Assessment+and+Assistive+Technology+Tools

=Assessment and Assistive Technology Tools=

This wiki's purpose is to be a resource of technology tools for educators for hardware, software, web 2.0 applications, technology services, etc. in an effort to share our experiences with one another to promote best practices in teaching with emphasis on technology integration. Please help us by contributing good technologies to our wiki in alphabetical order. The tools listed here have been contributions from many different educators. At the end, there are also some lists of data management and assessment tools. Thank you!

AlphaSmart Dana
The AlphaSmart Dana is a Palm powered writing tool from the Renaissance Learning Company. [|www.alphasmart.com] How was the technology integrated into the assessment environment?

This tool is a combination handheld and laptop. It can be synchronized with any computer (pc or mac) and includes built-in wireless. This tool allows the student to complete assessments and e-mail them to the teacher or synchronize to the teacher’s computer, or print out the completed assessment from any printer.

-What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?)

The method can be any or all of the above. In my teaching experience (using a similar model) it was used for written response and student reflection.

Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article)

This technology replaced a current method of paper and pencil assessment. It also allowed the student access to technology without requiring the student to be in a classroom or lab.

In your opinion, what were some of the benefits of the tool?

The tool is compatible with Palm software and all MS Office, it has e-mail capability and wireless. This tool does not need to be in a classroom or lab, it can be used anywhere as it has a long battery life. There isn’t any need to install printer software and it has a full size keyboard and easy to read screen.

In your opinion, what are the limitations of the tool?

I have not experienced any limitations. Do you see this as a tool that could be used in your educational setting? It has been used successfully. Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? The school already had them when I arrived

Applications for iPod and iPhone for Special Education
This url will link you to a site which categorizes the applications that can be used for special education by what they do! Click here.

AUDACITY
This is an open source software called Audacity. It is a multitrack/recording - audio editing software in which you can import or create audio such as voice and music. The editing capabilities of the software are very extensive. You can also export the final product in several ways including mp3 files, which can be read by a Mac. You can download it from here: http://audacity.sourceforge.net/download/beta_windows Information on podcasting: http://www.stager.org/podcasting.html The podcasts can be uploaded for broadcast at: http://odeo.com/ How was the technology integrated into the assessment environment?

This tool can be used for making podcasts. Students can podcast on many things. They can make an old fashioned style radio show where they report on something in history, interview older citizens for their perception on historical events, teach about something, act out a play, recite their own poetry, etc. With a little imagination, you can use it to enhance learning and be the assessment tool as the final project.

What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?)

All of the above methods can be used with this technology. Personally, I would personal communication, performance and possibly student reflection depending upon the project. You could find some standards in writing as scripts must be written in advance.

Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article)

This technology provides assessment opportunities not previously available.

In your opinion, what were some of the benefits of the tool?

This tool engages and fascinates students. They simply can’t wait to get their hands on it. It gives them a creative outlet in which to channel their project. It also gives the creator and classmates a chance to listen to their final projects so that they can self-reflect and self-assess. It is very easy to use, versatile and fun!

In your opinion, what are the limitations of the tool?

Sometimes the program freezes so it is important to save your project frequently.

Do you see this as a tool that could be used in your educational setting?

Absolutely.

Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)?

I took a course at Vermont Fest where we learned how to podcast using Audacity and odeo.

= Blip TV =

This is a free online tool. Blip TV is a place that you can post your video blogs, or other video materials. http://blip.tv/ You just sign up as a user and upload your stuff! How was the technology integrated into the assessment environment?

We created a project where the students created a movie on Internet Safety (wrote script, acted, edited, and produced). This film told the story of a high school girl that put too much info. on her MySpace. The students had to research how to be safe, in order to write in mistakes for the girl and at the end they did a short public service announcement on how to be safe. When the movie was done, it was to be uploaded to blip.tv in order to benefit the masses and other students about on-line safety. Viewers on blip.tv give comments on what they view. This would be good feedback for students. It also lets classmates, parents and the local community give feedback as well. Teachers have a finished product to grade and students can reflect on what they did well and what could be done even better!

What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?)

This was a personal media communication and performance piece. Students also reflect on their work.

Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article)

This was something new!

In your opinion, what were some of the benefits of the tool?

It allows students to be creative. It also generated an excitement about everyone seeing it, which made them hold themselves to a higher standard.

In your opinion, what are the limitations of the tool?

I see no limitations.

Do you see this as a tool that could be used in your educational setting?

I currently use it in my teaching.

Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)?

I was looking for a tool to host videos that I was going to teach the high schools students to do and found it on the web!

= Blogger =

This is a free online tool. A Blog is where students and teachers can publish, get feedback and communicate with ease. There are several blogging sites, however I prefer Blogger which can be found at [|www.blogspot.com] How was the technology integrated into the assessment environment?

Students can explain their thinking about how they arrived at the answer to a math problem. They can write a review of a book they read to clarify their comprehension. They can provide instructions for procedural writing, compose poetry, track their progress for assignments, upload video, photos or other information. Teachers can use the blog to outline criteria and expectations as well as monitor student understanding and progress.

What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?)

Students uploaded presentations (PowerPoint) demonstrating knowledge of a subject area, written responses and documented progress for a project. As a teacher I have used blogs to monitor student progress and provide feedback. Students have used blogs to provide feedback to their peers, provide links to additional information and uploaded podcasts.

Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article)

This technology replaces other assessments.

In your opinion, what were some of the benefits of the tool?

It allows students to be creative. Other technologies can be incorporated with this tool, such as PowerPoint, video and audio.

In your opinion, what are the limitations of the tool?

I have yet to discover limitations.

Do you see this as a tool that could be used in your educational setting?

I currently use it in my teaching.


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

I participated in professional online chats that utilize blogs.

= Content Generator =

[|Content Generator] is a paid service, but there are some free features that teachers can use to create visually stimulating review games, quizzes and other unique online activities. This isn't a tool to do formal assessments, but I have used it to create review games that are linked to my course wiki's. Whether it's a 10 question quiz that students can take over and over again as practice or a "video game" type of application where gaming and review is combined, this site has been useful in assessing knowledge in my classroom.
 * How was the technology integrated into the assessment environment? **

Depending on the application, selected response and performance are the two methods available with this technology. No I think this is something rather new and innovative.
 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **
 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

The biggest benefit are the levels of engagement that this type of unique software can bring about. I've found that this tool motivates Digital Natives more than traditional assessments can.
 * In your opinion, what were some of the benefits of the tool? **

The site is somewhat limited in what you can do. The other side of this is competing with modern video games. I don't think your classic video game head is going to bypass a game of Halo to go home and play a round of Earth Science review soccer shootout!
 * In your opinion, what are the limitations of the tool? **

Yes I currently use the free features.
 * Do you see this as a tool that could be used in your educational setting? **
 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

I found this online.

= Desktoptwo =

is a web-based desktop that mimics the look, feel and functionality of a local PC, all within one browser window and fully accessible from anywhere. [|http://desktoptwo.com]

**How was the technology integrated into the assessment environment?** This could be a good way to give each student 24/7 access to their own private desktop, where they can compose and store their own documents. I researched this, and other web based desktops, for the purpose of using it with students and teachers.

