Final Exam 1

Final Exam Reflective Essay

Thomas Stinson

MEDT 7476

University of West Georgia

November 29, 2016

Final Exam 2

I have learned more detailed information regarding technology enhanced instruction this

semester. Initially, I thought that all technology centered activities or websites had a similar

purpose and value. After learning how to measure the technology based tools for effectiveness I

saw that they were all very different. In this course, I learned that assessments were not equal.

For example, during one of the earlier assignments we had to choose an online assessment to

research. During this assignment, I found that these assessments have certain features unique to

the individual test. These features include type of test, purpose of the test, how the test is scored,

and how the results are used. I also created a rubric that supplied guidelines to ensure that

students could show evidence of learning through their own technology created artifact.

The knowledge gained from this class will assist me with increasing technology in my

classroom, as well as with the members of the science department in which I am the current

chairperson. I am in my seventh year in education and first year teaching in a new school district.

One of my main goals for students is to make their education as relevant as possible. I have the

belief that through technology this goal can be realized much easier than without it. Instruction

through technology seems to be an innovative movement that will allow teachers to give

authentic experiences to their students. It is important to understand that assessment principles

and ideas can be used to enhance student learning and teacher effectiveness (McMillian, 2000

pg. 3).

I decided to look for a test that would be equivalent to the GED test. I found an online

assessment called the Test Assessing Secondary Completion (TASC). Personally, I had never

heard of this test. After decades hearing and knowing people taking the GED, I wondered if there

was an alternative to it. It was refreshing learning about something that is new that provides a
Final Exam 3

choice for people in need. During my research, I noticed that a lot of companies produce multiple

assessments. I noticed that there are assessments for students with disabilities, and that there are

assessments that assist students that may use English as a second language. These alternative

assessment systems ensure that diverse learners have the same opportunities as others.

The next assignment required me to look at how I assess my students. In doing so, I noticed

that I often use various types of assessments including multiple choice questions, short answer

questions, presentations, constructed response questions, personal communication, and

performance based assessments. I use these ways of assessing student content comprehension or

mastery daily in my Science and Social Studies classes. This assignment also required students to

explain effectiveness and possible adjustments to ensure that all students learn. My school was in

the process of redefining the PLC process and these assessment types were the driving force

behind daily lesson plans. I was also able to use course work knowledge and reading assignments

to assist with my current duties as a teacher.

This course will defiantly help with preparation of my classroom assessments and decision

making when choosing technology enhanced instruction opportunities. As my school works to

become completely data driven it will be very beneficial that I develop valid, meaningful

assessments. Also, the technology enhanced instruction must have value to students learning and

content mastery. I have learned that there is a relationship between effective assessment and

increased student achievement. The relationship is that if the assessment is not effective, then

there is no way student achievement can be improved. It is important that some caution is

necessary to avoid using technology merely for effect, without knowing how it will enhance

learning (www.teachingcommons.cdl.edu ). I found that some of the technology based tools

focuses on basic knowledge and not deeper understanding such as reasoning. Many that I have
Final Exam 4

used in the past are filled with depth of knowledge level one questions. As we work to provided

authentic learning opportunities it is essential that we try to have more level three and four depth

of knowledge items.

I used a website called Study Island for years to assist with student content mastery. After

looking at most of the questions, I have noticed that the majority represent depth of knowledge

one or two type items. Using website resources such as Mastery Connect, School City, and

GOFAR have provided teachers with more effective items in their test banks. Also, using

different technology enhanced tools and websites in concert can provide opportunities to

adequate and meaningful learning opportunities.

During the construction of my assessment plan, I was able to create a rubric that required

students to produce a product. The overall product would assess their understanding of cell

organelles. Viewing student presentations and graded rubrics, if followed allowed for assessment

results to be communicated. Google classroom was used as a technology based platform to

contain links and instructions for the assessment.

Learning to decide if assessments in particularly technology based assessments were an

important tool for me to acquire. I see these tools in a different light after taking this course. I

will be able to better determine resources for my students and for my department. I gained better

understanding of what assessments to use with learning targets during this course simultaneously

with the topics in my professional learning communities. Finally, I have learned that alone one

tool may not be adequate but a combination tools can effectively assess student comprehension.
Final Exam 5

References

McMillian, James H. (2000) Fundamental Assessment Principles for Teachers and School
Administrators. Vol 7, Number 8 Virginia Commonwealth University.
Zahler, K. A. (2014). TASC: Test assessing secondary completion. McGraw-Hill education Chicago, Ill.:
McGraw Hill.

Technology Enhanced Teaching. Retrieved November 25, 2016 from

http://teachingcommons.cdl.edu/cdip/facultyteaching/Technologyenhancedteaching.html .
Georgia Online Formative Assessment Resource. Retrieved November 25, 2016 from
https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-
Online-Formative-Assessment-Resource.aspx.
Online Learning Insights. Retrieved November 25, 2016 from
https://onlinelearninginsights.wordpress.com/2015/05/26/how-good-is-your-online-course-five-
steps-to-assess-course-quality/.