ICT Fluency and High Schools A Workshop Summary (2006) / Chapter Skim
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6 Assessments to Measure Students’ Competencies
6 Assessments to Measure Students’ Competencies
Pages 45-52
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From page 45... ...
Its aim was to acquaint workshop participants with creative practices and tools that have been developed to assess students' ICT competencies. Speakers described a variety of assessment vehicles aimed at diverse ages, ranging from relatively narrow applications up to "high-stakes" tests administered on a national scale.
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From page 46... ...
Ripley described the elements of testing that ascertain whether or not the curriculum is yielding student performance at the desired standard levels. Tests are designed, he said, to articulate nine ICT capabilities: 1.
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From page 47... ...
It provides instructions and directions, making clear to students that the leaflet needs to be updated, that it needs a photo of the swimming pool, that the prices should be inserted, and even that they should save their work." Scoring this task, he said "is a matter of electronically eavesdropping on how children set about solving the task -- whether students use keyboard shortcuts in order to navigate around the virtual world we have created, how they select the photograph, whether they check the validity of the information on prices." Another example, less scaffolded, is a partly finished presentation for display in a shopping center. Students are provided with a number of comments on the presentation from different sources, and they are asked to
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From page 48... ...
A VIEW FROM THE EDUCATIONAL TESTING SERVICE Irvin Katz pointed out that his extensive involvement in ICT skills assessment pertained to ICT literacy, rather than ICT fluency, which was the focus of the workshop. But he suggested that ICT literacy -- which he and his colleagues at the Educational Testing Service (ETS)
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From page 49... ...
Katz stressed that these components emphasize cognitive skills -- intellectual capabilities -- rather than the technical skills involved in using particular technologies. For example, students may be presented with a halfcompleted spreadsheet, given a little time to accommodate themselves to that type of spreadsheet, and then be asked to complete it using the resources they have been given.
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From page 50... ...
In keeping with the purpose of assessing students' intellectual capabilities, they are scored on how well they figure out what it is they need to compare, how well they pull that information from the available resources, and how well they draw conclusions. Scoring other tasks might involve, for example, how well students search the Internet or a database, critically evaluate information, decide on what resources are more authoritative, or develop presentations that meet some main objective.
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From page 51... ...
Behrens cited as well a useful delivery model, called evidence-centered design, that has four basic parts: task selection, presentation, evidence observation, and evidence accumulation. In other words, he said, the assessment cycle is "interact, look at what you've got back, characterize it, and decide what to do next." Out of Cisco's vast curriculum- and assessment-design work, both internal and external -- it has partnered with over 10,000 schools in 150 countries, Behrens said -- he offered a variety of examples ranging from pilot projects for testing students to simulation tasks used in professional certification exams.
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From page 52... ...
Our tests look rather like standardized ICT lessons, or business applications of ICT, and not even school-based applications of ICT." But the omission has been noted, he said, and about two years ago his agency began development work in this area. Colleagues are making progress, he suggested, though "the material is not yet ready to show publicly or to use in any of our test administrations."
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