Using a web based desktop could be a good communication method between students and teachers. It allows for email between people that have an account on desktoptwo.
 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?)**

At the moment, there are no teachers using a technology like this for communication with students. If we begin to do project based learning activities using technology, which is my hope, something like this could be a good tool.
 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article)**

I think students would really like the idea of having their own private desktop, that they can access from anywhere if they have internet access. Teachers might like the idea of being able to communicate with students via email.
 * In your opinion, what were some of the benefits of the tool?**

Sometimes the desktop takes too long to load. Also, it is in beta form, so there are bugs.
 * In your opinion, what are the limitations of the tool?**

I think web based desktops like desktoptwo are going to become more popular in the near future.
 * Do you see this as a tool that could be used in your educational setting?**

I discovered this by searching through google. Check out this website that lists a variety of web based desktop environments. http://www.lifehack.org/articles/technology/your-desktop-anywhere-21-web-based-desktops.html
 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)?**

= Dig Kids from Adobe =

http://www.adobe.com/education/digkids/intro/index.html


 * Describe the technology being used? **

This site seems to be a great source as a resource to both students and teachers in providing support in using digital photography and videos. Lesson plans and activities are also provided, which provide examples of lessons and inspiration to a novice.

This technology site provides resources both free and for purchase that would enhance a learning environment with digital technology.
 * How was the technology integrated into the assessment environment? **


 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This tool would enhance teaching and motivation for students to learn and explore.


 * In your opinion, what were some of the benefits of the tool? **

Yes, middle school and high school students would just love to work with the tools available.


 * In your opinion, what are the limitations of the tool? **

The cost of the adobe programs would be a limitation, but many of the lessons and activities that I looked at require Adobe Photoshop and many school already have this software. Of course there are many versions all of which you can purchase from this site.

I think a teacher who does not have much experience with Photoshop would really need to spend some time working with the tools before teaching a lesson, even if students seem to be quite fluent with the technology.


 * Do you see this as a tool that could be used in your educational setting? **

Yes!


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

Searching digital media tools

= Digital Voice Recorder =

A digital voice recorder is made by many companies. It can record voice and other sounds that can then be downloaded into a computer.


 * How was the technology integrated into the assessment environment? **

It can be used in many ways. It can be put into use projects such as podcasting, music projects, oral history projects, interviews, etc. For example, when students do interview they must plan out their questions, plan how they really want the interview to go and what they want to really get answered by the interviewee. This takes a lot of writing and planning prior to the interview. The digital recorder is the tool that is used to actual record the interview so that it can be heard and assessed.


 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

This method could involve observation, a written planning document, personal communication, performance and student reflection.
 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This technology replaces old fashioned tape recorders.


 * In your opinion, what were some of the benefits of the tool? **

It is very easy to use and makes downloading the information into the computer a breeze. Since it is light and portable, it is not cumbersome in any way when traveling or interviewing.


 * In your opinion, what are the limitations of the tool? **

You need to make sure that you get one that is compatible with your computer and that is easy to use. There are a few out there that do not connect well to some computers. Just look it over and ask questions before you buy.


 * Do you see this as a tool that could be used in your educational setting? **

Absolutely.


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

Again, I learned about it at VT Fest. I love that place!

= Discussion- eco journal, environmental philosophy portfolio. = = = ** Science portfolio using student work, inquiry, questions, activities, outside influences, digital media, and reflective writing **


 * //How was the technology integrated into the assessment environment?// **

These portfolios stand as evidence of student work, reflection, and achievement in the area of science literacy. Portfolios are compiled throughout the year using information from each unit of study, theme, or student derived topic.


 * //Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology// **

This technology augments a student’s science experience. It can not replace other assessments, but can provide the teacher insight into what was learned, themes that were important, and student progress throughout the year. The implementation of digital media technology allows for new methods of transferring information and communicating important points.
 * //In your opinion, what were some of the benefits of the tool?// **

Having students reflect on a lesson- not just complete, get a number grade, and move on- allows more synthesis and thought about what was learned, why it was important, and how the ideas presented connect into their lives as a whole. For example, a technology section for students that would like to search further about technologies that they find interesting. This can be a continuing theme throughout the year that keeps a student focused and engaged.


 * //In your opinion, what are the limitations of the tool?// **

The time component and organization for pieces like this are huge. Setting up a specific goal, benchmark, and system of information collection will allow the project to be successful. Without these guidelines, students may find the portfolio to just another task to be completed on top of their daily work.
 * //Do you see this as a tool that could be used in your educational setting?// **

Portfolios can be extremely useful tools. I have students complete a portfolio in Environmental Science about their developing environmental philosophy. Using outside readings, periodicals, digital media, art, and benchmark pieces of work, they document their evolving thought process as the course progresses.

=** Electronic Portfolios **=

http://www.blurb.com/create/book/fine_art_books?ce=google_pro_content&gclid=CP39rdv8kZQCFQRJFQodPCW1uA


 * Describe the technology being used? **

This site provides free downloads to create an art electronic portfolio. The free downloads help to advertise the sale of software to create a book of your artwork that is publishable. The products look great and the cost doesn’t appear to be too high.


 * How was the technology integrated into the assessment environment? **

The electronic portfolio is used to assess and publish student work.

-What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?)


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This tool could motivate students to actually publish beautiful art filled books that may direct them into a lifelong career.


 * In your opinion, what were some of the benefits of the tool? **

Yes, especially for high school students.


 * In your opinion, what are the limitations of the tool? **

The cost of developing a product may be limiting.


 * Do you see this as a tool that could be used in your educational setting? **

Yes!

= EDU 2.0 =

Edu 2.0 is located at [|www.edu20.org] Edu 2.0 is a unique site founded in 2006 by Graham Glass. It is a free online service where you can host an entire class, enroll in public classes, share resources or have a dialogue in an online community.


 * How was the technology integrated into the assessment environment? **

Edu 2.0 is a simplified version of Moodle, Blackboard, etc. It is completely web-based. An educator can privately enroll students and then host a diverse group of assessment tools including quizzes, wiki's, blogs, forums, chats, debates, and feeds. A gradebook, calendar and other tools are also available.


 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

Most, if not all, of these assessments could be implemented using this technology.
 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This technology could potentially replace move many traditional assessments online which would save an enormous amount of time for educators.
 * In your opinion, what were some of the benefits of the tool? **

The benefits of this technology are numerous, but among other things it's free! It is also very easy to learn and use, I created a mock class in about 5 minutes. The other incredible part of Edu 2.0 is sharing resources, any lesson you submit is archived and usable by the other thousands of educators on the site. What an incredible way to create an online community of professionals sharing work?
 * In your opinion, what are the limitations of the tool? **

So far I haven't found many. The quiz generator takes a while to write a quiz, but the payback for the educator is in the grading time. I also noticed that I can't "preview" the actual pages that students would be using. For example the only way that I've found to preview a quiz that I've written is to create a fake name and enroll in my own class. Anyone who has given written directions to a teenager knows that the format in which they're delivered is very important. I'm not so sure how easy it would be for a traditional classroom student to adjust to a complete online class.
 * Do you see this as a tool that could be used in your educational setting? **

I've got plans to use it next year, assuming that there is sufficient hardware in the classroom, the school, and the home to give students equitable access to their schoolwork.


