Chapter+10

This chapter examines different ways in which technology can be used to enhance meaningful //assessment// in the classroom.
 * Assessing Meaningful Learning with Technology**


 * Electronic Portfolios**

This section introduces E-Portfolios, the use of these is a movement towards performance assessment and a move away from teacher centered forms of assessment. This allows students to make their own choices regarding what should be displayed and shared and what work should not.

There are three different kinds of portfolios: 1. Working Portfolios - these represent performance over time and tend to be more informational in nature.

2. Standards-Based Portfolios - content is usually defined by the instructor to ensure certain curricular requirements have been attained.

3. External Evaluation Portfolios - usually used to showcase work to an outside audience in order to highlight a skill.

Discovery School: http://schol.discovery.com/schrockgude/assess.html Rubrician: [|http://www.rubrician.com]
 * Assessing Performance with Technology-Based Rubrics**

This section also describes the characteristics of a good rubric. 1. Make certain all important elements are included. The rubric is essentially a contract between the teacher and the student. If an essential element is excluded you may need to renegotiate. 2. Make certain each element is one-dimensional. For instance, in an oral presentation, instead of using “voice quality,” use “volume” and “intonation.” The student will know which part to attend to. 3. Make certain that ratings are distinct, comprehensive and descriptive. 4. Make certain the rubric communicates clearly what is expected. 5. Make certain the rubric provides information about all the aspects of the performance.


 * Clicker Assessment Tools**

Probing question: What are the advantages and disadvantages of having students involved in developing the assessment process?