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Measuring Progress

Measuring Progress. A Consortium Workshop on Assessing Students for Technological Literacy. About. Center to Advance the Teaching of Technology & Science It is the professional development arm of ITEA Initiatives are directed toward:

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Measuring Progress

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  1. Measuring Progress A Consortium Workshop on Assessing Students for Technological Literacy

  2. About • Center to Advance the Teaching of Technology & Science • It is the professional development arm of ITEA • Initiatives are directed toward: • Development and dissemination of standards-based curriculum materials and supporting resources • Teacher enhancement • Research projects • Consortium of states • The CATTS Consortium is a cooperative means by which states can efficiently accomplish work that contributes to their respective state plans

  3. Identify the course, product, or service Conduct the research Present an outline to the CATTS Consortium Develop the course, product, or service Solicit field reviews Conduct teacher workshops in Consortium states and/or train trainers at ITEA Conference Use for one year in Consortium states Revise, print, and produce compact disks Disseminate Typical Development Process

  4. Center to Advance the Teaching of Technology & Science • Standards for Technological Literacy • Nature of Technology • Technology and Society • Design • Abilities for a Technological World • The Designed World • A National Model • Elementary • Models for Introducing Technology: A Standards - based Guide • Middle School • Exploring Technology • Invention & Innovation • Technological Systems • High School • Foundations of Technology • Technology Assessment • Issues in Technology • Engineering Design K 12

  5. Courses Under Development Engineering Model Course Guide High School Invention and Innovation Model Course Guide Middle School

  6. Center to Advance the Teaching of Technology & Science • Contents • Chapter 1 • Learning, Memory, and a • Study of Technology • Chapter 2 • Designing - From the Beginning • The Natural World • The Human-Made World • Tools & Safety • Engineering Portfolio & Journals • Classroom Store • The Designed World • Chapter 3 • Resources

  7. Center to Advance the Teaching of Technology & Science • This Four Project will focus on: • Designing Thematic Units for Grades 5 & 6 • Developing Teaching & Learning Resources • Disseminating Workshops & Distance Learning • Design & Innovation Units • Ways Inventions & Innovations are Developed and • How They Affect Us Personally, Socially, & Economically • Technological Systems Units • Ways Systems are Developed, Produced, Controlled, & Assessed • Medical, Agriculture-Biological, Energy-Power, Manufacturing, • Communication, Construction Supported by the National Science Foundation

  8. Workshop Objectives At the end of this workshop, participants will be able to: Effectively assess their students for technological literacy using standards-based assessment strategies. Apply the results of effective student assessment to improve teaching and learning and to address issues of accountability. Teach others about how to effectively assess their students for technological literacy using standards-based assessment strategies.

  9. Professional Development Considerations Help participants design or select the PD Promote incremental change Provide for collaboration Create an atmosphere for open discussion Create a climate of sustained support Establish a rapport were adults have both permission and expectation to share the responsibility for their learning NASA Professional Development Benchmark Study (NASA, 2002)

  10. About Adult Learners Tend to be self-directed Have a rich reservoir of experience that can serve as a resource for learning Have a life-, task-, or problem-centered orientation to learning as opposed to a subject matter orientation Generally motivated to learn due to internal or intrinsic factors NASA Professional Development Benchmark Study (NASA, 2002)

  11. Adult Learners Used to getting things done on their own Technologically literate Responsive Focused Lifelong learners Ambitious Fearless NASA Professional Development Benchmark Study (NASA, 2002)

  12. Workshop Overview Introduction to assessing students for technological literacy What to assess How to assess How to gather evidence of learning Organizing the standards/assessment-based learning environment Helping others with the assessment process Assessing the workshop

  13. Center to Advance the Teaching of Technology & Science Contents Section One: Introduction Section Two: Standards, Benchmarks, and Enduring Concepts Section Three: Assessment, Criteria and Evidence-Gathering Tools Section Four: Managing the Assessment Process

  14. Notebook Contents Measuring Progress: Assessing Students for Technological Literacy (Process ofDevelopment) Strategies & Activities, Script Also Power Point Slides Standards for Technological Literacy State Standards & Materials Worksheets Evaluation

  15. Assessment Assessment is the systematic, multi-step process of collecting information on student learning, understanding, and capability and using that information to inform instruction and enhance learning.

