Contact:

Parry Graham – pgraham@co-nect.net

What purpose does your assessment tool serve? 

Collect and analyze individual-, school-, and district-level data around teacher technology proficiency and instructional practices, for the purpose of diagnostic recommendations around ways to improve technology use as an effective teaching and learning tool. Co-nect’s assessment tool is built off of ISTE’s NETS standards and aligns with Co-nect’s school- and district-level technology integration professional development programs, which are available in face-to-face, online, and blended formats.

Please indicate which category best describes your tool:

a.        __x__ Tools that allow users to ask questions of data (tools for collecting and disaggregating data, including surveys, self-reported data and standardized data)

b.       __x__ Tools for observation (including teacher observation and observation of student behavior or performance)

c.        __x__ Tools for reviewing student products (including electronic or digital portfolios)

Who is the audience for this assessment tool?

Teachers and site- and district-level administrators.

What technology is used?

Both online and paper assessments are used. Online assessments require a minimum 56K Internet connection with a browser level of IE 4.0 or above.

Approximately how many people are currently using this system?h

What professional development (for students or assessors) is required to use the tool?

None for the online diagnostic. For the Evidence of Quality Teaching document, we typically like to spend three hours with teachers, going through the document and how they can use it in other classrooms or as a self-assessment tool.

To use the tool effectively, what else should the school have in place?

The tools were designed for any classroom or school, as long as they have Internet connectivity.

If you haven't already addressed it, how does your tool help students or teachers demonstrate that they are meeting standards?

It helps to give teachers a sense, through both self-report and observation, of where they are in their use of technology and what steps they can take to improve their use in helping students meet content standards.

What questions would you like participants to address?

What information provided by the online diagnostic was helpful?

What was not helpful?

What additional information and recommendations provided by the

diagnostic would make this tool more effective?

Were there any categories of questions that were not included that should

have been?

Were there any specific questions that were not included that could have been?

How would the Evidence of Quality Teaching be helpful to you or

teachers/administrators in your school in assessing the effective use of

technology?

How might the Evidence of Quality Teaching document be improved?