Let's Tech About It

As part of my Educational Instructional Technology graduate program, having a space, or blog, to discuss, examine, and further my research and understanding of Instructional Technology is of great importance.  I've been posting to this particular blog for close to 6 months now and can honestly say that with each and every entry, I've noticed improvement and continue to strive to find my voice within my area of study. Furthermore, I would like to lend more time and effort towards improving the overall look.  I also welcome any outside suggestions, comments, or critiques of my blog that would assist in refining my approach. I leave this brief post with an inspirational quote that I've found very useful over the last few years in continuing my educational journey:  “My heart is at ease knowing that what was meant for me will never miss me, and that what misses me was never meant for me.” ― Imam Al-Shafii Until my next post...thank you for reading.

Introduction Over the last eight or so weeks I have gone from knowing almost nothing about digital assessment to suddenly having more than enough resources and data to better inform my approach as a future Instructional Technologist. Throughout that time, I, along with the rest of my peers have dived head-first into the world of data-driven instruction and have steadily, but surely gained a vital understanding as to its prevalence as well as the best uses and applications with regards to applying that data towards standards-based or competency-based assessment. We have looked at how and why instructors conduct assessments, and through individual input, learned that we all feel almost unanimously indifferent towards the current state of assessments for students at the elementary and secondary level. Some of us have experienced these challenges personally as educators or staff while others (hey, that’s me!) have relied on the information provided by others to construct an understanding...

Assessment is an irrefutable component to the experience of teaching and learning in that it allows for quantifiable and tangible evidence towards an individuals understanding and proficiency in their respective area of study. What is contentious however, is the way assessment and grading is structured, designed, and mandated for use, especially as it applies to public schooling. Factors such as this spark diverse discussion and opinion with regards to how assessment can be improved in various ways. Standards-Based Grading (SBG) and Competency-Based Education (CBE) are two focal points of those discussions. While these grading philosophies can differ in their implementation and structure, the core of their usage stems from a need to separate and augment the standard models of which preceded them. The aim is no longer to provide assessment based on the learners ability to complete given work and assign percentile grading of course completion, but to consider specified learning outcome...

In our week two discussion the focus on assessment we began last week was expanded to the Every Student Succeeds Act (ESSA) and how it applies to the Texas system of educational standards. The U.S. Department of Education (n.d.) describes ESSA as the following: Passed with bipartisan support and signed by President Obama in December 2015, the ESSA requires states and districts to ensure that all students, including children with disabilities, English learners, and other historically underserved groups, graduate high school ready for college or a career. With the information and resources provided, I was able to put together a working understanding of how ESSA will affect Texas education initiatives and standards currently and moving forward. Researching the TEA (Texas Education Agency) Strategic Plan established in 2017 highlighted the agencies goals in terms of four strategic priorities:         Recruit, support, and retain teachers and princi...