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

I learned about the tool from our school's technology PLC group I believe. = EDUCATIONAL BLOG SITE =

The technology is a simple, free educational [|blog] that is [|internet accessible] and gives the teacher control over all editing, set up, and class blogging aspects. //__How was the technology integrated into the assessment environment?__//

The technology gives each student their own personal space to make their own. (via graphics, descriptions, images, backgrounds, and other web designs) allowing them to become familiar with social networking design options, links, transferring and inserting images, researching, and reading other blogs/ web sites critically.

The teacher sets up an administrative role and controls assignments and messages posted on the blogs for each student. As assignments are completed, the instructor reads through the blogs/ comments, and applies a [|rubric] for [|assignment response]. The instructor also has the ability to write comments to the student via their blog, creating a much more thorough and authentic feedback system. (Much more effective, in my opinion, than a simple number grade that students are so used to seeing, registering, and ignoring.) //__ What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? __//

The assessments for this technology can range from simple responses about the main points learned in class that day and commenting on other students posts- to reading [|collegiate professors blogs], journal articles, viewing animations from [|textbook] or professional sites (USGS.gov for example), or reviewing a film that was watched that day in class. It can also be for free response, group project communication, or just as a group discussion board around a topic. (I have had a “weirdest science fact” contest every year)

//__Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article__//)

This allows the instructor to have more methods of assessment, more comment space, and opens up a realm of information for students that most are quite comfortable with. For students that will not write much on paper, they may be willing to sit and write much more- supporting it with images, links, and research that would normally go by the pen and paper wayside.

//__In your opinion, what were some of the benefits of the tool?__//

Student comfort, increased technology usage, better information, introduction to web design techniques as well as giving students an outlet for class reflections.

//__In your opinion, what are the limitations of the tool?__//

If students do not have internet access at home, they must work harder to make the time to blog. Without clear focus and expectations, students could miss opportunities to further explore topics.

//__Do you see this as a tool that could be used in your educational setting?__//

Absolutely! Provided the majority of students have access to blogs throughout their day, or at home.

//__Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)?__//

I learned that there are many blog sites out there, but educational tool blogs are much more user friendly, as well as FERPA friendly. It is good for an educator to have control over who is blogging, editing, and content.

= = = EdCube Hosting for Digital Portfolios = [|EdCube] is a paid product that hosts digital portfolios that allow students to develop collections of their work to showcase their efforts, progress and achievements. How was the technology integrated into the assessment environment?

EdCube is used by students to design their own portfolios using sets of student oriented design features. They have addressed the problem of very large file sizes with student portfolios, they advertise that the school server they install will compress student files. Parents and students can access the portfolio from any computer. Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. This type of assessment could be used as a performance assessment in a constructivist classroom.

In your opinion, what were some of the benefits of the tool? This tool seems like a introduction to an easy to use electronic portfolio. It enables students, parents, and teachers access to student work which could create inroads to positive communication between different parties.

In your opinion, what are the limitations of the tool? EduCube seems as if it would be suitable for lower grade levels, so it may not have all of the features to facilitate a high school classroom.

Do you see this as a tool that could be used in your educational setting? I like the idea of electronic portfolios, but after researching this doesn't look like the product best suited for my classroom.

Where did you learn about the tool (formal evaluation reports, vender case studios, etc.)? I found it through a google search

Electronic Portfolios
[|http://www.k12.hi.us/~jholokai/tethree/learning/eschool/splash.htm#background] This site provides recourses and examples of electronic portfolios that are developed by students.

The electronic portfolio is used to assess both content and technology related standards.
 * How was the technology integrated into the assessment environment? **


 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This tool could motivate students to achieve the standard because they are creating a piece in their electronic portfolio. Students would probably feel like they are publishing a piece of work by making the piece part of their portfolio that is used as an assessment tool and reflective of academic growth that can be shared with parents.


 * In your opinion, what were some of the benefits of the tool? **

Yes, middle school would like to report out on their work through this type of portfolio.


 * In your opinion, what are the limitations of the tool? **

I’m not sure what the cost would be. One could probably find free downloads to support most of the actions necessary in the portfolio. I just worry about security if these portfolios are stored online. I would want to save them to a local file.

Yes!
 * Do you see this as a tool that could be used in your educational setting? **

Searching electronic portfolio tools
 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

= Elluminate Live! =

// Elluminate Live! for educators is an extremely comprehensive live e-learning and web collaboration system. It uses multimedia technology in a variety of ways to connect teachers and students of distance learning or to further enhance/extend traditional classroom learning. To learn more about this system, please visit: // http://www.elluminate.com/educator_solutions.jsp

// Though this program was not designed as an assessment system, it can certainly be used in a variety of ways to assess. Just one example of the way in which Elluminate Live! could be integrated into the assessment environment is by having students listen to/watch a remote or expert lecturer via web recording or web conferencing (two of the many features of this system). Students could then be prompted to reflect on this talk/lecture via written response or a web conference. Methods that could be used for assessment using this system include: observation, written response, personal communication, student reflection, performance and selected response. All kinds of files and activities can be posted to this system, making the kinds of assessment possible unlimited. // Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. //** // This system certainly provides the means to assess students in a new and comprehensive way whether in a distant learning classroom (online course) or in addition to a traditional in-class course. There are other systems available similar to Elluminate Live! like Adobe Connect, for example. However, Elluminate Live! has developed a system specifically for educators which makes in more applicable to use by students and teachers. // In your opinion, what were some of the benefits of the tool? //** // It is completely comprehensive and the possibilities of it’s use are endless. Desktop to desktop sharing, file sharing, connection of students with each other an their instructor, web conferencing, and session recording are just a few of the features of this system. It is seemingly easy to use and can be incorporated into systems like BlackBoard. // In your opinion, what are the limitations of the tool? //** // There certainly aren’t any! In terms of using it for assessment, instructors would have to get creative to tap into the full potential of all that is offered through Elluminate Live! but this certainly isn’t a limitation. // Do you see this as a tool that could be used in your educational setting? //** // Absolutely. It could be integrated into a high school or college setting very easily. Homework could be posted and completed through this system. Students could collaborate on projects and file share very easily. Instructors could be available to web conference to further instruct or explain course material. This system could also be used to connect teachers with each other or for parent-teacher conferencing. As sessions can be recorded, this system could be used to assess performance and participation of students as well as a way to catch students up who missed a session. // Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? //** // I learned about Elluminate Live! through online research, specifically from the following site which has a ton of material and which I highly recommend as a source for use of media and other technologies within learning environments: //
 * // How was the technology integrated into the assessment environment? //**

= ePals =

http://www.epals.com/index.tpl
 * How was the technology integrated into the assessment environment? **

Students are able to email other students around the world, teachers and student have connections to other classrooms, students can work on projects together, and this site offers many resources for teachers.


 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This tool would enhance units and provide students with a wider range of information than can be provided in the classroom. Student blogging and emails with teacher links could be an assessment in themselves.


 * In your opinion, what were some of the benefits of the tool? **

Student exposure to the diversity of the world is a great benefit and this tool helps to generate just that.


