful deployment of understandings and
  skills.
• Allows assessment of what students can do, what
  they know, and how well they know it.

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Types of Authentic Assessment

• Portfolio
• Design Brief
• Journal/ Log/ Blog
• Debate/ Group Forum/ Town Hall Meeting
• Presentations/Digital Stories
• Modeling/ Prototyping

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Aligning Assessment Methods with Assessment
Purposes
-Open-ended questioning -Concept-mapping -Intervi
ew -Debate

• -Design Brief
• Portfolio
• Self/Peer
• Assessment
• Journal/Log

Adapted from Daniel Engstrom, The Technology
Teacher, December/January 2005
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Defining Assessment Criteria

• Clear assessment criteria that describe task
  expectations
• Criteria that students can use to monitor their
  own progress
• Criteria of the process itself not just the
  quality of the final product

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Fluency
People fluent with the foundational technology
literacies are able to continually apply what
they know to adapt to change and acquire more
knowledge to be more effective in their work and
personal lives.
Adapted from Tech Tally Approaches to Assessing
Technological Literacy and Being Fluent with
Information Technology