In this week's readings Web 2.0: New Tools, New Schools addresses assessments. In curriculum we have been instructed to start with the end in mind. Most rookie teachers make the mistake of addressing what they are going to do for an individual day rather than having an overall masterplan or goal. It is easy to get bogged down in the minutiae of day to day details, distractions and feel as if nothing is never accomplished or fall into the trap of having assignments just to keep the students busy. Technology based lessons with a valid assessment attached can be a more valuable use of time and create an interactive learning experience. The questions is asked, "Can assessment be authentic and simultaneously prepare students to succeed in the standardized testing that they will face?" Solomon, G., & Schrum, L. (2007) The answer is of course, yes.
With technology, students are required to use a variety of skills to navigate through the learning process and create a product to reflect what has been accomplished. By the time a formal assessment has been rendered, the point is almost moot. "Performance assessments call upon the examinee to demonstrate specific skills and competiencies, that is, to apply the skills and knowledge they have mastered." Stiggins (1987) is quoted in the work to demonstrate the philosophy that students are guiding the learning and being active in the process. Assessment is an analyzation of what has been accomplished and learned. Several examples are given as authentic assessments such as podcasts for foreign language classes, and updated, interactive technology eportfolios.Solomon, G., & Schrum, L. (2007) If we are truly trying to achieve learning and education then lessons, assessments and classrooms should reflect.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 168-176
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