  16. Assessment Curriculum assessment and student assessment are different Curriculum assessment measures the curriculum against frameworks and standards Student assessment measures student understandings against standards

  17. Why Assess Students for Technological Literacy? Primarily: To improve students’ learning To improve teaching effectiveness And as a result, there are other benefits too!

  18. Center to Advance the Teaching of Technology & Science • Advancing Excellence in • Technological Literacy: • Student Assessment • Professional Development • Program Standards • Technology for All Americans Project

  19. Student Assessment STL Standards-based Clear purpose Principles of good assessment World beyond school contexts Application of results

  20. Standards-based means: Standards forTechnological Literacy: Content for the Study of Technology (STL) There are others, but we’ll discuss those later

  21. Standards-based (STL) Students will develop an understanding of The Nature of Technology Students will develop an understanding of Technology and Society Students will develop an understanding of Design Students will develop Abilities for a Technological World Students will develop an understanding of The Designed World

  22. Clarity of Purpose Focus on significant understandings, what is really important to know, be able to do, and truly understand Establish clearly defined expectations so it will be clear when they are met

  23. Principles of Good Assessment Assess often Formative Summative Use a variety of measures Consider learning styles Consider students’ abilities to demonstrate understandings Match the evidence gathering tool to the measurement task Use teacher, peer, and self-assessment

  24. Provide timely feedback To students and teachers Not just right or wrong, but how to improve Maintain security

  25. Establish equity Make expectations clear Treat all students with the same respect Use contexts that have meaning to all students Be objective; don’t fulfil biased expectations Don’t be predisposed with color, gender, social class, or the way they talk or look Don’t use assessment as a sorting tool

  26. World Contexts Couch assessment in everyday situations that are familiar to students (also answers the question of, “yes, but when am I ever going to use this stuff?”) Be sure that the contexts are actually familiar to all students

  27. Applications of Results Communicating achievement and performance to students Making instructional and program or curriculum decisions Assigning grades and communicating with parents & guardians Marketing and promotion Communicating with other stakeholders

  28. The Nature of Technology Students will develop an understanding of The Nature of Technology. This includes acquiring knowledge of: 1. The characteristics and scope of technology. 2. The core concepts of technology. 3. The relationships among technologies and the connections between technology and other fields.

  29. Students will develop an understanding of Technology and Society. This includes learning about: 4. The cultural, social, economic, and political effects of technology. 5. The effects of technology on the environment. 6. The role of society in the development and use of technology. 7. The influence of technology on history. Technology and Society

  30. Students will develop an understanding of Design. This includes knowing about: 8. The attributes of design. 9. Engineering design. 10. The role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. Design

  31. Students will develop Abilities for a Technological World. This includes becoming able to: 11. Apply the design process. 12. Use and maintain technological products and systems. 13. Assess the impact of products and systems. Abilities for a Technological World

  32. Students will develop an understanding of The Designed World. This includes selecting and using: 14. Medical technologies. 15. Agricultural and related biotechnologies. 16. Energy and power technologies. 17. Information and communication technologies. 18. Transportation technologies. 19. Manufacturing technologies. 20. Construction technologies. The Designed World

  33. Emotional intelligence Team work Responsibility Writing & mathematics applications Reading Science connections Economics, government, globalization SCANS Other Important Content, e.g.

