Running head: ONLINE ASSESSMENTS
Examining Online Assessments
A Faculty Professional Development Plan
Executive summary
This professional development plan is designed to train and support teachers as their
school implements a specific goal to move major assessments online. This is an effort to meet
targets set by the Baltimore City Public Schools Excellence for Equity 2020: Baltimore City
Public Schools’ Five-Year Strategic Plan 2016-2020; the Baltimore City Public Schools’
Information Technology Plan 2011-2014; and The Maryland Educational Technology Plan for
the New Millennium 2007-2012. The steps in the professional development plan align with The
Maryland Teacher Technology Standards and the ISTE Standards for Administrators, for
Teachers, and for Students.
Introduction and Background
Mrs. Em, is a middle school Language Arts teacher at VC Middle School in Baltimore
City Public Schools. She is concerned that her students are at a serious disadvantage because
they may not have proper training on the computer to demonstrate their aptitudes when taking
required online assessments. A move toward online assessments has begun; students already take
required yearly standardized tests online with varying success. Martin, Smith, and Wray (2015)
have written that students need practice in skills such as reading online instructions and
keyboarding to do their best when taking online tests. Mrs. Em would like to have more training
in using the computer for assessment so that she can support her students’ skill instruction and
practice.
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Running head: ONLINE ASSESSMENTS
Mrs. Em is also aware that she needs to understand her role in using online assessments
to evaluate her students. The Baltimore City Technology Plan 2011-2014 (2014, p.14)
recommends using online assessments to “monitor and track student achievement in order to
make effective decisions about classroom instruction.” (p.14) and to “maximize student
interaction with the online testing environment” to remove “a barrier to student success.” (p.13).
Appropriate online assessments may allow for quick and relevant feedback as well as a
means for tracking learning data (Grant, P.G. & Bayse, D. , p.24). This dedicated teacher is
aware of the research that supports frequent and appropriate feedback to encourage higher
student engagement and learning. D.R. Sadler (1989) writes about the importance of frequent
feedback to more quickly close learning gaps; Hattie & Timperley (2007) write about ways that
quality responses can positively influence classroom instruction; Atkins (2012) writes
specifically about peer assessment, response and reflection with online tools in science class; and
Pehmer, Groschner, & Seidel (2015) critique specific types of teacher responses. In all, frequent
feedback offers ways to personalize instruction, keep students focused on learning, and allow for
deeper understanding. Online assessments may facilitate this significant part of instruction.
Mrs. Em has approached Mrs. W.the computer teacher, and Mrs. H., the Media
Specialist, who are instructional leaders. She has asked that teachers be offered the technology
and training that they will need to best use online tools for formative and summative assessment.
These instructional leaders will meet with the school administrators to propose a process to train
teachers so that they will be comfortable using and possibly adding to existing online assessment
tools on the Baltimore City Public School’s DataLink site. If teachers become comfortable with
some online assessment tools, they may be able to model these tools for their students to
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Running head: ONLINE ASSESSMENTS
practice. Students will better demonstrate aptitude when taking online assessments. Scores may
rise. The training would begin during the week before school opens in late August.
The School
VC Middle School is a Baltimore City Middle School, which is located in Baltimore
City. The school’s profile (Baltimore City Public Schools, 2016a) shows that it enrolled 480
students in school year 2015-2016, a rise in student population of more than 100 students from
the previous year. Funding and budget support was not in place during fiscal year 2015-2016 for
these additional students. New computer devices and carts were acquired but this could not
improve the ratio of student to device from 5 to 1 to the district’s goal of 3 to 1 for primary and 1
to 1 for secondary students (Baltimore City Public Schools, 2014, p.41). In an effort to allow
devices for most students, the principal permitted students to use their cell phones to access the
internet through DataLink for research or other educational use only. Students had access to a
computer lab, but did not receive formal skills instruction on a regular basis. At this time there is
a teacher to student ratio of 14 to 1; most teachers have been with the school for at least 3 years.
