Reflecting On My Spec Topics Course
- Charles Shewell
- Mar 10, 2023
- 10 min read
AN OVERVIEW OF WHAT I LEARNED ABOUT DIGITAL ASSESSMENT
Provided below is an oral video presentation of this blog.
Perspective
As our society rapidly moves forward, technology continues to have an increased role in education. Digital assessments are a modern solution to traditional paper-and-pencil assessments and can offer a range of benefits to students and educators, as well as the use of technologies and data collection from assessments for the enhancement of student success and teaching practices. Over the course of this semester while taking Special Topics in EdTech, we covered topics that discuss assessment types in education and data collection that drives instruction in education, as well as online cheating. This blog will discuss the advantages of digital assessments, best practices for administering and scoring, online cheating, and its potential for personalized learning. All of these topics hold high importance in education as educators experience each of these topics on a daily basis in their classrooms. Whether you teach a core course, or an elective, student success is based on the educator's teachings, which are guided by data derived from assessments and instruction. As an educator that teaches courses in audio/video production and graphic design, I have experience in multiple assessment types that allow me to tailor my instruction to better meet the needs of my students, and meet them with where they are for a more personalized instruction with each student. After spending time covering the Adobe Creative Suite, I also provide standardized tests that allow my students to gain a certification in a variety of editing software. Through the collection of data, I am able to adjust my instruction, as well as drive the school’s direction for improvement in their state score. The use of a program called NetSupport allows me multiple ways in which I can control online exams and certification tests that prevent cheating from happening in my computer lab. All of this to say that I believe these topics are crucial in education.
Formative/Summative Assessment
Formative and summative assessments are two of the most commonly used assessment techniques in education today. Formative assessments are designed to give teachers an understanding of where students are in their understanding of a particular topic or subject area, and to provide an indication of where the students’ strengths and weaknesses are in their understanding of the subject matter. By regularly monitoring progress and progress data, educators can effectively adjust the instruction to best meet students’ individual needs (Castells & Santa María, 2019). Formative assessment can also inform instruction by offering detailed feedback to both teachers and students (Sun & Li, 2020). This type of assessment allows for ongoing student evaluation and provides timely feedback, so teachers and students can adapt and modify learning accordingly.
Summative assessments, on the other hand, provide a summary of the level of understanding of a particular subject area. These assessments are often administered at the end of a unit, semester, or course and typically consist of high-stakes, standardized tests such as the SAT and ACT (Christen, 2019). While these assessments do not allow for the same level of customization and personalized feedback as formative assessments, they do allow educators to effectively measure progress, set learning goals, and evaluate the effectiveness of instructional strategies.
Ultimately, both forms of assessments have their place in my classroom. While formative assessments can be used to inform instruction and tailor learning to the individual needs of students, summative assessments are important for providing me with an objective assessment of overall performance. By combining both formative and summative assessments, I can gain a comprehensive understanding of student progress.
Standards-Based Grading
Standards-based grading is an essential component of modern education. It can be argued that standards-based grading encourages higher achievement by allowing teachers to use detailed criteria when assessing student performance. These measures offer reliable assessments of student learning, as well as a unified way to measure growth and improvement over time (Jackson, 2018).
Some opponents point to the unfairness of standards-based grading and testing in low-income schools, which may lack the resources needed to provide rigorous education. In these areas, students often face a number of learning challenges that cannot be captured by tests or evaluations (Miller, 2020). Standards-based grading can put unnecessary pressure on both students and teachers, who may find it difficult to meet the exacting standards expected of them.
Research indicates that when properly implemented, standards-based grading and testing can be extremely beneficial for all types of learners. By providing consistent, accurate feedback to students, teachers can create an environment of engagement and improvement that may be lacking in traditional grading systems (Turner et al., 2018). Also, the adoption of standardized assessments allows teachers to tailor their lessons and make informed decisions about student progress and development (Smith, 2019). In the courses I teach, standardized tests come in the form of IBC’s, which is a certification exam I provide my students to showcase their knowledge in Adobe editing softwares. These exams typically are taken after spring break when all instruction over software is completed.
To conclude, standards-based grading and testing are an essential part of education and have been for many years, while evidence suggests that when properly implemented, these measures can provide meaningful feedback to both students and teachers.
Data Driven Instruction & Decision Driven Data Collection
Data-driven instruction is a transformative technology for modern education through the collection, analysis, and interpretation of data from student assessments. Data-driven instruction offers educators the potential to make more informed decisions about instruction and student outcomes. Suggested by research, data-driven instruction improves educational effectiveness, while providing an opportunity to customize teaching methods to better fit the needs of individual learners.
