Reading+Reflections,+Technology+Facilitator+Standard+IV,+Assessment+and+Evaluation

The leading statement in Chapter Four captures a sentiment that has been echoed by many veteran and retired teachers with whom I've crossed paths over the past few years. "In the current age of accountability, educational leaders are required to be more skilled in assessment and evaluation than their predecessors were." (ISTE) In fact, it is this responsibility that has been a determining factor of when to retire for some of my colleagues. This is the age of the almighty test, and it is held high as a symbol of achievement and success. This frustrates (and disgusts) many teachers, and spending hours on the data reports generated after the assessments is not deemed the best use of time by those who are invested in planning highly engaging instruction.

I have had some experience with computer-based testing (CBT). One district conducted district benchmark tests that were computer-based. My current district utilizes online programs to assess reading comprehension and fluency. This chapter also discusses handheld student response systems which I incorporate into my classes frequently, but I have never considered it a form of CBT. This reading has made me realize that I have internalized a new and different perspective of assessment that has been pushed by the researchers for a few years now. I am engaging my students in authentic formative assessment regularly and the word "test" never enters my mind. Tools such as the SmartBoards, "clickers' or hand-held response systems, and various Web 2.0 resources have become our best friends in my classroom.

Finally, I've given myself a little pat on the back after reading this chapter. It states that technology-supported assessment strategies are not being implemented well at all in most classrooms. I see an opportunity here-- I'm comfortable with utilizing these tools, have seen the powerful results in engagement and learning, and I can and should lead a movement of implementation. I am proactive on my campus as a teacher-leader, but again, I am feeling the call to lead in a bigger way.

Sources (n.d.). Iste's technology facilitation and leadership standards: what every k-12 leader should know and be able to do. - See more at: http://www.citelighter.com/ext/project_view/35958#sthash.SiDbaD5A.dpuf