There are designated workstations for teachers to use, but each teacher may not yet have a
designated device or a laptop. The school is working to be compliant with The Maryland State
Educational Technology Plan for the New Millennium, 2007-2012 (Maryland State Board of
Education, 2012) and its objective 4, which is to “improve equitable access to appropriate
technologies among all stakeholders” (p.19). The school administration is working to seek
resources to comply with targets 4.1 and 4.4 regarding technology availability, tech support, and
infrastructure (p.20-21). School administrators are also working within the goals and strategies
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Running head: ONLINE ASSESSMENTS
of Baltimore City Public Schools’ Excellence and Equity 2020 strategic plan (Baltimore City
Public Schools, 2016).
The computer teacher and the library media specialist will design professional
development in two initial phases over the first year. The first phase is to bring teachers one
level beyond their comfort level for using technology by addressing skills needs shown in the
Levels of Technology integration (LoTi) survey and by including a personal goal in their yearly
goals that considers a way to improve their use of at least one online assessment this year. There
will be an initial meeting to discuss levels-of-technology results, concerns, and needs. Next,
time will be set aside early in the school year for instructional leaders, select administrators, and
teachers to meet as a group to review the school system site, DataLink, its online assessments
and its available data. In another meeting teachers will work with a sampling of DataLink’s
online assessments and work in small groups to share success stories and concerns. The
computer teacher or library media specialist will begin to schedule times for individual to
support where necessary. By December, all teachers should be able to show that they have
worked with one online assessment to reach a comfort level. By the end of the year, teachers
should have reached a comfort level that would enable them to use and model an assessment tool
to support student success using it.
The second phase identifies teacher leaders who are working at a more advanced level of
proficiency. If possible some may help other teachers reach a more experienced level; these
teachers will become a working group providing support, expertise, and a link between teacher
and the DataLink systems manager regarding any new online assessment tools teachers may
want to place on the Data Link site.
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Running head: ONLINE ASSESSMENTS
It is clear that there must be another step which offers continuing support to all teachers
as they move forward to use online assessments and show their students the way. The position
of Instructional Technology Infusion Specialist (Baltimore City Public Schools, 2014, p.20) is
being developed within the Baltimore City Schools system to serve this purpose. In addition
school administration must reach out to the community leaders for funding to maintain the
technology and assure that each teacher has a designated laptop which can be used at school and
at home. This complies with the International Society for Technology in Education (ISTE)
Standards Administrators (see Appendix 1) .
Within the second and third years, the school should work in compliance with the
Baltimore City Excellence and Equity 2020 (p.11) plans to enable the following: 1.3. (p.11)
“Streamline student assessments, align them to standards and curricula, and use the resulting data
to inform instruction, identify student needs, utilize interventions, and monitor student progress.
[A]. Create data tools to strengthen instruction: [1]. support teachers to use a variety of student
assessments, including daily and long-term assessments of learning, to adjust instruction and
increase student learning & [2]. Align data reviews of student assessments through teacher and
school leader coaching and professional development.” The school administration should also
try to accommodate target 2.1 in the Baltimore City Schools Technology plan (2014) by
continuing to provide “professional development to teachers in using City Schools laptops to
improve and enhance classroom instruction, particularly through accessing and integrating online
resources such as assessment tools, data analysis tools, and online curriculum resources.” (p.24)
The move to prefer online assessments will take place over a designated amount of years
determined by the local school principal (as per the Baltimore City Public Schools’ Excellence &
Equity 2020 standard 1.3. This is a guideline of Objective 3 in The Maryland Educational
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Running head: ONLINE ASSESSMENTS
Technology Plan for the New Millennium 2007-2012 which says, “Improve decision-making,
productivity, and efficiency at all levels of the organization through the use of technology, ”
(p.16). Specific targets provide additional expectations. Target [2] : “Schools and school
systems will provide leadership and support in access to and use of technologies for
administrative and operational purposes.” And Target [5] : “School systems will develop and
implement data management systems, integrated student information systems,
curriculum/content management systems, and learning management systems.”