The data-driven instruction model identifies student academic strengths and weaknesses by analyzing student assessment scores, grade level proficiency expectations, and progress monitoring data. It then helps educators design individualized instructional plans to meet the needs of each student and class. For example, if a student’s assessment scores suggest that she is struggling with a particular math skill, the educator may assign a differentiated lesson to focus on mastering that skill. In doing so, the student can progress at her own pace and benefit from individualized attention and instruction. Another benefit of data-driven instruction is that it promotes the efficient use of instructional time and resources. Instead of spending hours manually analyzing and interpreting assessment scores and planning differentiated instruction, teachers can access real-time reports of student performance. With data-driven instruction, educators can quickly identify areas where their students may need more support or additional instruction and respond accordingly.
To summarize, data-driven instruction has the potential to improve the efficiency and effectiveness of teaching and learning. By focusing instruction on students’ needs and areas of opportunity, educators can tailor their teaching to the individual. At the same time, data-driven instruction can improve instructional resource management and reduce wasted time in the classroom. Ultimately, this can help create better educational outcomes and support the success of each individual student.
Data collection in education is a powerful tool that allows teachers, administrators, and policymakers to gain valuable insights into how a school, district, or region is performing. With the advancement of technology, educators are now able to more easily collect, store, analyze, and report on data from multiple sources, enabling them to better inform their decisions. In particular, decision-driven data collection (DDDC) offers a variety of methods that can help schools determine their students’ needs and allocate resources in a more efficient and equitable way.
According to research from Griffith et al. (2020), DDDC is a holistic approach that encompasses three different levels of data collection and analysis. At the first level, qualitative data is gathered and analyzed to develop hypotheses. At the second level, quantitative data is used to test and validate hypotheses, and to evaluate various solutions. Finally, at the third level, real-time data is collected and monitored to adjust resources, services, and activities as needed. This kind of data-driven decision making (DDDM) allows schools to develop comprehensive strategies to promote positive student outcomes. In addition, DDDC can also help address inequities within education. Recent studies have found that when used strategically, DDDC can promote diversity and equitable access to educational opportunities, especially in marginalized communities (Riggs & Klauber, 2019). For example, data from community organizations and school surveys can be used to target and support particular student populations. This data can be used to assess needs and identify interventions that best meet those needs, ultimately improving educational opportunities for disadvantaged groups.
Overall, DDDC has immense potential for schools to inform their decisions, provide resources to diverse populations, and promote positive student outcomes. However, for it to be effective, it is important for schools to understand and apply DDDM correctly. By properly collecting, storing, analyzing, and interpreting data, educators can use DDDC to create equitable and effective policies for students in all areas. Where I see this the most within my district is in our school grading system due to CTE programs providing IBC exams, and when a student collects their certification, the school receives a point which improves our overall score as a school and district. This is discussed ad nauseum in our professional development days, where we spend enormous amounts of time discussing how our district is driving towards certifications because our state testing scores are not meeting the standards aligned by the state.
Teaching Changes for Enhanced Learning & Student Success
In recent years, a change in the teaching profession has seen teachers moving away from traditional teaching practices towards the use of a more collaborative, student-centered approach to teaching. This shift has seen teachers placing a greater emphasis on personalizing the learning experience to meet individual student needs. According to Reeder and Bahr (2015), research indicates that the implementation of these practices results in more successful learning outcomes for students, higher engagement, and a greater understanding of content.
To be successful, the change in teaching needs to be tailored to suit the particular needs of each classroom and learning environment. It should be driven by data-informed decisions that measure the impact of teaching practices on learning outcomes and allow teachers to identify which strategies work best for their students. These changes should be designed to meet the needs of the whole class, incorporating collaborative and cooperative activities. Student voices should be heard and valued, with the purpose of student feedback being to identify where improvement may be needed (Froyen et al., 2017).
The use of technology can also enhance learning in the classroom. Digital tools can be used to allow teachers to differentiate their instruction to meet individual needs, facilitate communication between teachers and students, and facilitate collaboration and teamwork. Technology can also allow students to monitor their own learning and become more independent (Munro et al., 2020).
To enhance learning and create conditions for student success in education, it is essential for teachers to recognise the need for a shift in their teaching practice to be more tailored and data-informed. Additionally, using technology in the classroom to provide more personalized learning opportunities, collaborate and to track individual progress, can have a positive impact on learning outcomes and student success.
Cheating in Online Assessments
In the era of online learning, online assessments are an increasingly common way for students to demonstrate knowledge. While these assessments are beneficial in a remote setting, it is important to recognize the potential for cheating. Research indicates that factors such as pressure from peers or parents, difficulty with a particular assessment, and a desire to succeed, are among the motivations behind cheating (Spake et al., 2020). Therefore, there are certain measures educators should take to ensure the validity of online assessments.