  34. SCANS: Skills & Competencies Competencies Resources Interpersonal Information Systems Technology Foundation & Personal Qualities Basic Skills Thinking Skills Personal Qualities

  35. Standards for Technological Literacy • Characteristics & Scope of Technology • Core Concepts of Technology • Relationship of Technology & Other Subjects • Social, Economic, & Political Effects of Technology • Effects of Technology on the Environment • Role of Society in Technology • Influence of Technology on History • Attributes of Design • Engineering Design • Trouble Shooting, R&D, Invention & • Innovation, Problem Solving • Apply the Design Process • Use & Maintenance of Technological Systems • Assess Impacts of Technology • Medical Technologies • Agricultural & Biological Technologies • Energy & Power Technologies • Information & Communication Technologies • Transportation Technologies • Manufacturing Technologies • Construction Technologies • Other Standards • Related to all of Technology • ABET • SCANS • NSSB • Mathematics • Science • English / Language Arts • Social Studies • Etc. • Related to Construction • DPI, DWD, AGC, MCUBC • Milwaukee Area Const. Adv. Comm. • Nat. Center Const. Educ. & Research • Am. Institute of Constructors Pre - K Life-long Learning

  36. Understanding Defined Understanding is “the capacity to apply knowledge to new situations in appropriate ways.” (Howard Gardner)

  37. Enduring Concepts: These are: Big (broad with universal applications) Important (significant) Profound (deep, thoughtful) Lasting (durable through time) Ideas about technology. So What’s Worthy of Understanding?

  38. “Enduring” understandings (Wiggins & McTighe, 1998): Represent a big idea having enduring value beyond the classroom. Reside at the heart of the discipline (involve “doing” the subject). Require uncoverage (of abstract or often misunderstood ideas). Offer potential for engaging students. Enduring Understandings

  39. Understanding In this book, (Understanding by Design, 1998) we (Wiggins and McTighe) use “understand” to mean that a student has something more than just textbook knowledge and skill – that a student really “gets it.” Understanding involves sophisticated insights and abilities, reflected in varied performances and contexts.

  40. Students need to make conscious sense and apt use of the knowledge they are acquiring as well as the principles underlying it (Wiggins and McTighe (1998). Wiggins and McTighe (1998) go on to say that understanding involves the abstract and conceptual, not merely the concrete and discrete: concepts, generalizations, theories, and mental links between facts.

  41. Standards-based Assessment Apply Standards for Technological Literacy Establish expectations/outcomes to determine what we teach Assess for enduring understandings that will be lasting through time and apply in different situations Assess often and provide continuous feedback to students and teachers Assess students using multiple measures Assess to improve the learning and teaching process Assess to improve the Standards for Technological Literacy Assess to ensure accuracy of content Traditional Assessment Apply curriculum models that focus on craft knowledge and skills Teach our favorite content and then rationalize that we are attaining standards and objectives Measure for specific content knowledge and craft skills Assess at the end of a term or when the project is finished Assess using limited measures such as paper/pencil tests and completed projects Assess students to determine a grade Standards-based & Traditional

  42. Technology Education Delivery Curriculum (standards-based) Instruction Assessment Technology Education Development Curriculum (standards-based) Assessment Instruction Measuring Progress: . . . Curriculum Development Considerations

  43. A Standards-based Curriculum Approach with Embedded Assessment

  44. Format Standard: Engineering Design Benchmarks:Design Process; Modeling; Testing; Prototyping; Evaluating Enduring Concept:Problem-solving/Optimization Sub-concepts:Defining the Challenge Proposing Solutions Testing Possibilities Applying the Design Assessment Criteria & Levels of Understanding: Learning Activity:Working from a design brief, students will build a working model of a fish farm Evidence Gathering:Describe, list, sketch, model, brainstorm, plan, draw,engage experts,etc.

  45. Activity Purpose: Introduce STL & State Standards, Objectives, and Materials Consider: Teachers have students build a computer from component parts, interface the device with input & output devices, and network machines with others Connect: The learning activity with standards or objectives. Which standards might be addressed?

  46. Activity Purpose: Introduce Enduring Concepts Consider: Teachers have students build a computer from component parts, interface the device with input & output devices, and network machines with others Connect: Using the benchmarks, connect the learning activity with standards or objectives and enduring concepts. Which standards and enduring concepts might be addressed? What big and important ideas were these teachers addressing?

  47. Purpose: Apply the use of standards, benchmarks, and enduring concepts Select: A favorite course, identify the standards being addressed, and using the benchmarks, identify the enduring concepts. Select: One enduring concept to be assessed Worksheet: Blue worksheet in notebook Activity (Part 2)

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