A working professional development plan follows. Whole group or small group meetings
with teachers and instructional leaders are described.
Plan to support teachers who are working with online assessments
2016-2017ISTE Standards for Administrators 1.Visionary leadership. Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization.
c. Advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan. (See Appendix 1)
Action Steps & Timeline
Person (s) Responsible Technologies Employed Benefits Assessment
MethodsMeet with the Administrators 1. to introduce
the plan, 2.develop a goal
aligned with school vision and local and
state tech plans and MD State
expectations for teachers (see
Appendix 2) and 3. develop a timeline for professional development
(August 2016)
Library Media
Specialist and
Computer Teacher
Initial email communications, DataLink, data and
communications management tools.
To establish early
Administrative
commitment and support for teacher
time, incentive,
personal goal setting
Tool to determine
success of the initial planning
Consider planning tools:
https://www.mindtools.com/pages/
article/newPPM_05.h
tm
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MD teacher technology standards V. Integrating technology into the curriculum and instruction: design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry, problem solving, communication and/or collaboration.
6. Develop an appropriate assessment for measuring student outcomes through the use of technology. (see Appendix 2)
Action Steps & Timeline
Person (s) Responsible
Technologies Employed Benefits Assessment Methods
Meet to take the online loti
survey
(August 2016)
Library Media
Specialist and
Computer Teacher
http://www.lqhome.com/cgi-bin/WebObjects/lotilounge.woa[in cases where teachers do not
have dedicated device, use computer lab or student devices]
To establish teacher level
of proficiency
Share results and specifically look
at Loti results ISTE Standards Alignment for Teachers for ”Digital-Age
Learning Experiences and
Assessments” (see Appendix 4)
Meet to introduce or review Data
Link(August 2016)
LM Specialist, Computer teacher, ID
support; Tech/Systems support for
Data Link
Data Link site and handout (see Appendix 3) available at
www.baltimorecityschools.org or by searching: data link
training videos Baltimore City Public Schools
Practice with site, view how to use
site to create, scan, print
assessments
Use videos and assessments as
needed in
Meet to view examples of alternative
online assessments
(mid September
2016)
Computer teacher, Library Media
Specialist, Tech/Systems support for Data/Link
Online tools examples from:SocrativeEdmodo
Interview MochaAnd online site:
http://www.teachthought.com/pedagogy/assessment/26-
teacher-tools-to-create-online-assessments/
Experience and comfort level with
some online tools, example
of an actual interview model
(Interview Mocha) related to employment
Create and review an
assessment for classroom;
exchange/share/make
available useful
examplesMeet remotely, understand that the computer
teacher and the library media specialist will
offer class time and support for
students(Oct.-Nov.
2016)
Computer Teacher, Library Media
Specialist
Google doc or wiki or other means
See Appendix 9 for text draft
Get everyone on the same
page
Write up and share the goal for the year related to
online assessment
(End of September
2016)
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Running head: ONLINE ASSESSMENTS
MD teacher technology standards V. Integrating technology into the curriculum and instruction: design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry, problem solving, communication and/or collaboration.6. Develop an appropriate assessment for measuring student outcomes through the use of technology. (see Appendix 2) (continued)Action Steps & Timeline
Person (s) Responsible Technologies Employed Benefits Assessment
MethodsVisit individual
teachers to support and
begin to identify