One of the most important steps for preventing cheating on online assessments is to set clear expectations for the students. Educators should inform students of what constitutes cheating and what will be the consequences. This will encourage the students to understand that cheating is unacceptable, and motivate them to stay within the confines of ethical academic behavior. Furthermore, the expectations should also be clear to parents, as they can play an integral role in providing the students with an environment to thrive and do well without cheating. Another step educators should take to reduce the chances of cheating is to use assessment strategies that encourage and recognize valid knowledge. When assessments require higher-level critical thinking, they are much more difficult to cheat on, as these tasks require creative and complex answers that can’t be found easily. Additionally, assessment strategies such as the use of technology or personalized feedback, can be helpful in providing the students with guidance to help them in the completion of their tasks, which reduces the temptation to cheat.
Finally, it is also important for educators to use a range of assessments in order to ensure validity. While online tests are beneficial in many ways, other assessments such as discussion forums, group assignments, and problem solving tasks, can also help in evaluating student’s knowledge. This variety can create a sense of engagement and motivate the students to participate in honest assessments. Cheating in online assessments can have a negative impact on the educational experience. However, educators can prevent cheating by setting clear expectations, utilizing creative assessment strategies, and incorporating a variety of assessment tools so that students will be encouraged to think more deeply and remain honest, while still receiving an effective educational experience.
Data Analysis
Throughout this course we were tasked with creating an online exam in the learning management system Canvas, where we were to align standards with our assessment to create an analysis from the data collected in the outcomes. Below are the questions I created for a 6th grade technology course and my analysis:
Closing Remarks
The enhancement of learning for student success is tied to multiple factors within the educational system such as formative and summative assessments, standard-based grading, as well as data-driven instruction and collection. The importance of calculated assessments that accurately measure student learning can and will best meet the needs of each student individually. With careful thought and execution, these important factors can become effective elements of a school's curriculum and increase student success. Education systems should have the ability to provide tools and resources to teachers and administrators to help ensure this is done securely and ethically for enhanced learning.
Resources
Castells, F., & Santa María, A. (2019). Benefits of Formative Assessment in Teaching Mathematics. Global Education, 4(1), 43-46.
Christen, M. (2019). Summative assessment in the classroom. Proceedings of the ICBBM International Academic Research Conference, August 29-31.
Sun, Q., & Li, D. (2020). Formative assessment and learning in digital contexts: An international study. Technology, Knowledge and Learning, 25(3), 855-880.
Jackson, A. (2018). The value of standards-based grading in elementary classrooms. The Educational Forum, 83(2), 181–192.
Miller, R. (2020). Poverty, education and standards-based assessments. International Journal of Education Research, 17(3), 301–306.
Smith, P. (2019). The pros and cons of standards-based education. Curriculum & Instructional Review, 13(4), 235–245.
Turner, S., Ryans, M., Walker, T., & Hernandez, P. (2018). Assessing learning outcomes through standards-based education. Innovations in Education and Teaching International, 56(4), 460–472.
The Institute of Education Sciences. (2018, December 5). What is Data-Driven Instruction?
Webb, R. S. (2010). Best Practices in Data-Driven Instruction. Best Practices in School Psychology V, 443-455.
Griffith, M., Scheil, S. R., Lofton, K. R., Bryne, T. B., Larson, K., Moon, J., & Lanningham-Foster, L. (2020). Improving decision-driven data collection and use to support effective educational strategies. Computers & Education, 148.
Riggs, E. R., & Klauber, R. M. (2019). Supporting Equity through Data-driven Decision-making: The Practitioner’s Role. Children and Youth Services Review, 99, 241–248.
Froyen, L. A., Jayasinghe, N. U., Hartley, J. L., White, K. P., Nagata, K. M., Torres-Escobar, N. D., & Regehr, G. (2017). Fostering feedback on teaching practices: Student feedback on professors’ lectures in pharmacy school. Currents in Pharmacy Teaching and Learning, 9(3), 310–315.
Munro, A., Smit, B., Yeager, A., Machuga, S., Atkins, A., Harrison, E., ... Chiu, M. M. (2020). Preparing to promote competency-based education through technology and open learning design: Project CLaRI 2.0. Distance Education, 41(1), 92–104.
Reeder, K., & Bahr, P. R. (2015). Classroom design: Where research and practice intersect. Planning and Changing, 46(2–3), 111–119.
Spake, C. M., Baker, K., Rock, M., Martinez, J., Jiménez, N., Wallace, J., & Shing, Y. (2020). Academic Dishonesty and Cheating: A Thematic Review of Recent Literature. Psychological Assessment, 32(5), 653-672.
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