 * In your opinion, what are the limitations of the tool? **

A limitation could me making a good match with another classroom, though teacher comments were positive.


 * Do you see this as a tool that could be used in your educational setting? **

Absolutely!


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

Searching assessment tool.

= Foliotek =

Foliotek is designed for use with higher education and is a custom-fit software application that helps colleges manage their portfolio and assessment process. Please click on the following link to go to Foliotek’s main site: http://www.foliotek.com/

This application can be used by students to create three different kinds of portfolios: Development Portfolios, Presentation Portfolios, and Assessment Portfolios. Assessment portfolios are program-controlled by Foliotek and give students the ability to demonstrate their competence and skill in program-specified outcomes. Foliotek directly uses the collection of student work through the form of a portfolio to help educators evaluate student work/progress . This application is certainly an innovative method of assessment, using competencies to assess student work in the form of portfolios. This tool is very comprehensive and organized. The reporting capabilities of this tool are also extremely beneficial. Data storage is flexible and secure, allowing access to students and teachers via the web. It is designed for use with higher education though so only college level students and educators benefit from this wonderful portfolio collection and assessment system. I would love to use Foliotek as a student and a professor. The creation of portfolios is very beneficial and the benefits of using this comprehensive system are certainly realized. I learned about Foliotek through research I undertook as part of my work on a competency management system.
 * How was the technology integrated into the assessment environment?**
 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. **
 * In your opinion, what were some of the benefits of the tool? **
 * In your opinion, what are the limitations of the tool? **
 * Do you see this as a tool that could be used in your educational setting? **
 * Where did you learn about the tool (formal evaluation reports, vender case studios, etc.)? **

= Flickr and Popfly =

// Flickr™ // http://www.flickr.com/ is //a photo-sharing site where you can browse photos and upload pictures and short videos. This can be combined with// //Microsoft’s Popfly™// http://www.popfly.com/ //where mashups can be created using flickr and Virtual Earth for instance.//
 * How was the technology integrated into the assessment environment? **

// Students using Popfly™ to combine Flickr™ and Virtual Earth could create global nature journals where the photos obtained through Flickr™ could be annotated on the pages and put next to pictures from the locations associated with the pictures, adding comments, and maps- I haven’t done this so this is an untried idea. //


 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

// Student reflections could be incorporated into the project either separately or as annotations on the pictures and maps. The task could be a group task where observation of the ongoing project would be part of the assessment. The project’s quality would be part of the assessment as well. //


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

// This would not replace a project but would be added to a webquest (web based research following a set of links or following a (by the teacher) pre-determined path. What would be new about it is the ability to be more creative and descriptive regarding the presentation of pictures. //


 * In your opinion, what were some of the benefits of the tool? **

// I think the students could be really creative with this. //


 * In your opinion, what are the limitations of the tool? **

// There must be some guidance regarding browsing- students often have no idea what to look for (though that may be due to not knowing what the teacher means). The assignment has to be really clear. The technology is an artistic medium and so not really limited in its function- but if students can’t find appropriate pictures to work with, that could be a problem. //


 * Do you see this as a tool that could be used in your educational setting? **

// Yes- I could use it in my Biology classes. //


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

// I found it on Microsoft’s website (Popfly™ anyway, and Flickr™ was mentioned on the Popfly™ website. //

= Freeplay Music and Digital Assessment =

// [|Freeplay music and digital assessment] //. This tool can be utilized to download free music for use in digital film, storytelling, slideshows, and other digital assessment media. Users can, free of charge search through a large (2847) music track library to find music that will complement the project/ assessment they are currently completing. This tool will provide the finishing touch for many student derived projects. For example, I can track down the [|“Super Babe Groove] ” blues tune to add effect, or for just a fun background to my project. Another site similar is [|Magnatunes]
 * //How was the technology integrated into the assessment environment?// **

This technology is truly just to add another technical dimension to student produced projects. The songs may not stand on their own, but can provide another creative outlet for digital media.


 * //Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology// **

Given the advent of Ipods, digital music and file sharing, and web video hosting, students are turning to digital media more and more. It is not replacing a technology, just providing a legal way to increase digital imagery and artistic license. It will also make for some cool background tunes and effects ! 
 * //In your opinion, what were some of the benefits of the tool?// **

Students will benefit from learning to utilize the music software, media searching, and artistic design elements available in new digital media.


 * //In your opinion, what are the limitations of the tool?// **

This tool, like all digital media, has a place when students are creating large scale projects that should directly address media literacy. Without specific goals, searching for just the right song/ music can detract from the task of conveying information.
 * //Do you see this as a tool that could be used in your educational setting?// **

Absolutely! Students will spend hours editing YouTube videos that are not being used in my class, so why not let them use the songs to create assessment digital media?

= Garageband =

http://www.apple.com/support/garageband/ is //a download that is// //useful for making podcasts. Roxio// http://www.roxio.com/enu/default.html //is// //software for making DVD movies.//


 * How was the technology integrated into the assessment environment? **

//I haven’t made movies myself, but students at Burr and Burton (BBA) make movies to document service learning projects- one DVD they made about students helping Katrina victims was shown at several schools.//


 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

//The Katrina project DVD involved interviews with students in New Orleans and the students in the BBA project before and after they went to New Orleans (Students interview students and also showed the results of what they did in New Orleans.//


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

//Audio interviews or written interviews could have been done- and photos could have been put in a scrapbook-but the whole thing was much more compelling when seen on a big screen (I saw it projected in our school auditorium).//


 * In your opinion, what were some of the benefits of the tool? **

// For telling the stories about the students in New Orleans this was the best way to convey the emotions of all of the participants- the interviewers and the people being interviewed. //


 * In your opinion, what are the limitations of the tool? **

// It is limited by people’s imagination. //

// I don’t have any plans for making movies- but I would like students to make podcasts of science news or items of interest. //
 * Do you see this as a tool that could be used in your educational setting? **

// Roxio was on my computer when I bought it and many people have mentioned Garageband. //
 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

= HandiScope Handheld =

// The HandiScope is handheld high resolution microscope – the first truly portable one made. Its applications include use in education, manufacturing, police/fire departments, and medical/veterinary. http://www.innovativedata.net/handi.htm //


 * How was the technology integrated into the assessment environment? **

// This portable device can be used in conjunction with written and oral presentations within biology, botany, chemistry, and geography classes as well as for use with reading and the sight impaired. For example, students can measure and store images that have been downloaded (using the optional PC interface kit) and use in written analyses or class projects. The assessment would be based around the correct use and understanding of a microscope and microscopic findings. In and of itself, the HandiScope is not an assessment tool but it could certainly be used within assessments. //


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. **

// The use of this handheld device allows for teachers to create assessments that were not previously possible. For example, with this device microscopes can be utilized by students on field trips in a very accurate and accessible way. Thus labs/ assignments can be created for students to undertake using the HandiScope that weren’t previously possible or realistic. //


 * In your opinion, what were some of the benefits of the tool? **

// It allows for the use of a microscope anywhere rather than just in a lab, it saves time as it eliminates the need to prepare slides, and it can be used with the PC interface kit and then images can be easily stored, utilized, and transmitted. //


 * In your opinion, what are the limitations of the tool? **

// There are no limitations of the Handiscope as a portable microscope but it is not an assessment tool in and of itself so teachers would have to be creative an innovative when it came to developing uses for it within assessments. This should be quite easy though because having a portable microscope could certainly enhance labs/assignments out of the classroom (i.e. fieldtrips). //


 * Do you see this as a tool that could be used in your educational setting? **

// Certainly. It is an easy to use tool and can be used for all age groups. It makes examing specimens very easy. The video output also allows for real time viewing so class instruction becomes quite easy. //


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

// I found HandiScope on an excellent website while researching handheld devices used in the classroom: // // http://eduscapes.com/tap/topic78.htm //

=Head Magnet=

www.headmagnet.com free on-line web 2.0 tool Headmagnet creates a model of what's going on in your head. It predicts what memories have faded away, and what memories are still inside, allowing you to quickly get things in your head and keep them there. The more you use headmagnet, the better it gets at modeling what goes on in your head.