teachers who are advanced proficiency (September-November
2016)
Computer teacher, Library Media
specialist
DataLink site Provide support
Observed positive outcome
Visit individual classrooms to
support teachers
(Sept.-Nov. 2016)
Computer teacher, Library Media
Specialist
My SchoolNet and DataLink
Share workload of introducing and properly using online assessment tools with students
Observed positive outcome
ISTE Standards for Students 1. Empowered learner. Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.c. [Students] use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. (See Appendix 5)Action Steps & Timeline
Person (s) Responsible Technologies Employed Benefits Assessment
MethodsIndividual
student lessons on use of Data
Link online assessments
Within special area classes of
library & computer
(September 2016- through
June 2017)
Computer Teacher and
Library Media
Specialist
My SchoolNet and DataLink Introduce programs, determine
experts (students),
enable success and
view positive results
Formative assessment-
use a variety:https://
www.nwea.org/blog/2015/
growing-list-50-digital-education-tools-apps-formative-
assessment-
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Running head: ONLINE ASSESSMENTS
success/
ISTE standards for Teachers (2008) 2. Design and develop digital age learning experiences and assessmentsd. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. (See Appendix 6)Action Steps & Timeline
Person (s) Responsible Technologies Employed Benefits Assessment
Methods
Meet teachers to share results, retake loti test(November or
December 2016)
Computer Teacher,Library Media
Specialist, Assistant
Principal in charge of
standardized testing
http://www.lqhome.com/cgi-bin/WebObjects/lotilounge.woa
If needed, a refresher on PARCC and other standardized test
assessment and explanation of schedule to come
Determine advanced
teachers and continue to gain interest in a support group for
teachers and a link to Systems Manager
Review of assessments, discussion
about support group of advanced teachers,
volunteers on board
Remote meeting to
create a list of tested online tools used in
the first semester
(Spring 2017)
Computer teacher, Library Media
Specialist
Google Hangouts to share online or by phone; email to
Data Link Systems Manager or Google Doc
Share what is learned
Homework: have an
assessment to share at next
meeting
Meet with teachers as a
group to share example
assessments(Spring 2017)
Computer Teacher, Library Media
Specialist, Assistant
Principal in charge of
Standardized testing,
Principal
Modification on an assessment tool to judge quality of online assessments (see full handout: http://wikieducator.org/images/3/36/Handouts_for_Assessmen
t_in_ODL.pdf )
Share what has been
accomplished, get some positive
feedback, share how
things went with
standardized test, look at
data for class if available
for standardized
data
Share particular evaluative method for
online assessments,
celebrate successes, plan
for improvements
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Running head: ONLINE ASSESSMENTS
ISTE Standards for Teachers. 5. Engage in professional growth and leadership.a. Participate in local and global learning communities to explore creative applications of technology to improve student learning. d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community. (See Appendix 6)Action Steps & Timeline
Person (s) Responsible
Technologies Employed Benefits Assessment Methods
Small meetings with volunteer
teachers to form a support
group(from Late Winter to
Spring 2017)
Computer Teacher, Library Media
Specialist, Data Link Systems
manager or rep, IT person
Data link, select online assessments, PARCC assessment tools and
constraints; checkout sites like: http://www.edutopia.org/blog/5-fast-formative-assessment-
tools-vicki-davis for ideas and incentives
Keep upbeat, support and inform as much as possible
Review at the end of the
meeting: well served? Next
meeting?
