Running head: ONLINE ASSESSMENTS

Examining Online Assessments

A Faculty Professional Development Plan

Executive summary

This professional development plan is designed to train and support teachers as their

school implements a specific goal to move major assessments online. This is an effort to meet

targets set by the Baltimore City Public Schools Excellence for Equity 2020: Baltimore City

Public Schools’ Five-Year Strategic Plan 2016-2020; the Baltimore City Public Schools’

Information Technology Plan 2011-2014; and The Maryland Educational Technology Plan for

the New Millennium 2007-2012. The steps in the professional development plan align with The

Maryland Teacher Technology Standards and the ISTE Standards for Administrators, for

Teachers, and for Students.

Introduction and Background

Mrs. Em, is a middle school Language Arts teacher at VC Middle School in Baltimore

City Public Schools. She is concerned that her students are at a serious disadvantage because

they may not have proper training on the computer to demonstrate their aptitudes when taking

required online assessments. A move toward online assessments has begun; students already take

required yearly standardized tests online with varying success. Martin, Smith, and Wray (2015)

have written that students need practice in skills such as reading online instructions and

keyboarding to do their best when taking online tests. Mrs. Em would like to have more training

in using the computer for assessment so that she can support her students’ skill instruction and

practice.

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Running head: ONLINE ASSESSMENTS

Mrs. Em is also aware that she needs to understand her role in using online assessments

to evaluate her students. The Baltimore City Technology Plan 2011-2014 (2014, p.14)

recommends using online assessments to “monitor and track student achievement in order to

make effective decisions about classroom instruction.” (p.14) and to “maximize student

interaction with the online testing environment” to remove “a barrier to student success.” (p.13).

Appropriate online assessments may allow for quick and relevant feedback as well as a

means for tracking learning data (Grant, P.G. & Bayse, D. , p.24). This dedicated teacher is

aware of the research that supports frequent and appropriate feedback to encourage higher

student engagement and learning. D.R. Sadler (1989) writes about the importance of frequent

feedback to more quickly close learning gaps; Hattie & Timperley (2007) write about ways that

quality responses can positively influence classroom instruction; Atkins (2012) writes

specifically about peer assessment, response and reflection with online tools in science class; and

Pehmer, Groschner, & Seidel (2015) critique specific types of teacher responses. In all, frequent

feedback offers ways to personalize instruction, keep students focused on learning, and allow for

deeper understanding. Online assessments may facilitate this significant part of instruction.

Mrs. Em has approached Mrs. W.the computer teacher, and Mrs. H., the Media

Specialist, who are instructional leaders. She has asked that teachers be offered the technology

and training that they will need to best use online tools for formative and summative assessment.

These instructional leaders will meet with the school administrators to propose a process to train

teachers so that they will be comfortable using and possibly adding to existing online assessment

tools on the Baltimore City Public School’s DataLink site. If teachers become comfortable with

some online assessment tools, they may be able to model these tools for their students to

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practice. Students will better demonstrate aptitude when taking online assessments. Scores may

rise. The training would begin during the week before school opens in late August.

The School

VC Middle School is a Baltimore City Middle School, which is located in Baltimore

City. The school’s profile (Baltimore City Public Schools, 2016a) shows that it enrolled 480

students in school year 2015-2016, a rise in student population of more than 100 students from

the previous year. Funding and budget support was not in place during fiscal year 2015-2016 for

these additional students. New computer devices and carts were acquired but this could not

improve the ratio of student to device from 5 to 1 to the district’s goal of 3 to 1 for primary and 1

to 1 for secondary students (Baltimore City Public Schools, 2014, p.41). In an effort to allow

devices for most students, the principal permitted students to use their cell phones to access the

internet through DataLink for research or other educational use only. Students had access to a

computer lab, but did not receive formal skills instruction on a regular basis. At this time there is

a teacher to student ratio of 14 to 1; most teachers have been with the school for at least 3 years.

