2d.   Design and Develop Digitalā€Age Learning Experiences and Assessments 

Teachers design, develop, and evaluate authentic learning experiences and 
assessment incorporating contemporary tools and resources to maximize content  learning in context and to develop the knowledge, skills, and attitudes identified in  the NETS•S.  Specifically, teachers provide students with multiple ad varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.


REFLECTIONS ON NETS-T-2d:

“What we assess [and how we assess it] defines what we value.” [Bracket mine]
Wiggins, Grant. "The Truth May Make You Free, but the Test May Keep You Imprisoned: Toward Assessment Worthy of the Liberal Arts." The AAHE Assessment Forum, 1990, 17-31.


Grant Wiggins cautions us that what and how we assess reveal more about what we value that it does about the abilities of our studens. In the online course I am proposing there will be multiple forms of assessment used to make inferences about the abilities of my students. Since I value communication and collaboration in a mathematics classroom, the formative and summative assessments in my class will be opportunities to work in learning communities talking about and doing mathematics. Group tests will be designed to culminate each WebQuest. This approach is being taken to insure that students work together to help each other understand the “big ideas” researched in their Wiki, Webquest groups. The summative evaluation for the course will be presentations of “Family Math Backpacks” will be demonstrates students abilities to translate Pre-K-6 mathematics into activities that families can engage in to reinforce conceptual understanding of children. Since I value peer warranting of ideas, all assessments will have peer and self assessment components. It will be the ability to take vast amounts of information, analyze it, synthesize it, and evaluate it for appropriateness that will determine the success of students in their group presentations. As Lynn Steen writes,

“Assessment that matters should always employ
multiple measures of performance.”


The formative and summative instruments used will all have “multiple measures of performance” defined explicitly on rubrics developed by the instructor and revised by learners after use. Data from rubric applications will be used to help students revision their products and will help me modify my teaching strategies, if needed. The assessments planned for my online course speak directly to the spirit and letter of NETS-T-2d. Click here to see an overview of assignments and assessment points in the online version of EDUC 463 being proposed.

Click here to see the Rationales for Artifacts for this Standard.