Dr. Carl E.

Balita Review Center

60-Day Sure LET Challenge

R
TE
Levels of Technology Integration Into the Curriculum
1. Entry

EN
- The teacher uses technology to deliver curriculum content to students.

- The teacher begins to use technology tools to deliver curriculum content to students

C
2. Adoption

W
- The teacher directs students in the conventional use of tool-based software. If such
software is available, this level is recommended.

IE
- The teacher directs students in the conventional and procedural use of technology

EV
tools.

3. Adaptation
R
- The teacher encourages adaptation of tool-based software by allowing students to
select a tool and modify its use to accomplish the task at hand.
TA

- The teacher facilitates students in exploring and independently using technology tools.

4. Infusion
LI

- The teacher consistently provides for the infusion of technology tools with
A

understanding, applying, analyzing, and evaluating learning tasks.

B

- The teacher provides the learning context and the students choose the technology
tools to achieve the outcome.
E.

5. Transformation

-The teacher cultivates a rich learning environment, where blending choice of

L

technology tools with student-initiated investigations, discussions, compositions, or projects,

R

across any content area, is promoted.

A

-The teacher encourages the innovative use of technology tools. Technology tools are
.C

used to facilitate higher order learning activities that may not have been possible without the
use of technology.
R
D
 Dr. Carl E. Balita Review Center
60-Day Sure LET Challenge

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Characteristics of the Learning Environment:

TE
1. Active

- Students are actively engaged in using technology as a tool rather than passively

EN
receiving information from the technology

2. Collaborative

C
- Students use technology tools to collaborate with others rather than working
individually at all times

W
3. Constructive

IE
- Students use technology tools to connect new information to their prior knowledge
rather than to passively receive information

EV
4. Authentic

- Students use technology tools to link learning activities to the world beyond th
R
instructional setting rather than working on decontextualized assignments
TA

5. Goal-directed

- Students use technology tools to set goals, plan activities, monitor progress, and
evaluate results rather than simply completing assignments without reflection
LI
A

Assessment For, Of and As learning

B

Assessment is an essential component of the teaching and learning cycle. Assessment

E.

for, assessment as and assessment of learning are approaches that enable teachers to gather
evidence and make judgements about student achievement. These are not necessarily discrete
approaches and may be used individually or together and formally or informally.
L

The principles of assessment for learning and assessment as learning strategies have some
R

common elements. Assessment for learning and assessment as learning incorporate:

A

• self-assessment and peer assessment

.C

• strategies for students to actively monitor and evaluate their own learning
R
D
 Dr. Carl E. Balita Review Center
60-Day Sure LET Challenge

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• feedback, together with evidence, to help teachers and students decide whether
students are ready for the next phase of learning or whether they need further learning

TE
experiences to consolidate their knowledge, understanding and skills.

Assessment for learning and assessment as learning approaches, in particular, help teachers

EN
and students to know if current understanding is a suitable basis for future learning. Teachers,
using their professional judgement in a standards-referenced framework, are able to extend
the process of assessment for learning into the assessment of learning.

C
W
Assessment For Learning

IE
Assessment for learning involves teachers using evidence about students' knowledge,
understanding and skills to inform their teaching. Sometimes referred to as ‘formative

EV
assessment', it usually occurs throughout the teaching and learning process to clarify student
learning and understanding.

Assessment for learning:

R
• reflects a view of learning in which assessment helps students learn better, rather than
TA

just achieve a better mark

• involves formal and informal assessment activities as part of learning and to inform the
LI

planning of future learning

• includes clear goals for the learning activity

A

• provides effective feedback that motivates the learner and can lead to improvement
B

• reflects a belief that all students can improve

E.

• encourages self-assessment and peer assessment as part of the regular classroom

routines
L

• involves teachers, students and parents reflecting on evidence

R

• is inclusive of all learners.

A

Assessment Of Learning
.C

Assessment of learning assists teachers in using evidence of student learning to assess

achievement against outcomes and standards. Sometimes referred to as ‘summative
R

assessment', it usually occurs at defined key points during a unit of work or at the end of a unit,
D
 Dr. Carl E. Balita Review Center
60-Day Sure LET Challenge

R
term or semester, and may be used to rank or grade students. The effectiveness of assessment
of learning for grading or ranking depends on the validity and reliability of activities. Its

TE
effectiveness as an opportunity for learning depends on the nature and quality of the feedback.

Assessment of learning:

EN
• is used to plan future learning goals and pathways for students

• provides evidence of achievement to the wider community, including parents,

C
educators, the students themselves and outside groups

W
• provides a transparent interpretation across all audiences.

Assessment As Learning

IE
Assessment as learning occurs when students are their own assessors. Students monitor their

EV
own learning, ask questions and use a range of strategies to decide what they know and can do,
and how to use assessment for new learning.

Assessment as learning:
R
• encourages students to take responsibility for their own learning
TA

• requires students to ask questions about their learning

• involves teachers and students creating learning goals to encourage growth and
LI

development
A

• provides ways for students to use formal and informal feedback and self-assessment to
help them understand the next steps in learning
B

• encourages peer assessment, self-assessment and reflection.

E.
L
R
A
.C
R
D