There are designated workstations for teachers to use, but each teacher may not yet have a

designated device or a laptop. The school is working to be compliant with The Maryland State

Educational Technology Plan for the New Millennium, 2007-2012 (Maryland State Board of

Education, 2012) and its objective 4, which is to “improve equitable access to appropriate

technologies among all stakeholders” (p.19). The school administration is working to seek

resources to comply with targets 4.1 and 4.4 regarding technology availability, tech support, and

infrastructure (p.20-21). School administrators are also working within the goals and strategies

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Running head: ONLINE ASSESSMENTS

of Baltimore City Public Schools’ Excellence and Equity 2020 strategic plan (Baltimore City

Public Schools, 2016).

The computer teacher and the library media specialist will design professional

development in two initial phases over the first year. The first phase is to bring teachers one

level beyond their comfort level for using technology by addressing skills needs shown in the

Levels of Technology integration (LoTi) survey and by including a personal goal in their yearly

goals that considers a way to improve their use of at least one online assessment this year. There

will be an initial meeting to discuss levels-of-technology results, concerns, and needs. Next,

time will be set aside early in the school year for instructional leaders, select administrators, and

teachers to meet as a group to review the school system site, DataLink, its online assessments

and its available data. In another meeting teachers will work with a sampling of DataLink’s

online assessments and work in small groups to share success stories and concerns. The

computer teacher or library media specialist will begin to schedule times for individual to

support where necessary. By December, all teachers should be able to show that they have

worked with one online assessment to reach a comfort level. By the end of the year, teachers

should have reached a comfort level that would enable them to use and model an assessment tool

to support student success using it.

The second phase identifies teacher leaders who are working at a more advanced level of

proficiency. If possible some may help other teachers reach a more experienced level; these

teachers will become a working group providing support, expertise, and a link between teacher

and the DataLink systems manager regarding any new online assessment tools teachers may

want to place on the Data Link site.

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Running head: ONLINE ASSESSMENTS

It is clear that there must be another step which offers continuing support to all teachers

as they move forward to use online assessments and show their students the way. The position

of Instructional Technology Infusion Specialist (Baltimore City Public Schools, 2014, p.20) is

being developed within the Baltimore City Schools system to serve this purpose. In addition

school administration must reach out to the community leaders for funding to maintain the

technology and assure that each teacher has a designated laptop which can be used at school and

at home. This complies with the International Society for Technology in Education (ISTE)

Standards Administrators (see Appendix 1) .

Within the second and third years, the school should work in compliance with the

Baltimore City Excellence and Equity 2020 (p.11) plans to enable the following: 1.3. (p.11)

“Streamline student assessments, align them to standards and curricula, and use the resulting data

to inform instruction, identify student needs, utilize interventions, and monitor student progress.

[A]. Create data tools to strengthen instruction: [1]. support teachers to use a variety of student

assessments, including daily and long-term assessments of learning, to adjust instruction and

increase student learning & [2]. Align data reviews of student assessments through teacher and

school leader coaching and professional development.” The school administration should also

try to accommodate target 2.1 in the Baltimore City Schools Technology plan (2014) by

continuing to provide “professional development to teachers in using City Schools laptops to

improve and enhance classroom instruction, particularly through accessing and integrating online

resources such as assessment tools, data analysis tools, and online curriculum resources.” (p.24)

The move to prefer online assessments will take place over a designated amount of years

determined by the local school principal (as per the Baltimore City Public Schools’ Excellence &

Equity 2020 standard 1.3. This is a guideline of Objective 3 in The Maryland Educational

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Technology Plan for the New Millennium 2007-2012 which says, “Improve decision-making,

productivity, and efficiency at all levels of the organization through the use of technology, ”

(p.16). Specific targets provide additional expectations. Target [2] : “Schools and school

systems will provide leadership and support in access to and use of technologies for

administrative and operational purposes.” And Target [5] : “School systems will develop and

implement data management systems, integrated student information systems,

curriculum/content management systems, and learning management systems.”

