Standard+IV

Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies.
 * TF-IV Assessment and Evaluation**

One major focus of this standard is on analyzing data. The Leadership for Accountability course’s focus on the AEIS report and TAKS data opened my eyes to another side of technology facilitation that I previously was not aware of. That course was perhaps one of the most important in the degree program. I feel I learned a great deal about TAKS data and the school accountability system. Being able to analyze our own campus’ report and see the effect No Child Left Behind has had on school ratings was very valuable information (Jennings & Rentner, 2006, p. 110) that I previously had limited experience with. Adding to my knowledge about the accountability system, AEIS, AYP, and NCLB were all positive outcomes to that course, all helping me to better achieve standard IV.
 * __Self – Assessment__**

I was able to implement Standard IV through a number of my field-based activities. We are able to evaluate students where they are through several different assessment programs in our district. As a math department, we were able to see where our students were the weakest and focus on these areas the most and build from there. We could implement reteaching and practice through Accelerated Math. The students are able to run their own scantron and check their own work. Our teachers were also able to check student fluency through the Read 180 program. It was a vital tool in implementing small groups and reteaching.
 * __Learn as a Learner__**

“In the current age of accountability, educational leaders are required to be more skilled in assessment and evaluation than their predecessors were” (Williamson & Redish, 2009, p. 77). This one quote sums up the technology facilitator standard IV for me. Once teachers have successfully integrated technology into their lessons, they must have a way to effectively evaluate their student’s progress. One of the best methods for this is rubrics. Currently I am working on local staff development focused on rubric use in the classroom. As a teacher who frequently grades using rubrics, I feel that most teachers do not use this type of assessment because of lack of knowledge. There are a number of online tools “available that help teachers and even students create rubrics” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 31). In my opinion, quality rubric creation and use is the future of assessment. In the work force, when employees are asked to complete a task they are being graded subjectively. This type of “grading” is more closely related to a rubric type of score than to an objective question-based test. I hope to continue to help teachers use this grading method in their classrooms.
 * __Lifelong Learning Skills__**

Jennings, J., & Rentner, D. S. (2006). Ten big effects of the no child > left behind act on public schools. //Phi Delta Kappan// //,// > //88// (2), 110-114. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology// > //with classroom instruction that works.//Alexandria. Williamson, J., & Redish, T. (2009). //ISTE's Technology Facilitation and// > //Leadership Standards: What Every K-12 Leaders Should Know and// > //Be Able to Do.// Eugene: International Society for Technology in Education.
 * __Bibliography__**