Key Assessments for Technology Knowledge and Application

Key Assessment

Target Behaviors

Extensive opportunities throughout the program are provided for the teacher candidate to plan lessons and receive feedback. Candidate performance is formally documented using the key assessment in Professional Core I and Professional Core III. Specifications for inclusion of technology in lesson plans are outlined at Target, Acceptable, and Unacceptable levels. For analysis purposes data from this form are entered into LiveText.

The Lesson Plan Format includes a technology connections section with directions for inclusion of technology in the lesson plan.

Technology Connections:

Use of technology is varied & appropriate. Teachers and students make use of technology.

Early Childhood Education Field Experience/Student Teaching Midterm/Final Summative Assessment

Middle Grades Education Field Experience/Student Teaching Midterm/Final Summative Assessment

Secondary English Education Field Experience/Student Teaching Midterm/Final Summative Assessment

Secondary Math Education Field Experience/Student Teaching Midterm/Final Summative Assessment

Integration of technology into student learning is assessed on the Formative and Summative Field Experience/Student Teaching Evaluation Forms under the conceptual framework area of technology. These forms are completed by both the university supervisors and mentor teachers for each field as well as student teaching. Specifications for application of technology into student learning are outlined at Target, Acceptable, and Unacceptable levels. For analysis purposes data from this form are entered into LiveText.

Technology:

Integrates technology into student learning activities
Uses a variety of technological tools to implement instruction

Student Teaching Work Sample Rubric

The teacher candidate completes a “Student Teaching Work Sample” during student teaching which requires the use of technology to facilitate PK-12 learning and a reflection of the experience. Specifications for application of technology into student learning are outlined at Target, Acceptable, and Unacceptable levels. For analysis purposes data from these forms are entered into LiveText.

Detailed Lesson Plans and Reflections:

Complete description of the use of technology in at least one lesson.

Post-assessment Plans and Results, Prompt 6:

Complete lists of use of all types of instructional technology by both teacher and students. Thoughtful reflection on benefits and/or drawbacks of technology chosen.

Portfolio Rubric (E-Folio)

Technology Element: Knowledge and ability to use technology as a tool to increase PK-12 learning is reflected in the Technology element of the Conceptual Framework and in the ability of the teacher candidate to use technological tools to complete the portfolio. Specifications for application of technology into student learning are outlined at Target, Acceptable, and Unacceptable levels. For analysis purposes data from these forms are entered into LiveText.

Reflection:

Defines role of technology in PK-12 classroom, drawing from research, theory, and literature reviews. Discusses significance of technology and its impact on PK-12 student learning. Provides multiple examples of the use of technology and impact on PK-12 student learning.

Artifacts:

Multiple artifacts of a wide variety (i.e., Word, PPT, Excel documents, audio and video files, .jpeg, etc.) from across the program are included that demonstrate an in-depth and thoughtful understanding of the conceptual framework element.

Organization:

The conceptual framework element is clearly listed. Page layouts clearly demonstrate careful thought about the order in which information is presented and do not waste space. The pages are well organized and attractive. Clear navigation throughout. Excellent use of call outs, highlighting, and captions throughout. Text spacing and alignment make reading easy. Backgrounds enhance the page.

Form & Quality:

Portfolio has no misspellings and grammatical errors. Clear and logical flow of ideas.

Mentor Teacher Survey of Teacher Candidate Performance

New Teacher Hire Survey

Teacher Candidate Self-Assessment Survey

Recent Graduate Self-Assessment Survey

Surveys are completed providing information on the teacher candidate’s proficiency with the integration of technology to help the faculty evaluate the teacher candidate and the education program regarding technology integration. The forms are completed by mentor teachers (Mentor Teacher Survey of Teacher Candidate Performance), principals (New Teacher Hire Survey), and teacher candidates (Teacher Candidate Self-Assessment Survey). Specifications for teacher candidate proficiency with the integration of technology are outlined at Target, Acceptable, and Unacceptable levels. For analysis purposes data from these forms are entered into LiveText.

Mentor Teacher Survey of Teacher Candidate Performance

The teacher candidate that you supervised is proficient with integrating technology appropriately in the classroom.

New Teacher Hire Survey

New teachers from Thomas University Department of Education are proficient with integrating technology appropriately in the classroom.

Teacher Candidate Self-Assessment Survey

Recent Graduate Self-Assessment Survey

Prepared me to be proficient with integrating technology appropriately in the classroom