Reflections+on+Technology+Facilitator+Standard+IV


 * In an era of increasing accountability, there is also increasing assessment to justify educational decisions. Technology has been greatly used for evaluation purposes well before the advent of personal computing in the shape of EZ Graders and Scantron sheets. And while automation has made data interpretation, collection, analysis and reporting easier, it has also made data collection more frequent. **
 * Already, decisions made in the areas of professional development, local curriculum, and school vision toward next year are deeply rooted in the administrators’ exhaustive analysis of the different indicators that determine AYP. Department-wise, those students whose TAKS grades did not meet state standards have been recommended for summer school as indicated by district norms. And within my responsibilities as a case manager, I constantly analyze the data produced by Curriculum District Benchmarks and uploaded into the Curriculum Management System. **
 * For my 3rd grade mathematics group I deviced an Excel file that automatically generated a bar graph to visually demonstrate to my students their academic progress. At our school we implemented ability grouping at 3rd grade level to target specific strengths and deficits toward taking the TAKS test in April. Because mine was the lowest group, I decided that a visual representation of progress would stimulate the students and keep them interested in mastering their goals. Students were explained that all assignments, tests, and quizzes were graded given a 100 points scale and all grades would be represented in the graph. The bar graph was simple and ranged from 0 to 100 in increments of 10. Although my plan was to make the bars thick make progress look bigger, in the end I had to make the bars thinner and give the graph a range from 40 to 100% as no grade ever was below 40% in accuracy. Each student had an individual file; I did not attempt to do a whole group progress chart, although the criteria used could have allowed for that to be reported. The data collected was routinely shared with their general education teachers, parents and administration. **
 * In conclusion, although our Curriculum Management System already produces graphic representations of data, this bar graph gave me greater control over student assessment at a case management level. It also increased learning, as it let me tailor future instruction to the group’s specific needs; it facilitated communication with parents, faculty and administration, and it augmented productivity, as students felt more motivated to monitor their own learning. **