2017-2018MD teacher technology standards V. Integrating technology into the curriculum and
instruction: design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry,
problem solving, communication and/or collaboration.1. Assess students’ learning/instructional needs to identify the appropriate technology for instruction. (see appendix 2)Action Steps & Timeline
Person (s) Responsible
Technologies Employed Benefits Assessment Methods
Teachers who have students with IEPs or
who may need assistive
technology/Fall 2017
Computer Teacher, Library Media
Specialist
Begin considerations for assistive technology and
grantswriting for assistive technology for online
assessments
Serving the broader group of
students with IEPs
Review
In classroom support to teachers
(Fall 2017- Spring 2018)
Computer Teacher, Library Media
Specialist
Provide in classroom support as needed to enable developing
online assessment identification, practice, and
evaluation
Continuing support
encourages more
frequent use of
technology
Student and Teacher
assessment of value - padlet
Teachers with students who
have IEPs, etc.Spring 2018
Computer Teacher, Library Media
Specialist,Adminstrators
Share considerations, technology, move forward
Continue to support broader group of students
Share ideas, assessment
tools
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Running head: ONLINE ASSESSMENTS
2018-2019ISTE standards for Teachers (2008). 2. Design and develop digital age learning experiences and assessments:d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. (See Appendix 6Action Steps & Timeline
Person (s) Responsible
Technologies Employed Benefits Assessment Methods
Individual support and
remote communication(Spring 2018)
Computer Teacher, Library Media
Specialist
Support teachers as they develop and use online assessments through the
website,DataLink
Opportunity to share work,
practice and improve
https://padlet.com/
khartig/onlinetools
2018-2019ISTE Standards for Teachers (2008). 3.Model digital age work and learningd. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning.Action Steps & Timeline
Person (s) Responsible
Technologies Employed Benefits Assessment Methods
Teachers model,
computer teacher or
Library Media Specialist
assists(Fall 2018)
Computer Teacher, Library Media
Specialist
Various online assessment tools through the DataLink
Teachers demonstrate with support new tools; scores may improve as
students become
comfortable with tools
Students show that they can use the tools comfortably;
scores improve
ISTE Standards for Students (2016) 6. Creative Communicatora. [Students] choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. (Appendix 5)Action Steps & Timeline
Person (s) Responsible
Technologies Employed Benefits Assessment Methods
Students script and use digital equipment to
show what they have learned
during special area class time
(Fall 2018-Spring 2019)
Teachers, Computer Teacher, Library Media
Specialist
Digital production equipment, word processing software,
appropriate storyboard video and introductory tools
Gets students to show what
they have learned in
another way
Self assessments,
peer critiques, verbal and
online [tool to be selected by
students]
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Running head: ONLINE ASSESSMENTS
ISTE Standard for Teachers (2008). 4.Promote and model digital citizenship and responsibilityb. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resourcesAction Steps & Timeline
Person (s) Responsible
Technologies Employed Benefits Assessment Methods
Select Expert Teachers
continue to look for online
assessment tools to suggest
(Sept.-December
2018)
Systems Manager for
DataLink
http://www.teachthought.com/pedagogy/assessment/26-
teacher-tools-to-create-online-assessments/
Benefits expert
teachers, those who are gaining in computer proficiency,
students
As new links appear and are communicated,
their use can be measured
ISTE Standard for Teachers (2008). 5. Engage in professional growth and leadership.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.Teachers meet, and are able to talk about the
online assessment tools, film a
short video to share with
parents in an email and at a PTA meeting
or during individual
conferences.(Spring 2019)
Computer Teacher; Media
Specialists; local
administrator; other
instructional leaders;
community liaison; parent
liaison
Digital movie camera, various online assessment, DataLink
Powerpoint review of process, success stories; student
production
A celebration of success
and a chance to pull in student
production and
communicate with school and local
community
Wrap up surveymonkey
to students, families, teachers,
admin., with questions regarding
success, need for more training,
technology, etc.
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Running head: ONLINE ASSESSMENTS
The initial idea for this professional development plan came from conversations between
this educator and a Baltimore City Public Schools Middle School teacher. The case scenario is
as accurate as possible but built on some assumptions after review of school profile (Baltimore
City Public Schools, 2016), tech plans, and strategic plan. Because the city’s website DataLink
is secure to Baltimore City Public Schools’ staff, faculty and students, it could not be made
available to this educator. As a result specific online assessments located on the site could not be
described. An early tech plan describes the site, My SchoolNet; this site may be the portal
through which the staff, teachers and students access DataLink. This plan could be improved
and adjusted based on administrator support, professional development time allowed, and
availability of instructional leaders to provide necessary support. Although not shown in the table
above for the 2018-2019 school year, computer teacher and library media specialist or new hire
as Instructional Technology Infusion Specialist would continue remote meetings and contacts as
well as support for teachers’ ongoing professional development.
Appendix 7 includes some resources not directly referred to in the paper, but that were
helpful in the development of the plan.
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Running head: ONLINE ASSESSMENTS
Bibliography:
Atkins, L.J. (2012, November). Peer Assessment with online tools to improve student modeling.