= Hot Potatoes =

// The Hot Potatoes suite includes six applications that create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. Hot Potatoes is free for publicly funded, non-profit, educational users who make their pages available on the web. // // To view more information about this application or to download it, go to: http://hotpot.uvic.ca/index.htm //


 * How was the technology integrated into the assessment environment? **

// This application helps teachers create interactive forms of assessment that are then posted on the web where students can access them. The types of assessment include multiple-choice quizzes, short answer quizzes, jumbled-sentences, crosswords, gap-fill exercises, and matching/ordering //.
 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. **

//This application automates methods of assessment that already exist on paper. This allows the creation of assessment to be quick and efficient and allows the assessment process (for students) to be interactive and accessible.//


 * In your opinion, what were some of the benefits of the tool? **

// This tool is a nice alternative to traditional paper-based forms of assessment. It is easy to use for the teacher and the student and is readily accessible as it exists online. Teacher users create quizzes and other forms of assessment with the help of this tool and then post those on the web. Students can then easily access these assessments on the web and participate in a fun and interactive form of assessment. It is accessible to anyone on the web which means that the creation of assessments with this application also sets up a really nice teaching tool for students everywhere. Learning is then specific to a teacher and her/his students but also across the web-community – sharing the wealth of learning and assessment. //


 * In your opinion, what are the limitations of the tool? **

// Assessments can be created using this tool and then are posted to the web where they are readily accessible but it doesn’t allow for teachers to view students’ results. It is a one way tool – the teacher creates assessments for students to learn and interact with material. That’s as far as it goes. It doesn’t help collect and report the results of the assessments. So, the assessments made are more like activities. //

// My educational setting is a university level so though this tool could be used, it seems to be more geared toward elementary – middle/high school. I could see this tool being used for the purpose of additional practice/exercises at the college level i.e. a professor could post assessments on the web related to Latin vocabulary for example or as a study guide for a history exam. But this application would then not be considered an assessment tool used within the classroom. I suppose it could be considered a self-assessment tool though. //
 * Do you see this as a tool that could be used in your educational setting? **


 * Where did you learn about the tool? **

I found this tool by searching for LTA assessment tools via Google. There are many scholarly articles written of course about this topic and one of them mentioned Hot Potatoes.

= HyperStudio =

HyperStudio is an authoring program which can be used to create an electronic portfolio. The program allows the user to add digital/scanned photographs, artwork or class work, record voice and videotape.

http://www.ite.sc.edu/Dickey/assess/HStemp1.html

How was the technology integrated into the assessment environment?

Students document their work in the HyperStudio program which allows for reflection. -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article)

This replaces the manual collection of materials. In your opinion, what were some of the benefits of the tool?

This tool allows the child to record their voice to introduce or explain a piece of work or project. This can become a permanent record of student work that can be stored on CD, DVD, or in print.

In your opinion, what are the limitations of the tool?

With younger children it can be time consuming to learn the scanning, recording process.

Do you see this as a tool that could be used in your educational setting?

Yes definitely!

= iMovie Software =

iMovie software is incredibly easy to use video editing software. It allows you to download video right from your camera, edit, add music, title slides, credit slides, pictures and export into a format that can be viewed in several ways. I usually export to Quicktime format. http://www.apple.com/ilife/imovie/


 * How was the technology integrated into the assessment environment? **

iMovie can be used to complete a video project for final review.


 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

Observation, personal communication and performance were methods for assessment. While they are using the software, I can observe their work ethic, and skill with the software, and encourage collaboration among the students as well as with myself. I can also observe their product and use a rubric if I wish to assess their skills. At the completion of the project, they can show their finished product to an audience.


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

iMovie replaces a Windows based product that came with the video camera. iMovie is a much better product.


 * In your opinion, what were some of the benefits of the tool? **

The main benefits are that it is easy to use, works well, and gives a great creative outlet for students to work with on their projects.


 * In your opinion, what are the limitations of the tool? **

You need a lot of RAM if you have a long movie, and you need to have a Mac computer. I know many schools don’t have Macs around for student use.


 * Do you see this as a tool that could be used in your educational setting? **

Yes, and I do use it.


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

Actually, I ordered a MacBook Pro last year so that my students could learn to be cross platform. It came bundled on the computer and we all just played with it until we learned how to use it after we had decided on our class project of making a movie. It was a great way to learn together.

= Inspiration =

[|Inspiration software] is an educational software that is still quite popular in US schools. It is a tool that is best suited to organize and visualize ideas. I've used it solely as a tool to create concept maps yet the website claims that it is a tool that can also be used by students. How was the technology integrated into the assessment environment?

I was given a license for my own laptop and like I said I've used it to create concept maps. I feel like there must be more to it, which is why I'd like to hear from some fellows students on how you've implemented its use in your schools.


 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

Personally I'd say personal communication but apparently this can be used as a performance piece as well.


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

I've chosen to use it because it was free (I think my librarian picked up a copy at the Tech conference in Kilington last year). I enjoyed the ability to organize key concepts in a visually appealing medium, including photos, diagrams, etc. The best part was being able to add or delete items without having to redo an entire concept map.


 * In your opinion, what were some of the benefits of the tool? **

The biggest benefits were being able to present key concepts in an organized and visually appealing medium. The course I teach is so broad that I have been using it to reorganize my course into 6 units instead of like 13! So, it's been a benefit to my students, but it's also been a benefit to me professionally to organize my chaos!


 * In your opinion, what are the limitations of the tool? **

As I've noted, I see the use as a concept map, but I don't know of, or am having a hard time figuring out, other applications. It is not a free resource either, I got lucky. :)


 * Do you see this as a tool that could be used in your educational setting? **

As mentioned I do use this tool to organize my course. Students have told me that the concept maps help them "see" what we've learned, especially when it comes to review.


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

I learned about this tool through my first job in NYC at a middle school.

= iPods (video capable) =

This is a hand-held device with the ability to play podcasts, music, videos, enhanced podcasts, full length movies, sync to calendars, has alarm features, and can hold lists of contacts that can also be synced from your computer. The iPod touch can be also used as a PDA. http://www.apple.com/ipodtouch/

How was the technology integrated into the assessment environment?