A working professional development plan follows. Whole group or small group meetings

with teachers and instructional leaders are described.

Plan to support teachers who are working with online assessments

2016-2017ISTE Standards for Administrators 1.Visionary leadership. Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization.

c. Advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan. (See Appendix 1)

Action Steps & Timeline

Person (s) Responsible Technologies Employed Benefits Assessment

MethodsMeet with the Administrators 1. to introduce

the plan, 2.develop a goal

aligned with school vision and local and

state tech plans and MD State

expectations for teachers (see

Appendix 2) and 3. develop a timeline for professional development

(August 2016)

Library Media

Specialist and

Computer Teacher

Initial email communications, DataLink, data and

communications management tools.

To establish early

Administrative

commitment and support for teacher

time, incentive,

personal goal setting

Tool to determine

success of the initial planning

Consider planning tools:

https://www.mindtools.com/pages/

article/newPPM_05.h

tm

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MD teacher technology standards V. Integrating technology into the curriculum and instruction: design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry, problem solving, communication and/or collaboration.

6. Develop an appropriate assessment for measuring student outcomes through the use of technology. (see Appendix 2)

Action Steps & Timeline

Person (s) Responsible

Technologies Employed Benefits Assessment Methods

Meet to take the online loti

survey

(August 2016)

Library Media

Specialist and

Computer Teacher

http://www.lqhome.com/cgi-bin/WebObjects/lotilounge.woa[in cases where teachers do not

have dedicated device, use computer lab or student devices]

To establish teacher level

of proficiency

Share results and specifically look

at Loti results ISTE Standards Alignment for Teachers for ”Digital-Age

Learning Experiences and

Assessments” (see Appendix 4)

Meet to introduce or review Data

Link(August 2016)

LM Specialist, Computer teacher, ID

support; Tech/Systems support for

Data Link

Data Link site and handout (see Appendix 3) available at

www.baltimorecityschools.org or by searching: data link

training videos Baltimore City Public Schools

Practice with site, view how to use

site to create, scan, print

assessments

Use videos and assessments as

needed in

Meet to view examples of alternative

online assessments

(mid September

2016)

Computer teacher, Library Media

Specialist, Tech/Systems support for Data/Link

Online tools examples from:SocrativeEdmodo

Interview MochaAnd online site:

http://www.teachthought.com/pedagogy/assessment/26-

teacher-tools-to-create-online-assessments/

Experience and comfort level with

some online tools, example

of an actual interview model

(Interview Mocha) related to employment

Create and review an

assessment for classroom;

exchange/share/make

available useful

examplesMeet remotely, understand that the computer

teacher and the library media specialist will

offer class time and support for

students(Oct.-Nov.

2016)

Computer Teacher, Library Media

Specialist

Google doc or wiki or other means

See Appendix 9 for text draft

Get everyone on the same

page

Write up and share the goal for the year related to

online assessment

(End of September

2016)

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MD teacher technology standards V. Integrating technology into the curriculum and instruction: design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry, problem solving, communication and/or collaboration.6. Develop an appropriate assessment for measuring student outcomes through the use of technology. (see Appendix 2) (continued)Action Steps & Timeline

Person (s) Responsible Technologies Employed Benefits Assessment

MethodsVisit individual

teachers to support and

begin to identify

teachers who are advanced proficiency (September-November

2016)

Computer teacher, Library Media

specialist

DataLink site Provide support

Observed positive outcome

Visit individual classrooms to

support teachers

(Sept.-Nov. 2016)

Computer teacher, Library Media

Specialist

My SchoolNet and DataLink

Share workload of introducing and properly using online assessment tools with students

Observed positive outcome

ISTE Standards for Students 1. Empowered learner. Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.c. [Students] use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. (See Appendix 5)Action Steps & Timeline

Person (s) Responsible Technologies Employed Benefits Assessment

MethodsIndividual

student lessons on use of Data

Link online assessments

Within special area classes of

library & computer

(September 2016- through

June 2017)

