Future Ready Learning

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A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D LEARNING DASHBOARD FUTURE OF ASSESSMENT The shift from traditional paper and pencil to next generation digital assessments enables more flexibility, responsiveness, and contextualization. TRADITIONAL NEXT GENERATION TIMING After learning Embedded in learning ACCESSIBILITY Limited Universally designed PATHWAYS Fixed Adaptive FEEDBACK Delayed Real Time ITEM TYPES Generic Enhanced OFFICE OF Educational Technology 52
As technology gives us the capability to improve on long-standing assessment approaches, our public education system has a responsibility to use the information we collect during assessment in ways that can have the greatest impact on learning. This means using assessments that ask students to demonstrate what they have learned in meaningful ways. And students and parents know there is more to a sound education than picking the right answer on a multiple-choice question or answering an extended-response question outside of the context of students’ daily lives. All learners deserve assessments that better reflect what they know and are able to do with that knowledge. Approaches to Assessment Various types of assessments are appropriate for different uses and at different times. Summative assessments measure student knowledge and skills at a specific point in time. Summative assessments often are administered in common to a group of students, whether an entire class, grade level at a school, or grade level across a district. These assessment results can help to determine whether students are meeting standards in a given subject and to evaluate the effectiveness of an instructional curriculum or model. 4 Many PK–12 schools administer formal summative tests at the end of the year, which they may augment with interim tests earlier in the year. These assessments provide system-wide data on student achievement as well as data by sub-groups of learners. 5 The data can provide valuable insights regarding the achievement and progress of all students, including efforts to promote equitable access to excellent educational opportunities and to narrow achievement gaps. In contrast, formative assessments are frequent, instructionally embedded checks for understanding that provide quick, continual snapshots of student progress across time. Formative assessments provide information during the instructional process, before summative assessments are administered. Both teachers and students can use the results from formative assessments to determine what actions to take to help promote further learning. These assessments help identify students’ understanding, inform and improve the instructional practice of teachers, and help students track their own learning. 6 Optimally, a comprehensive assessment system balances multiple assessment approaches to ensure that students, families, educators, and policymakers have timely and appropriate information to support individual learners and to make good decisions to strengthen educational systems overall. Using Assessment Data to Support <strong>Learning</strong> In almost all aspects of our daily lives, data help us personalize and adapt experiences to our individual needs. However, there is much work remaining to realize the full potential of using assessment data to improve learning. One recent study of teacher perceptions of the use of data revealed a range of frustrations with many current implementations. These frustrations include being overwhelmed with large amounts of data from disparate sources, incompatibility of data systems and tools that make data analysis unnecessarily time-consuming, inconsistency in the level of detail and quality of data, and delays in being able to access data in time to modify instruction. 7 OFFICE OF Educational Technology 53
Page 1 and 2:
Future Ready Learning Reimagining t
Page 3 and 4:
Powerful Learning Devices 72 High-Q
Page 5 and 6: Introduction If the technology revo
Page 7 and 8: To illustrate key ideas and recomme
Page 9 and 10: Recent Progress and the Road Ahead
Page 11 and 12: 1. Learning Engaging and Empowering
Page 13 and 14: FOSTERING GROWTH MINDSET: TECHNOLOG
Page 15 and 16: choice and the use of opportunities
Page 17 and 18: from pure online learning environme
Page 19 and 20: 5. Technology access when equitable
Page 21 and 22: Summarizing, Contextualizing, Infer
Page 23 and 24: as text-to-speech, speech-to-text,
Page 25 and 26: with multiple devices for research
Page 27 and 28: 1 Bransford, J. D., Brown, A. L., &
Page 29 and 30: 2. Teaching Teaching With Technolog
Page 31 and 32: Educators can design highly engagin
Page 33 and 34: move into deeper and more complex t
Page 35 and 36: PRODUCING STUDENT FILMS WITH ONLINE
Page 37 and 38: to support learning and evaluate th
Page 39 and 40: INCREASING ONLINE PROFESSIONAL LEAR
Page 41 and 42: Recommendations Provide pre-service
Page 43 and 44: 3. Leadership Creating a Culture an
Page 45 and 46: FACILITATING OPEN COMMUNICATION: CH
Page 47 and 48: LEADING BY EXAMPLE: VAN HENRI WHITE
Page 49 and 50: Budgeting and Funding for Technolog
Page 51 and 52: CREATIVE FUNDING SOLUTIONS: EDGECOM
Page 53 and 54: Recommendations Establish clear str
Page 55: 4. Assessment Measuring for Learnin
Page 59 and 60: Enable Enhanced Question Types Tech
Page 61 and 62: Increase Accessibility Advances in
Page 63 and 64: • The assessments embedded in the
Page 65 and 66: PUTTING LEARNING ON DISPLAY: SUMMIT
Page 67 and 68: Recommendations Revise practices, p
Page 69 and 70: 5. Infrastructure Enabling Access a
Page 71 and 72: SETTING FUTURE GOALS: GUIDANCE ON A
Page 73 and 74: Internet connectivity. Although unp
Page 75 and 76: One district, Broken Bow School Dis
Page 77 and 78: learning content is an important co
Page 79 and 80: the provider’s terms of service b
Page 81 and 82: One common format for Web services
Page 83 and 84: 1 Council of Economic Advisers Issu
Page 85 and 86: with technology. This will require
Page 87 and 88: Section 2: Teaching Provide pre-ser
Page 89 and 90: premise of feedback and conversatio
Page 91 and 92: Appendix A Future Ready Resources A
Page 93 and 94: Croft, A., Coggshall, J. G., Dolan,
Page 95 and 96: International Society for Technolog
Page 97 and 98: Penuel, W. R. (2006). Implementatio
Page 99 and 100: Appendix B Acknowledgments Project
Page 101 and 102: Dan Domenech Executive Director, Am
Page 103 and 104: Appendix C The Development of the 2
Page 105 and 106: OFFICE OF Educational Technology 10
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