There are several ways in which is can be used. One way that directly relates to assessment is that the teacher can use Garage Band software to make an enhanced podcasts which consists of the test questions seen in text and/or images that may go along with the question while the question is read to the test taker. This is especially great for students who have learning disabilities that in some way affect their ability to comprehend the written word. Another way to use these iPods is to put the classroom videos that you may show in class on them for students who may have been out sick when a film was shown. You could also create audio books for those with special needs and those who need a little help with their reading but do not qualify as special needs.

What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?)

iPods used for testing purposes could be considered useful in written responses to test questions because they help students with special needs (or auditory learners) understand the test questions better.

Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article)

This was something new!

In your opinion, what were some of the benefits of the tool?

Students love using iPods so it is “cool.” Also, it helps auditory learners and special needs students better understand material. When students are out sick, they can still see the educational film without teachers having to make special arrangements for them to watch it in the library, etc.

In your opinion, what are the limitations of the tool?

Sometimes you may have to convert movies to a format that can be accepted by the iPod.

Do you see this as a tool that could be used in your educational setting?

I currently use it in my teaching.

Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)?

I went to a class at VT Fest!

= Juice =

- this is an open source/free podcast catcher that is available for Windows, Mac, and Linux. It is very easy to use http://juicereceiver.sourceforge.net/index.php

I have not used this program, except for my own personal use. Next year I hope to download and play educational podcasts for students. When differentiating instruction, podcasts can be a valuable method for delivering instructional content.
 * How was the technology integrated into the assessment environment?**

Students could listen to a podcast, and then take a quiz generated from one of the online quiz generators that has been discussed in this course.
 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?)**

The variety of podcasts available from websites like podcastalley.com makes it easy to find audio that is linked to what students are doing in the classroom.
 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article)**

Juice is the first tool I used to discover the world of podcasting. It is easy to use, and free!
 * In your opinion, what were some of the benefits of the tool?**

None that I know of.
 * In your opinion, what are the limitations of the tool?**

Yes, to download useful podcasts.
 * Do you see this as a tool that could be used in your educational setting?**


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)?**

Juice is a well known open source utility.

= K12 Handhelds =

http://www.k12handhelds.com/


 * How was the technology integrated into the assessment environment? **

I really like this site. It really explains a lot of the language around using handhelds and provides information about hardware and software needs as well as providing educators with suggested grant options. A good site for a not so comfortable handheld user.


 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This tool would enhance teaching and assessment once and points an educator in a direction that could motivate and even make handheld seem less threatening.


 * In your opinion, what were some of the benefits of the tool? **

Yes, it’s a good place especially for beginning teachers.


 * In your opinion, what are the limitations of the tool? **

Limited as far as informational for advanced educational usage.


 * Do you see this as a tool that could be used in your educational setting? **

Yes!


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

Searching assessment tool.

= K to the 8th Power =

http://www.kto8.com


 * How was the technology integrated into the assessment environment? **

This technology site provides lessons that are connected to the standards providing math, literacy and technology interactive lessons online. Lessons include activities, games, writing exercises and assessments. Students actually work their way through lessons. They are both audio and visually appealing.


 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This tool would replace a current method of teaching and assessment.


 * In your opinion, what were some of the benefits of the tool? **

Yes, if students are able to make their way through the tool. It seems a little advanced for some of my students, but I may be underestimating their ability.


 * In your opinion, what are the limitations of the tool? **

I couldn’t find a section for teacher feedback.


 * Do you see this as a tool that could be used in your educational setting? **

Yes, but not for all lessons. Students need to be able to manipulate real life lab tools as well.


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

Searching assessment tool.

= Kathy Schrock - Resources =

This is a collection of assessment rubrics and graphic organizers that may be helpful for teachers. ** How was the technology integrated into the assessment environment? **

I've used Kathy's rubrics on many occasions. I especially like the language she uses with rubrics for younger children. I modified one of her rubrics on a group project and another rubric that I used with students when they created a poster presentation early in the year.
 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

I simply modified and printed the resources right off of the Web. ** Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

I try not to use rubrics all that often because of the time it takes to teach the content and expectations. It's a lot for young children to process. When I modified the rubrics from the site, I provided students with easier language. This technology did not REPLACE a current assessment method. It helped me so that I didn't have to start from scratch. ** In your opinion, what were some of the benefits of the tool? **

Less work for me! I typically takes me an hour or more to create a suitable, effective rubric for my students. ** In your opinion, what are the limitations of the tool? **

There's a lot to choose from. Sometimes I find the language used in one rubric is better than another so there is a lot of cutting and pasting. ** Do you see this as a tool that could be used in your educational setting? **

Absolutely, I'd love to see other teachers in my school try it out, too. All too often we "reinvent the wheel" when it comes to assessment. ** Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

Our Education Technology Integration Specialist saw that I was really struggling with a rubric one day. He recommended this site to me. = Kompozer =

Kompozer (formally NVU) is an free web editor that is available for Windows, Mac, or Linux. From their website: " KompoZer is a complete web authoring system that combines web file management and easy-to-use WYSIWYG web page editing. KompoZer is designed to be extremely easy to use, making it ideal for non-technical computer users who want to create an attractive, professional-looking web site without needing to know HTML or web coding" Their website is [|http://www.kompozer.net]


 * How was the technology integrated into the assessment environment? **

I did a unit this year with a literacy teacher and a small group of 5th grade students. The students were reading a book and were asked a guiding question. They made webpages with Kompozer and typed their questions and answers into the webpage. They were showed how to make a link and insert a picture. The literacy teacher had me print out the pages so she could correct them. Then we would meet again and edit. I reinforced some basics about web page making - mainly that simple is better. The criteria about what the kids could put on their pages was strict. http://www.anwsu.org/vues/louisegee.html


 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

The main method was observation. I reinforced to the students that after they edited their pages, they had to save, and then open in a web browser to see what it looked like. The literacy teacher kept track of the text to make sure it was acceptable. We uploaded the pages to our website when they were finished. The kids loved seeing their work online.


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

It was just a different way to get the kids to do some writing, while also teaching them a bit about webpage making. Also, we were teaching the kids that if you are going to make something public, like a webpage, then you have to be careful about editing.


 * In your opinion, what were some of the benefits of the tool? **

I discussed with students that computer files have formats. I explained what .html was, and how that was one of the file formats used in webpage making. Kompozer is much like a word processor, and is pretty easy to use. It also has the ability to do complex web editing. Best of all, it is free!


 * In your opinion, what are the limitations of the tool? **

Kompozer could be seen as confusing for someone with very limited computer skills. Students seem to be able to work with it. It is necessary to have someone competent with the program available for support.


 * Do you see this as a tool that could be used in your educational setting? **

I hope to use Kompozer often next year. Creating the webpages is one thing, uploading them via ftp to our host is another. At this point, I control that exclusively.


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

I began using the previous version of Kompozer, called NVU a couple years ago. It was free, and available for Linux.

= Knowledge Presenter® =

[|http://www.knowledgepresenter.com]


 * How was the technology integrated into the assessment environment? **

A web 2.0 technology assessment tool. This tool provides a wide selection of assessment tools. An educator is able to create interactive lessons. A library of tools are available to allow for the importing of content into PowerPoint and Excel.