Computer Teacher and

Library Media

Specialist

My SchoolNet and DataLink Introduce programs, determine

experts (students),

enable success and

view positive results

Formative assessment-

use a variety:https://

www.nwea.org/blog/2015/

growing-list-50-digital-education-tools-apps-formative-

assessment-

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success/

ISTE standards for Teachers (2008) 2. Design and develop digital age learning experiences and assessmentsd. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. (See Appendix 6)Action Steps & Timeline

Person (s) Responsible Technologies Employed Benefits Assessment

Methods

Meet teachers to share results, retake loti test(November or

December 2016)

Computer Teacher,Library Media

Specialist, Assistant

Principal in charge of

standardized testing

http://www.lqhome.com/cgi-bin/WebObjects/lotilounge.woa

If needed, a refresher on PARCC and other standardized test

assessment and explanation of schedule to come

Determine advanced

teachers and continue to gain interest in a support group for

teachers and a link to Systems Manager

Review of assessments, discussion

about support group of advanced teachers,

volunteers on board

Remote meeting to

create a list of tested online tools used in

the first semester

(Spring 2017)

Computer teacher, Library Media

Specialist

Google Hangouts to share online or by phone; email to

Data Link Systems Manager or Google Doc

Share what is learned

Homework: have an

assessment to share at next

meeting

Meet with teachers as a

group to share example

assessments(Spring 2017)

Computer Teacher, Library Media

Specialist, Assistant

Principal in charge of

Standardized testing,

Principal

Modification on an assessment tool to judge quality of online assessments (see full handout: http://wikieducator.org/images/3/36/Handouts_for_Assessmen

t_in_ODL.pdf )

Share what has been

accomplished, get some positive

feedback, share how

things went with

standardized test, look at

data for class if available

for standardized

data

Share particular evaluative method for

online assessments,

celebrate successes, plan

for improvements

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ISTE Standards for Teachers. 5. Engage in professional growth and leadership.a. Participate in local and global learning communities to explore creative applications of technology to improve student learning. d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community. (See Appendix 6)Action Steps & Timeline

Person (s) Responsible

Technologies Employed Benefits Assessment Methods

Small meetings with volunteer

teachers to form a support

group(from Late Winter to

Spring 2017)

Computer Teacher, Library Media

Specialist, Data Link Systems

manager or rep, IT person

Data link, select online assessments, PARCC assessment tools and

constraints; checkout sites like: http://www.edutopia.org/blog/5-fast-formative-assessment-

tools-vicki-davis for ideas and incentives

Keep upbeat, support and inform as much as possible

Review at the end of the

meeting: well served? Next

meeting?

2017-2018MD teacher technology standards V. Integrating technology into the curriculum and

instruction: design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry,

problem solving, communication and/or collaboration.1. Assess students’ learning/instructional needs to identify the appropriate technology for instruction. (see appendix 2)Action Steps & Timeline

Person (s) Responsible

Technologies Employed Benefits Assessment Methods

Teachers who have students with IEPs or

who may need assistive

technology/Fall 2017

Computer Teacher, Library Media

Specialist

Begin considerations for assistive technology and

grantswriting for assistive technology for online

assessments

Serving the broader group of

students with IEPs

Review

In classroom support to teachers

(Fall 2017- Spring 2018)

Computer Teacher, Library Media

Specialist

Provide in classroom support as needed to enable developing

online assessment identification, practice, and

evaluation

Continuing support

encourages more

frequent use of

technology

Student and Teacher

assessment of value - padlet

Teachers with students who

have IEPs, etc.Spring 2018

Computer Teacher, Library Media

Specialist,Adminstrators

Share considerations, technology, move forward

Continue to support broader group of students

Share ideas, assessment

tools

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2018-2019ISTE standards for Teachers (2008). 2. Design and develop digital age learning experiences and assessments:d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. (See Appendix 6Action Steps & Timeline