The Physics Teacher 50, 486. Retrieved from http://scitation.aip.org.proxy-
tu.researchport.umd.edu/content/aapt/journal/tpt/50/8/10.1119/1.4758155
Baltimore City Board of School Commissioners. (2015, December). Excellence for Equity 2020:
Baltimore City Public Schools’ Five-Year Strategic Plan 2016-2020. Retrieved from
http://www.baltimorecityschools.org/cms/lib/MD01001351/Centricity/Domain/
10215/2015StrategicPlan_Final.pdf
Baltimore City Public Schools. (2014). Information Technology Plan 2011-2014. Baltimore,
Maryland. Retrieved from
http://www.baltimorecityschools.org/cms/lib/MD01001351/Centricity/Domain/8052/
PDF/2011-14_InformationTechnologyPlan.pdf
Davis, V. (2015, January 15). 5 Fantastic, fast, formative assessment tools. Edutopia. Retrieved
from http://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis.
Dyer, K. (2015, February 19). Growing the list: 50 digital education tools and apps for formative
assessment success. Teach.Learn.Grow. Retrieved from
https://www.nwea.org/blog/2015/growing-list-50-digital-education-tools-apps-formative-
assessment-success/
Grant, P.G. & Bayse, D. (2014). Personalized Learning: a Guide for Engaging Students with
Technology. Washington, D.C.: International Society for Technology in Education.
Retrieved from http://www.iste.org/handlers/ProductAttachment.ashx?
ProductID=3122&Type=Download
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Running head: ONLINE ASSESSMENTS
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research,
77(1), 81-112. doi:10.3102/003465430298487. Retrieved from
http://rer.sagepub.com.proxy-tu.researchport.umd.edu/content/77/1/81.full.pdf+html
International Society for Technology in Education. (2016). ISTE Standards. ISTE. Retrieved
from http://www.iste.org/standards/standards
Martin, A., Smith, S. & Wray, J. (2015, March 3). What tech skills do students really need to
take PARCC assessments? THE Journal: transforming education through technology,
Retrieved from https://thejournal.com/articles/2015/03/03/what-tech-skills-do-students-
really-need-to-take-parcc-assessments.aspx
Maryland State Board of Education. (2012). The Maryland Educational Technology Plan for the
new Millennium 2007-2012. Baltimore, MD. Retrieved from
http://www.msde.maryland.gov/NR/rdonlyres/C3BAD835-6100-484C-8397-
85279EB95A34/13485/TechPlanFinalfromPrinter73007.pdf
MindTools Editorial Team. (2016). The Planning cycle: the planning process for medium-sized
projects. MindTools: Essential skills for an excellent career. Retrieved from
https://www.mindtools.com/pages/article/newPPM_05.htm
Schrum, L. & Levin, B.B. (2015). Leading 21st Century Schools: Harnessing Technology for
Engagement and Achievement Student Resources [Companion Website]. Retrieved from:
https://resources.corwin.com/node/22358/student-resources/content-focused-curriculum-
tools]
Teachthought Staff. (2013, May 6). 26 teacher tools to create online assessments. Teachthought:
We grow as teachers. Retrieved from
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Running head: ONLINE ASSESSMENTS
http://www.teachthought.com/pedagogy/assessment/26-teacher-tools-to-create-online-
assessments/
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Appendix 1ISTE Standards for Administrators
Return to p.5
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Appendix 2Maryland Teacher Technology Standards
Back to top
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Appendix 3Data Link Training Videos [and Assessments]
21
Data Link Training Videos can be found on TSS: www.bcpss.org
Data Link Videos for TeachersPrerequisit
e Video and Objectives DurationTSS login Overview
As a result of viewing this video, participants will be able to: Log-in and navigate My Schoolnet (homepage)
Learn how to drill down into Standardized Tests, Benchmarks, Classroom Tests and access key reports
Access the results of formative assessments and disaggregate data by Item Analysis, Skills Analysis, and Standards Mastery to assess and inform your instructions
Understand the application of filters to focus on specific areas of performance Understand the components of the Student Profile for examining current students Find
options for Student Performance, Student Groups, Lesson Planner and Instructional Materials
Compare class performance with other sections in the school, network and district Access the assessment dashboard, create a test, print answer sheets, view and score