 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This tool would enhance units and provide students with a wider range of information than can be provided in the classroom. This tool provides an educator with a huge amount of recourses and online opportunities for creative assessments.


 * In your opinion, what were some of the benefits of the tool? **

I think the diversity of this site makes it a beneficial tool.


 * In your opinion, what are the limitations of the tool? **

I worry about security with this site.


 * Do you see this as a tool that could be used in your educational setting? **

There is so much that I need to spend many hours checking out all aspects in order to decide completely, but it looks wonderful.


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

Searching assessment tool.

= Learnit.org =

[|http://nortellearnit.org]

Technology based lessons are provided to this site with connection to 21st Century technology resources, free software, teacher support, assessments, activities, student produced multimedia.
 * How was the technology integrated into the assessment environment? **
 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

This tool would enhance teaching and assessment. The site contains some very doable lessons. What is really great is that the site is very teacher friendly for teachers with limited experience using technology.
 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

Yes, it’s a great place especially for beginning teachers.
 * In your opinion, what were some of the benefits of the tool? **

Limited lessons, but there are great ideas to generate one’s own technology based lessons.
 * In your opinion, what are the limitations of the tool? **

Yes!
 * Do you see this as a tool that could be used in your educational setting? **

Searching assessment tool.
 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

= Learnit.org =

[|http://nortellearnit.org]


 * How was the technology integrated into the assessment environment? **

Technology based lessons are provided to this site with connection to 21st Century technology resources, free software, teacher support, assessments, activities, student produced multimedia.
 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This tool would enhance teaching and assessment. The site contains some very doable lessons. What is really great is that the site is very teacher friendly for teachers with limited experience using technology.


 * In your opinion, what were some of the benefits of the tool? **

Yes, it’s a great place especially for beginning teachers.


 * In your opinion, what are the limitations of the tool? **

Limited lessons, but there are great ideas to generate one’s own technology based lessons.


 * Do you see this as a tool that could be used in your educational setting? **

Yes!


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

Searching assessment tool.

= Moodle =

[|Moodle] is an open source (free) course management system (like Edu 2.0) which you can use to create an online learning community. It’s quite similar to Blackboard.
 * How was the technology integrated into the assessment environment? **

It can be used to host an entire class or portion of a class. Educators can enroll students, give assignments, use wiki’s, utilize the gradebook, etc.


 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

Moodle could potentially implement any of these methods of assessment through the various tools in the software.


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This technology replaces paper and the traditional classroom environment. It could enable teachers to differentiate by allowing students to work at their own pace.


 * In your opinion, what were some of the benefits of the tool **

For VT Educators the benefits are enormous because the state is already hosting Moodle classes through VT Learn, VT eLearning Center. Any VT educator can go to [|VT Learn], sign up, and start teaching a class. There is also a class that you can join to learn the benefits and how to use Moodle in your classroom.
 * In your opinion, what are the limitations of the tool? **

Moodle is not an easy to pick up in an hour program. I’m afraid that possibily students, but more likely teachers, would have trouble navigating the site. Do you see this as a tool that could be used in your educational setting? It represents a direction that I’d like to move towards, but I have my concerns about it’s usability. So, I’m not sure. Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? I learned about Moodle through the Tech Integration Specialist from Crossett Brook Middle School.

= PHOTOSTORY =

Microsoft Photostory is a quick download that allows you to take images and create slideshows. You can include special effects, music and text. Here's the site: http://www.windowsphotostory.com/
 * How was the technology integrated into the assessment environment? **

I took my students on a field trip to the Shelburne Museum and lent the digital camera to them, (well, the chaperone.) They took pictures of sites and artifacts while there. When they returned, I assessed their knowledge of the trip through a slideshow created in groups. They used text and audio narration. ** What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

This project was mainly about student reflection and team collaboration. The children worked in small groups and had to discuss what they were going to present. ** Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

Typically, I have a written test that was created years ago by one of my colleagues. (BORING!) This assessment allowed the children to be creative with their thinking and also provided me with an awesome way to share with parents their child's understanding of colonial and pioneer life. ** In your opinion, what were some of the benefits of the tool? **

The overall ease in using the program. Parents were able to help me out with minimal instruction. They weren't intimidated by the program because you follow a step by step sequence. ** In your opinion, what are the limitations of the tool? **

Some of the students wanted to be SUPER fancy and added lots of photographs. Obviously, the more you add to the show, (photos, music, photo edits, text variations...) the slower the program runs. Also, once photographs are inserted into the slideshow, you can move them around, but only one at a time. You can't grab a group and move them. That was a little frustrating. ** Do you see this as a tool that could be used in your educational setting? **

Absolutley, it was a bit time consuming compared to the old paper and pencil test, but totally worth it. ** Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

I learned about it from a colleague at the middle school. I've seen/heard it talked about at Vermont Fest and Dynamic Landscapes on several occasions.

** Open Source Portfolio (OSP) **
Open Source Portfolio (OSP) is a robust, non-proprietary, open-source electronic portfolio application, developed by a community of individuals and organizations from around the world. This program works in conjunction with Sakai.

Sakai is an online Collaboration and Learning Environment. Many users of Sakai deploy it to support teaching and learning, ad hoc group collaboration, support for portfolios and research collaboration. Sakai is a free and open source product that is built and maintained by the Sakai community. Sakai's development model is called "Community Source" because many of the developers creating Sakai are drawn from the "community" of organizations that have adopted and are using Sakai.

http://osportfolio.org/ http://sakaiproject.org/ **How was the technology integrated into the assessment environment?** I have not used this software. It looks like it is geared toward high school or college students. Like most portfolio software, it is for collecting student work.

**-What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?)**

From their website: ** OSP Provides Tools for ** **Students and for Faculty** STUDENTS: The OSPortfolio provides an environment where portfolio owners — typically, students — can exhibit their work.
 * 1) tools to **collect** items that best represent their accomplishments, their learning, or their work;
 * 2) tools to **reflect** upon these items and their connections;
 * 3) tools to **design** a portfolio that showcases the best selections of this work;
 * 4) and tools to **publish** the portfolio to designated audiences.

**Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article)**

We do not currently use a technology based portfolio. Something like OSP could provide more opportunities to share student work with parents and the community.

**In your opinion, what were some of the benefits of the tool?**

It looks like it is well supported by developers.

**In your opinion, what are the limitations of the tool?**

This software requires a functioning webserver, which can be difficult to set up. This could possibly work in a secondary school or post-secondary setting.
 * Do you see this as a tool that could be used in your educational setting?**

**Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)?**

I googled "open source portfolio".

=P asco Xplorer GLX Probes =

[|Pasco Xplorer GLX probes] These probes are designed for use in any type of science classroom to measure and log data. They can be outfitted with a number of different sensors measure different data sets. Students can view data on the devices, so there is no need to upload to a PC (like on some older models).


 * How was the technology integrated into the assessment environment? **

I don't see Xplorer probes used for summative assessment, although an educator could use them through the course of a semester and in theory make their use a standard for an exam. I see the probes as more of a natural formative assessment, especially in regards to inquiry.


 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

I would definately say that the methods of assessment implemented using this technology are observation and performance (again performance as in inquiry).


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This technology has/will replace traditional meters and methods that read anything from temperature to humidity to pH.