Person (s) Responsible

Technologies Employed Benefits Assessment Methods

Individual support and

remote communication(Spring 2018)

Computer Teacher, Library Media

Specialist

Support teachers as they develop and use online assessments through the

website,DataLink

Opportunity to share work,

practice and improve

https://padlet.com/

khartig/onlinetools

2018-2019ISTE Standards for Teachers (2008). 3.Model digital age work and learningd. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning.Action Steps & Timeline

Person (s) Responsible

Technologies Employed Benefits Assessment Methods

Teachers model,

computer teacher or

Library Media Specialist

assists(Fall 2018)

Computer Teacher, Library Media

Specialist

Various online assessment tools through the DataLink

Teachers demonstrate with support new tools; scores may improve as

students become

comfortable with tools

Students show that they can use the tools comfortably;

scores improve

ISTE Standards for Students (2016) 6. Creative Communicatora. [Students] choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. (Appendix 5)Action Steps & Timeline

Person (s) Responsible

Technologies Employed Benefits Assessment Methods

Students script and use digital equipment to

show what they have learned

during special area class time

(Fall 2018-Spring 2019)

Teachers, Computer Teacher, Library Media

Specialist

Digital production equipment, word processing software,

appropriate storyboard video and introductory tools

Gets students to show what

they have learned in

another way

Self assessments,

peer critiques, verbal and

online [tool to be selected by

students]

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ISTE Standard for Teachers (2008). 4.Promote and model digital citizenship and responsibilityb. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resourcesAction Steps & Timeline

Person (s) Responsible

Technologies Employed Benefits Assessment Methods

Select Expert Teachers

continue to look for online

assessment tools to suggest

(Sept.-December

2018)

Systems Manager for

DataLink

http://www.teachthought.com/pedagogy/assessment/26-

teacher-tools-to-create-online-assessments/

Benefits expert

teachers, those who are gaining in computer proficiency,

students

As new links appear and are communicated,

their use can be measured

ISTE Standard for Teachers (2008). 5. Engage in professional growth and leadership.

a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.Teachers meet, and are able to talk about the

online assessment tools, film a

short video to share with

parents in an email and at a PTA meeting

or during individual

conferences.(Spring 2019)

Computer Teacher; Media

Specialists; local

administrator; other

instructional leaders;

community liaison; parent

liaison

Digital movie camera, various online assessment, DataLink

Powerpoint review of process, success stories; student

production

A celebration of success

and a chance to pull in student

production and

communicate with school and local

community

Wrap up surveymonkey

to students, families, teachers,

admin., with questions regarding

success, need for more training,

technology, etc.

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Running head: ONLINE ASSESSMENTS

The initial idea for this professional development plan came from conversations between

this educator and a Baltimore City Public Schools Middle School teacher. The case scenario is

as accurate as possible but built on some assumptions after review of school profile (Baltimore

City Public Schools, 2016), tech plans, and strategic plan. Because the city’s website DataLink

is secure to Baltimore City Public Schools’ staff, faculty and students, it could not be made

available to this educator. As a result specific online assessments located on the site could not be

described. An early tech plan describes the site, My SchoolNet; this site may be the portal

through which the staff, teachers and students access DataLink. This plan could be improved

and adjusted based on administrator support, professional development time allowed, and

availability of instructional leaders to provide necessary support. Although not shown in the table

above for the 2018-2019 school year, computer teacher and library media specialist or new hire

as Instructional Technology Infusion Specialist would continue remote meetings and contacts as

well as support for teachers’ ongoing professional development.

Appendix 7 includes some resources not directly referred to in the paper, but that were

helpful in the development of the plan.

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Bibliography:

Atkins, L.J. (2012, November). Peer Assessment with online tools to improve student modeling.

