7/5/15
EDU-225 Technology in Education
Robert Clutter
Website Address: sjones234weebly.com
Socrative.com Class Code: GDWVUE31
Technology to Support Assessment
Technology is now a more important part of education than ever before. Not only is it
being used as a teaching tool it is also being used as an assessment tool. The several assessment
applications, differences between formative and summative assessment, the pros and cons of
using technology to assess students, the impact of using technology on student achievement and
the importance of assessment technology in connection to ISTE standards will all be discussed in
this paper.
There are an abundance of assessment applications available to educators. Research
needs to be done to find the best fit for your students. According to Pellegrino & Quellmalz,
The DIAGNOSER project is based on the facets framework for mapping aspects of student
knowledge combined with principles of guided inquiry (2010). This assessment application is
used for physics content and can measure data for students in both formative and summative
assessments. Another application that is being used for math assessments is the ASSISTment
system. This system uses scaffolding or giving hints to students to help them determine the
correct answer without giving them the answer (Pellegrino & Quellmalz, 2010). These are only
References
ISTE Standards Teachers. (2015). Retrieved July 3, 2015, from
http://www.iste.org/standards/ISTE-standards/standards-for-teachers.
ISTE Standards Students. (2015). Retrieved July 3, 2015, from
http://www.iste.org/standards/ISTE-standards/standards-for-students.
Pellegrino, J. W., & Quellmalz, E. S. (2011). Perspectives on the integration of technology and
assessment. Journal Of Research On Technology In Education, 43(2), 119-134.
Retrieved from http://eric.ed.gov/?id=EJ907019.
Redecker, C., & Johannessen, . (2013). Changing assessment - towards a new assessment
paradigm using ICT. European Journal Of Education, 48(1), 79-96.
doi:10.1111/ejed.12018.
van Niekerk, E., Ankiewicz, P., de Swardt, E. (2010). A process-based assessment framework for
technology education: A case study. International Journal of Technology and Design
Education, 20(2), 191-215. doi10.1007/s10798-008-9070-8.