responses, and track completion rates Access online help and online manual
7:57
Overview video
Overview Training – AssessmentAs a result of passing this assessment with a score of 80% or better, participants will be
able to: Access the Creating Assessments video and related assessment
Attend Data Link Beginner Work Session Attend Data Link Intermediate Work Session
5 questions
Overview Training –
Assessment score of 80% or better
Creating AssessmentsAs a result of viewing this video, participants will be able to:
Create and customize an Express Test Download the created test, answer key, and cover sheet
Change default score groups by overriding the default cut scores and schedule the online test
6:31
Creating Assessmen
Creating Online Assessments – AssessmentAs a result of passing this assessment with a score of 80% or better, participants will be
5 questions
Username: Employee ID
Number Password:
Network Password
Select the Data Link icon
Click Training Videos in the
menu at the left of your screen
Running head: ONLINE ASSESSMENTS
22
Data Link Videos for TeachersPrerequi
site Video and Objectives Duration
Print and Scan Video
Print and ScanAs a result of viewing this video, participants will be able to: Print and Scan Assessments in Data Link Learn about the revised printing guidance for Adobe PDFs Understand the new process of generating answer sheets Understand how ScanIt displays error messages Score constructed responses Understand scanner configuration
Login to the Data Link required to access scores
Print and ScanAs a result of passing this assessment with a score of 80% or better, participants will be able to: Gauge their own understanding of Printing and Scanning Assessments
5 questions
Data Link Videos for School AdministratorsPrerequi
site Video and Objectives Duration
TSS Login Administrator OverviewAs a result of viewing this video, participants will be able to: Navigate the School & District Data Dashboard Identify and understand Key Performance Indicators (KPI) and utilize the KPI
support tools Drill down from schools to classes, examine results by grade levels and
subgroups, and view aggregated test results for all assessments Use the Benchmark Dashboard to view aggregated test results for all active
Benchmark Tests, sort results by date, test name, subject, grade level and percent proficient
Access a collection of reports via the Report Bank Save/delete newly created reports, create a PDF, or export results to MS Excel, Modify reports by editing Report Type & Data, Student Set or Viewing Options Access/run Pre-formatted Reports, Custom Reports, Course/Section List, Define
Student Set Access saved reports and student sets
16:20
TSS Login School Administrators’ Overview – AssessmentAs a result of passing this assessment with a score of 80% or better, participants will be able to: Gauge their own learning of School & District Data tab Attend Data Link Training for School Administrators
5 questions
TSS Login Administrator Overview – Interactive AssessmentAs a result of passing this assessment with a score of 80% or better, participants will be able to: Gauge their own learning of School & District Data tab Attend Data Link Training for School Administrators
TSS Login Classroom and Assessments Overview*see details on previous page about Overview video for teachers
7:57
TSS Login Classroom and Assessment Admin Tab Overview – Assessment 5
TSS Login Administrator’s Interactive School and District Data Tab Overview*see details above about Administrator Overview video
Duration depends on user’s interactive speed
Login to the Data Link required to access scores
Administrator Interactive School and District Data Tab – AssessmentBy taking this assessment participants will check their own understanding of the click paths
Data Link Videos for School AdministratorsPrerequi
site Video and Objectives Duration
Print and Scan Video
Print and ScanAs a result of viewing this video, participants will be able to: Print and Scan Assessments in Data Link Learn about the revised printing guidance for Adobe PDFs Understand the new process of generating answer sheets Understand how ScanIt displays error messages Score constructed responses Understand scanner configuration
Duration depends on user’s
Login to the Data Link required to access scores
Print and ScanAs a result of passing this assessment with a score of 80% or better, participants will be able to: Gauge their own understanding of Printing and Scanning Assessments