The Physics Teacher 50, 486. Retrieved from http://scitation.aip.org.proxy-

tu.researchport.umd.edu/content/aapt/journal/tpt/50/8/10.1119/1.4758155

Baltimore City Board of School Commissioners. (2015, December). Excellence for Equity 2020:

Baltimore City Public Schools’ Five-Year Strategic Plan 2016-2020. Retrieved from

http://www.baltimorecityschools.org/cms/lib/MD01001351/Centricity/Domain/

10215/2015StrategicPlan_Final.pdf

Baltimore City Public Schools. (2014). Information Technology Plan 2011-2014. Baltimore,

Maryland. Retrieved from

http://www.baltimorecityschools.org/cms/lib/MD01001351/Centricity/Domain/8052/

PDF/2011-14_InformationTechnologyPlan.pdf

Davis, V. (2015, January 15). 5 Fantastic, fast, formative assessment tools. Edutopia. Retrieved

from http://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis.

Dyer, K. (2015, February 19). Growing the list: 50 digital education tools and apps for formative

assessment success. Teach.Learn.Grow. Retrieved from

https://www.nwea.org/blog/2015/growing-list-50-digital-education-tools-apps-formative-

assessment-success/

Grant, P.G. & Bayse, D. (2014). Personalized Learning: a Guide for Engaging Students with

Technology. Washington, D.C.: International Society for Technology in Education.

Retrieved from http://www.iste.org/handlers/ProductAttachment.ashx?

ProductID=3122&Type=Download

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Running head: ONLINE ASSESSMENTS

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research,

77(1), 81-112. doi:10.3102/003465430298487. Retrieved from

http://rer.sagepub.com.proxy-tu.researchport.umd.edu/content/77/1/81.full.pdf+html

International Society for Technology in Education. (2016). ISTE Standards. ISTE. Retrieved

from http://www.iste.org/standards/standards

Martin, A., Smith, S. & Wray, J. (2015, March 3). What tech skills do students really need to

take PARCC assessments? THE Journal: transforming education through technology,

Retrieved from https://thejournal.com/articles/2015/03/03/what-tech-skills-do-students-

really-need-to-take-parcc-assessments.aspx

Maryland State Board of Education. (2012). The Maryland Educational Technology Plan for the

new Millennium 2007-2012. Baltimore, MD. Retrieved from

http://www.msde.maryland.gov/NR/rdonlyres/C3BAD835-6100-484C-8397-

85279EB95A34/13485/TechPlanFinalfromPrinter73007.pdf

MindTools Editorial Team. (2016). The Planning cycle: the planning process for medium-sized

projects. MindTools: Essential skills for an excellent career. Retrieved from

https://www.mindtools.com/pages/article/newPPM_05.htm

Schrum, L. & Levin, B.B. (2015). Leading 21st Century Schools: Harnessing Technology for

Engagement and Achievement Student Resources [Companion Website]. Retrieved from:

https://resources.corwin.com/node/22358/student-resources/content-focused-curriculum-

tools]

Teachthought Staff. (2013, May 6). 26 teacher tools to create online assessments. Teachthought:

We grow as teachers. Retrieved from

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Running head: ONLINE ASSESSMENTS

http://www.teachthought.com/pedagogy/assessment/26-teacher-tools-to-create-online-

assessments/

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Appendix 1ISTE Standards for Administrators

Return to p.5

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Appendix 2Maryland Teacher Technology Standards

Back to top

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Appendix 3Data Link Training Videos [and Assessments]

21

Data Link Training Videos can be found on TSS: www.bcpss.org

Data Link Videos for TeachersPrerequisit

e Video and Objectives DurationTSS login Overview

As a result of viewing this video, participants will be able to: Log-in and navigate My Schoolnet (homepage)

Learn how to drill down into Standardized Tests, Benchmarks, Classroom Tests and access key reports

Access the results of formative assessments and disaggregate data by Item Analysis, Skills Analysis, and Standards Mastery to assess and inform your instructions

Understand the application of filters to focus on specific areas of performance Understand the components of the Student Profile for examining current students Find

options for Student Performance, Student Groups, Lesson Planner and Instructional Materials

