Week+14+(8.6-8.10)

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The majority of this week was spent working on and finishing my research paper for the LTMS520 assessment class. Initially, I was going to do research about the gender differences in assessment. However, once I started my research, I found more information on and was more interested in technology enabled assessments (TEAs) as they were used with students with disabilities (SWD). The following is an excerpt from the discussion portion of the paper:

"Technology enabled assessments (TEAs) have been touted as being a way to “fix” the problem of accessibility and accommodations for SWD. (Tucker, 2009) They provide flexibility that a PPT cannot afford the student. Features to access materials that do not interrupt the constructs of the test can be embedded into the assessment for ease of use. (Dolan, et. al., 2005) Also, TEAs can provide the opportunity to test problem-solving skills by way of simulations and scenarios with changeable variables that cannot be done with a PPT. (Tucker 2009, Thurlow, et. al, 2007) Another advantage to TEAs is time. Given that the students are familiar with this type of assessment (because it should also be a part of the classroom instructional routine), setting aside time for administration should not be as troublesome. If there is a computer with Internet access available in the room, there is more flexibility as to when students can take a formative assessment.

While TEAs provide many benefits, there are still obstacles to consider. Teachers must incorporate this type of learning into their classroom instruction so that the instruction and assessment methods coordinate (Burgstahler, 2009). This can cause a host of professional development issues within the school district (Strobel, et. al. 2007). Not all teachers are comfortable with including technology into their instruction. If a district or a state decides to use TEAs as a method for assessment, those students whose teachers are using the technology in the classroom will have an advantage over those who are not (Strobel, et. al., 2007). This incorporates more construct irrelevant variance because of the ancillary constructs. Are the students being tested on their ability to take the test online or the content? Training teachers to use the technology effectively in their instruction is one hurdle to clear to make TEAs successful. Additionally, funding and subsequent research should be conducted to back up the claims about the true benefits for TEAs and SWD. TheAlmond article comments that the USDE “Race to the Top Assessment Program” “launched a major initiative that could provide funding for TEAS for SWD.” (Almond, et. al. 2010) Another drawback is policy. From the federal level down to the state and LEA (local education agencies), policies would need to change to reflect and take into consideration this new testing methodology."

Concerning the first day events, there was a lot of email correspondence between the team members this week to discuss the status of and printing the T-shirts for staff. We also sent out the letters to the trainers for the eChalk professional development in the afternoon. This is one aspect of the first day events that I wish we would have been more proactive about earlier in the summer. I am not sure how these letters will be received by the trainers this late in August. All materials will be prepared for the trainers, all they need to do it facilitate the training. I am concerned that some of them will be irritated that they have two weeks to review the materials (during the summer, prior to their contractual time). The materials they will use are housed on the district's tech support wikispace.