Digital-Age Literacy For Teacher Assessment and Evaluation

Digital-Age Literacy for Teacher
Chapter 4
Assessment and Evaluation
Teacher apply technology to facilitate a variety of effective
assessment and evaluation strategies.
Audience Name:
NURFITRI ASTUTI (BIB 150045)

ROSEU ROSMAWATI (BIB 150021)
ENGLISH EDUCATION STUDY PROGRAM

THE FACULTY OF TEACHERS TRAINING AND EDUCATIONAL
BALE BANDUNG UNIVERSITY
2017
1. Relationship between Chapter and Subchapter
- The relationship between chapter and subchapter (using technology to assess learning)
exist on line 7 to 13 on page 65. About assessment use software program.
- The relationship between chapter and subchapter (collecting and using data to improve
instruction and learning) exist on line 1-4 on page 70. Assessment and evaluation
strategies: homework, class assignment, quizzes, tests, and recorded projects.
- The relationship between chapter and subchapter (assessing students’ technology
literacy) exist on line 1 to 5 on page 76. NETS.S as its framework for defining student
use of technology resources.
2. Ideas Subchapters
2.1. Using Technology to Assess Learning
2.1.1. Developing an Assessment Plan.
Before identifying technology tools that might be used to develop assessment
instruments, review the type and frequency assessments listed on the calendar. In
selection the technology that can be used to facilitate the creation of assessment
tolls, we should consider good balance, the purposes of each assessment, yield
information from the assessment that can be used to improve instruction.
2.1.2. Using Technology to Create Assessment Tools.

When no technology-based supplemental materials are available, teacher can use
several different kinds of technology tools to create their own assessments
instruments.
2.2. Collecting and Using Data to Improve Instruction and Learning

The teacher’s primary data collection tool was a grade book. Scores for homework,
class assignments, quizzes, tests, and projects were recorded. Between grading
period, the primary use of the data was to identify students who hadn’t turned in
assignments.
2.2.1. Data Collection and Analysis.
Grade book program or spreadsheet can be used to track student grades. These tools
are attractive because once the score are entered, it’s possible to calculate grade in
a fraction of the time it used to take.
2.2.2. Interpreting Results to Improve Instructional Practice and Maximize Student
Learning.
The results of diagnostic assessment, formative and summative assessments provide
a global view of programs and student performance that can be used to evaluate
strengths and weaknesses of both.
2.2.3. Sharing Results to Improve Instructional Practice and Maximize Student Learning
Sharing results and experiences with colleagues in RPGs (Reflective Practice
Groups) is benefit for teachers. This can be helpful in interpreting results and
provides a venue for colleagues to discuss strategies for improving instruction and
maximizing student learning. Parent also need to be kept apprised of student
progress.
2.3. Assessing Students’ Technology Literacy
Make sure the classroom assessment plan include diagnostic, formative, and
summative assignments of student technology use.
1.3 List of Questions and Answer

1.3.1. List of Questions
1. What are the techniques that can we use in assesssment student learning?
2. What are the shapes for the formative assessment?
3. What are the popular assessment tool?
4. How many ways that can we use to improve instruction and learning?
5. Mentions some weakness from use the e-mail as a tool for general information?
6. What is the different from summative assessment in the short term and in the long
term?
1. 3.2. List of Answer
1. diagnostic, formative and summative.
2. teacher observation, quizzes,homework assignment, and informal student survey.
3. rubrics
4. three ways
5. first, e-mail isn’t 100 % scure and can be accessed by individuals other than the
addresse. Second, some parent- teacher conferences are emotional events.
6. in the short term, summative assessment result identify those student who need to
spend more time studying one or more concepts before moving on. In the long
term, these results provide a global view of programs and student performance
that can be used to evaluate strengths and weaknesses of both.
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Digital-Age Literacy for Teacher

NURFITRI ASTUTI (BIB 150045)

ENGLISH EDUCATION STUDY PROGRAM

2.1.2. Using Technology to Create Assessment Tools.

2.2. Collecting and Using Data to Improve Instruction and Learning

1.3 List of Questions and Answer

Group Slide Performance Accurately Total

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