5 questions
Running head: ONLINE ASSESSMENTS
Document available through Data Link training videos Baltimore City Public school (www.baltimorecityschools.org)See also: https://www.bcpss.org/bbcswebdav/institution/C.S.Tech/TSS.System.Admin/Bb.HTML.ModulePages/QuickLinks/QuickLinks.html
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http://loticonnection.cachefly.net/global_documents/Sample_Free_Individual_Results.pdf
Running head: ONLINE ASSESSMENTS
Appendix 4Sample Loti Survey Result for Digital Age Experiences and Assessments
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Running head: ONLINE ASSESSMENTS
Appendix 5ISTE Standards for Students (2016)
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Running head: ONLINE ASSESSMENTS
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Appendix 6ISTE for Teachers (2008)
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Running head: ONLINE ASSESSMENTS
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Appendix 7Additional Resources
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Brader, A., Luke, A., Klenowski, V., Connolly, S., & Behzadpour, A. (2014). Designing online
assessment tools for disengaged youth. International Journal of Inclusive Education,
18(7), 698-717. doi:10.1080/13603116.2013.817617
Common sense education. (2016). Alignment and standards: standards alignment in the k-12
digital literacy and citizenship curriculum. Retrieved from
https://www.commonsensemedia.org/educators/classroom-curriculum/alignment
Partnership for 21st century learning. (2011?). Above and beyond: the story of the 4Cs. P21:
Partnership for 21st century learning. Retrieved from
http://www.p21.org/our-work/resources/for-educators/1007
Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional
Science, 18, 119-144. Retrieved from https://www.ualberta.ca/-/media/ualberta/centre-
for-teaching-and-learning/symposium/less-teaching-more-learning-2009/royce-sadler/
articles/symposiumltmlroyce-sadlerbformative-assessment-and-the-design-of-
instructional-systems.pdf
Saunders, F, & Moersch, C. (2016?). LoTi Digital Age Profile, 20th anniversary edition:
Hollywood Sample School. Retrieved from
http://loticonnection.cachefly.net/global_documents/Sample_Free_Individual_Results.pdf [This
provides an example of a profile but is not the same white paper as: the screenshot example in
Appendix 8 which is called Sample LoTi Digital-Age PD priorities from 2012? retrieved from
http://loticonnection.cachefly.net/global_documents/Sample_Free_Individual_Results.pdf ]
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Running head: ONLINE ASSESSMENTS
Schrock, K. (2016). Online assessments. Kathy Schrock’s guide to everything. Retrieved from
http://www.schrockguide.net/apps/search?q=online+assessments
Schrock, K. (2016). Assessment and Rubrics. Kathy Schrock’s Guide to Everything. Retrieved
from http://www.schrockguide.net/assessment-and-rubrics.html
Schrum, L. & Levin, B.B. (2015). Leading 21st Century Schools: Harnessing Technology for
Engagement and Achievement. Thousand Oaks, California.
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Running head: ONLINE ASSESSMENTS
Appendix 8Loti Results Example
Retrieved from http://loticonnection.cachefly.net/global_documents/Sample_Free_Individual_Results.pdf
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Running head: ONLINE ASSESSMENTS
Appendix 9Google Docs text draft
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Teachers Evaluating Online Assessments
Hi! Here’s a chance to meet remotely and add questions you may have about the process of using online assessments this school year.
1. Please consider what you would like to work on this year and what support you might need. Mrs. W. or Mrs. H. will schedule time for professional development support.
2.Please know that the computer teacher and the library media specialist will offer class time to support your students to learn a particular assessment tool.
3. If you have a tool that you would like one of us to teach about, please add it below with class that you want to learn it. (please put your initials)
Please know that IT is available for support at this #Access to DataLink Manager is through her email at:
She warns that it takes up to 48 hours to get a response, so please be patient.Don’t forget to commit to use one online assessment by end of the December 9.
Thanks so much,
Mrs. H.
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