Compare class performance with other sections in the school, network and district Access the assessment dashboard, create a test, print answer sheets, view and score

responses, and track completion rates Access online help and online manual

7:57

Overview video

Overview Training – AssessmentAs a result of passing this assessment with a score of 80% or better, participants will be

able to: Access the Creating Assessments video and related assessment

Attend Data Link Beginner Work Session Attend Data Link Intermediate Work Session

5 questions

Overview Training –

Assessment score of 80% or better

Creating AssessmentsAs a result of viewing this video, participants will be able to:

Create and customize an Express Test Download the created test, answer key, and cover sheet

Change default score groups by overriding the default cut scores and schedule the online test

6:31

Creating Assessmen

Creating Online Assessments – AssessmentAs a result of passing this assessment with a score of 80% or better, participants will be

5 questions

Username: Employee ID

Number Password:

Network Password

Select the Data Link icon

Click Training Videos in the

menu at the left of your screen

Running head: ONLINE ASSESSMENTS

22

Data Link Videos for TeachersPrerequi

site Video and Objectives Duration

Print and Scan Video

Print and ScanAs a result of viewing this video, participants will be able to: Print and Scan Assessments in Data Link Learn about the revised printing guidance for Adobe PDFs Understand the new process of generating answer sheets Understand how ScanIt displays error messages Score constructed responses Understand scanner configuration

Login to the Data Link required to access scores

Print and ScanAs a result of passing this assessment with a score of 80% or better, participants will be able to: Gauge their own understanding of Printing and Scanning Assessments

5 questions

Data Link Videos for School AdministratorsPrerequi

site Video and Objectives Duration

TSS Login Administrator OverviewAs a result of viewing this video, participants will be able to: Navigate the School & District Data Dashboard Identify and understand Key Performance Indicators (KPI) and utilize the KPI

support tools Drill down from schools to classes, examine results by grade levels and

subgroups, and view aggregated test results for all assessments Use the Benchmark Dashboard to view aggregated test results for all active

Benchmark Tests, sort results by date, test name, subject, grade level and percent proficient

Access a collection of reports via the Report Bank Save/delete newly created reports, create a PDF, or export results to MS Excel, Modify reports by editing Report Type & Data, Student Set or Viewing Options Access/run Pre-formatted Reports, Custom Reports, Course/Section List, Define

Student Set Access saved reports and student sets

16:20

TSS Login School Administrators’ Overview – AssessmentAs a result of passing this assessment with a score of 80% or better, participants will be able to: Gauge their own learning of School & District Data tab Attend Data Link Training for School Administrators

5 questions

TSS Login Administrator Overview – Interactive AssessmentAs a result of passing this assessment with a score of 80% or better, participants will be able to: Gauge their own learning of School & District Data tab Attend Data Link Training for School Administrators

TSS Login Classroom and Assessments Overview*see details on previous page about Overview video for teachers

7:57

TSS Login Classroom and Assessment Admin Tab Overview – Assessment 5

TSS Login Administrator’s Interactive School and District Data Tab Overview*see details above about Administrator Overview video

Duration depends on user’s interactive speed

Login to the Data Link required to access scores

Administrator Interactive School and District Data Tab – AssessmentBy taking this assessment participants will check their own understanding of the click paths

Data Link Videos for School AdministratorsPrerequi

site Video and Objectives Duration

Print and Scan Video

Print and ScanAs a result of viewing this video, participants will be able to: Print and Scan Assessments in Data Link Learn about the revised printing guidance for Adobe PDFs Understand the new process of generating answer sheets Understand how ScanIt displays error messages Score constructed responses Understand scanner configuration

Duration depends on user’s

Login to the Data Link required to access scores

Print and ScanAs a result of passing this assessment with a score of 80% or better, participants will be able to: Gauge their own understanding of Printing and Scanning Assessments

