Deciding on the objectives and assessments is in Phase 2, Step 3 in the Technology Integration Planning Model (Roblyer & Doering, 2014). If the teachers have clear expectations and a focus on observable outcomes, they can plan a range of assessment strategies including ICT (Board of Studies) as part of an ongoing process. These assessments should be valid and based on syllabus outcomes.
The lessons I have in my assignment are based on Kindergarten English. To assess these lessons I would view the quiz results in the Raz Kids website to check comprehension skills of my students to cover the outcome:
ENe4A demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies.
I could also see the improvements from working with the handwriting app from pretest samples of the child’s handwriting and post test samples to cover the outcome:
ENe3A produces most lower case and upper case letters and uses digital technologies to construct texts.
Board of Studies. (n.d.). Kindergarten - Year 6 Assessment Strategies. Retrieved February 1, 2016, from http://syllabus.bostes.nsw.edu.au/support-materials/k-6-assessment-strategies/
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching. Essex: Pearson.
No comments:
Post a Comment