5 questions

Running head: ONLINE ASSESSMENTS

Document available through Data Link training videos Baltimore City Public school (www.baltimorecityschools.org)See also: https://www.bcpss.org/bbcswebdav/institution/C.S.Tech/TSS.System.Admin/Bb.HTML.ModulePages/QuickLinks/QuickLinks.html

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http://loticonnection.cachefly.net/global_documents/Sample_Free_Individual_Results.pdf

Running head: ONLINE ASSESSMENTS

Appendix 4Sample Loti Survey Result for Digital Age Experiences and Assessments

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Running head: ONLINE ASSESSMENTS

Appendix 5ISTE Standards for Students (2016)

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Running head: ONLINE ASSESSMENTS

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Running head: ONLINE ASSESSMENTS

Appendix 6ISTE for Teachers (2008)

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Running head: ONLINE ASSESSMENTS

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Running head: ONLINE ASSESSMENTS

Appendix 7Additional Resources

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Brader, A., Luke, A., Klenowski, V., Connolly, S., & Behzadpour, A. (2014). Designing online

assessment tools for disengaged youth. International Journal of Inclusive Education,

18(7), 698-717. doi:10.1080/13603116.2013.817617

Common sense education. (2016). Alignment and standards: standards alignment in the k-12

digital literacy and citizenship curriculum. Retrieved from

https://www.commonsensemedia.org/educators/classroom-curriculum/alignment

Partnership for 21st century learning. (2011?). Above and beyond: the story of the 4Cs. P21:

Partnership for 21st century learning. Retrieved from

http://www.p21.org/our-work/resources/for-educators/1007

Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional

Science, 18, 119-144. Retrieved from https://www.ualberta.ca/-/media/ualberta/centre-

for-teaching-and-learning/symposium/less-teaching-more-learning-2009/royce-sadler/

articles/symposiumltmlroyce-sadlerbformative-assessment-and-the-design-of-

instructional-systems.pdf

Saunders, F, & Moersch, C. (2016?). LoTi Digital Age Profile, 20th anniversary edition:

Hollywood Sample School. Retrieved from

http://loticonnection.cachefly.net/global_documents/Sample_Free_Individual_Results.pdf [This

provides an example of a profile but is not the same white paper as: the screenshot example in

Appendix 8 which is called Sample LoTi Digital-Age PD priorities from 2012? retrieved from

http://loticonnection.cachefly.net/global_documents/Sample_Free_Individual_Results.pdf ]

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Running head: ONLINE ASSESSMENTS

Schrock, K. (2016). Online assessments. Kathy Schrock’s guide to everything. Retrieved from

http://www.schrockguide.net/apps/search?q=online+assessments

Schrock, K. (2016). Assessment and Rubrics. Kathy Schrock’s Guide to Everything. Retrieved

from http://www.schrockguide.net/assessment-and-rubrics.html

Schrum, L. & Levin, B.B. (2015). Leading 21st Century Schools: Harnessing Technology for

Engagement and Achievement. Thousand Oaks, California.

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Running head: ONLINE ASSESSMENTS

Appendix 8Loti Results Example

Retrieved from http://loticonnection.cachefly.net/global_documents/Sample_Free_Individual_Results.pdf

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Running head: ONLINE ASSESSMENTS

Appendix 9Google Docs text draft

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Teachers Evaluating Online Assessments

Hi! Here’s a chance to meet remotely and add questions you may have about the process of using online assessments this school year.

1. Please consider what you would like to work on this year and what support you might need. Mrs. W. or Mrs. H. will schedule time for professional development support.

2.Please know that the computer teacher and the library media specialist will offer class time to support your students to learn a particular assessment tool.

3. If you have a tool that you would like one of us to teach about, please add it below with class that you want to learn it. (please put your initials)

Please know that IT is available for support at this #Access to DataLink Manager is through her email at:

She warns that it takes up to 48 hours to get a response, so please be patient.Don’t forget to commit to use one online assessment by end of the December 9.

Thanks so much,

Mrs. H.

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