 * In your opinion, what were some of the benefits of the tool? **

The technological benefits are obvious; students are able to utilize many different probes which makes the tool versatile and not a unitasker. The data is clear, the units are relatively easy to use, the results are on the screen in front of you, and easily manipulated.


 * In your opinion, what are the limitations of the tool? **

The probeware is relatively expensive, especially if you're outfitting many different types of sensors. The cost can add up. The technology is new, yet I feel as though the technology will not have a long life or will be replaced by a unit that comes with all of the sensors included. I've had problems with a few units in my classroom which makes me question the reliability and the quality of the product. In the end the positives outweight the negatives in my opinion.


 * Do you see this as a tool that could be used in your educational setting? **

Yes, I use this tool in a number of different labs, for example I do a lab demonstrating the greenhouse effect. One test tube is filled with carbon dioxide, the other with atmospheric air (Nitrogen). A heat lamp is placed above them and the probes measure constant temperature over time. The unit reads temperature accurately and down to the tenth of a degree. The results are easy to replicate and clear for the student to observe.


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

This was a tool that has been in my department for a number of years, so yes, it predates me!

= PB Wiki =

[|Pbwiki] can best be described as a "gentle introduction" to online collaboration. Its name implies a peanut butter and jelly sandwich or that making a pbwiki is as easy as making a pb and j. It is one of many wiki sites where students or teachers can create webpages without knowledge of html formatting. Creating a page, uploading pictures, video, etc. is easy!


 * How was the technology integrated into the assessment environment? **

A pbwiki can be used to provide access to simple documents, to link pages together, to present animations, to show pictures, to build class projects, to share information privately or publicly, among other things. In regards to assessment it can be used in project based learning as a means of presentation.
 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

Personal communication, student reflection, selected response, and written response are the methods of assessments that have been implemented using this technology.


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

Pbwiki provides an assessment opportunity previously not available.


 * In your opinion, what were some of the benefits of the tool? **

The number one benefit has got to be accessibility. Students can access pbwiki's from anywhere. If it is used to host course content students can view the pages, the uploaded content, the video, or any other parts from any computer with internet access. The second most important benefit is that if students use pbwikis for project based learning they can collaborate online by sharing their projects and most importantly commenting on one anothers work online.
 * In your opinion, what are the limitations of the tool? **

The basic service is free, upgrades are not. Only a certain amount of space is free (for uploaded documents). There is a limit to the look of the pages, so many look alike. Student access can potentially be dangerous should students decide to get "too too creative" (if you get my drift). Do you see this as a tool that could be used in your educational setting?

Yes, I've used it to host unit websites as well as for student projects. One example was " [|Bodies of the Solar System] " where the entire 9th grade designed a wiki together by each selecting one body in the solar system. The entire wiki was organized by size, location, and bodies were hyperlinked together.
 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

Pbwiki's were presented to our faculty two years ago by our librarian/media specialist at school.

= Pupil Pages =

The technology is called [|Pupil Pages] and it is one of the cooler ePortfolio products that I've found in my googling! It was probably the fact that there are samples you can look at and actually see what they are describing.

Pupil Pages is very similar to EduCube, except that it seems to offer more flexibility in designing student pages. This again could be used to implement performance assessments, but it also seems (from the descriptions and examples) like it would support student reflections and peer assessment.
 * How was the technology integrated into the assessment environment? **

It would replace paper-based portfolios while adding the ability to include multimedia projects. While I haven't taught using a portfolio I see the benefit in having a year long collaboration as a large assessment piece and the option of including all of these features while integrating technology is very appealing. Teachers: FREE Websites are available for Beta testers! Check it out!
 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. **
 * In your opinion, what were some of the benefits of the tool? **

Pupil Pages claims that it can include "any" file into the portfolio, I'm assuming there must be a limitation on file types. I'd have to use it to find out.
 * In your opinion, what are the limitations of the tool? **

Absolutely. I found it through a google search.
 * Do you see this as a tool that could be used in your educational setting? **
 * Where did you learn about the tool (formal evaluation reports, vender case studios, etc.)? **

= Quia =

http://www.quia.com/company/educators.html Quia has online learning activities, assessment tools, online games, a means to track student performance, a grading program and the capability of identifying student performance needs.


 * How was the technology integrated into the assessment environment? **

I have not used this software, but it claims that teachers can create their own software programs and make them available to students online. Teachers are able to setup activities and students are able to access these items online. These activities could be formative or summative, it is left the to the creativity of the teacher.


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

The program provides an opportunity for students to access and share information online. As well, teachers are able to track performance from one assessment to another.


 * In your opinion, what were some of the benefits of the tool? **

This tool has a huge range of capabilities. It kind of has many of the tools that we use now in one place and it is electronic. In your opinion, what are the limitations of the tool?

I think the setting up the activities would be time consuming at first, depending on the learning curve of the teacher.


 * Do you see this as a tool that could be used in your educational setting? **

Yes, I downloaded a free trial offer to play around with it.

= Quiz Design =

The technology being used is web based [|quiz design]. These can be in the form of [|multiple choice], short essay, fill in the blank, etc. The tests [|are teacher derived] , or can be edited from other submitted assessment. There are free options for these assessments, or a small fee may be charged for more advanced test options.
 * //How was the technology integrated into the assessment environment?// **

Students access the test site, create an account (based on the class set up by the instructor) and can then participate in multiple types of tests, from pre test practice questions, written response, etc. Students can then check their answers to see if they are right, or have the option of returning to the missed questions for different answer options. These tests typically rely on selected responses, with the exception of short answer questions which are submitted and then evaluated by the instructor.


 * //Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology.// **

These assessments allow for instant feedback for students and instructors. The test data is compiled by question, by answer most given, by number of right and wrong, and student scores. This make grading almost non existent and students will be able to learn their scores within moments of test completion. The paper assessment that is most common would be replaced by student time in a computer lab or at home. The instructor has the ability to limit student attempts, options, and time frame for test taking.


 * //In your opinion, what were some of the benefits of the tool?// **

As stated above, quicker response time, practice taking “one time” assessments, educator derived questions/ answers, and educator control over the test set up.


 * //In your opinion, what are the limitations of the tool?// **

Obviously, cheating could be a problem. Students would be sitting at a computer with access to answers. If computers/ labs are not available, testing is not possible. The teacher must take the time to set up the test correctly. There are fees associated with this type of testing.


 * //Do you see this as a tool that could be used in your educational setting?// **

As a different form of assessment, this could be a valuable and engaging type of test for students. It also makes for a great practice test option, and peer derived assessment as well. Students can design quiz questions and correct answers that will be compiled by the instructor and then given to the class as an assessment. This gives the instructor a chance to see what the students foudnimportant in the unit/ lesson, and what they feel needs to be assessed in a summative evaluation.

I have used these tools for other teachers when talking about reliable sources of information. I showed them a number of websites and encyclopedia (Wikipedia) entries, and then used an online assessment to see if they could choose the reliable vs. unreliable information. It was pretty fun to see!


 * //Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)?// **

I learned about these types of tests at a conference a year or so ago.

= QuizStar For Teachers =

// QuizStar // http://quizstar.4teachers.org/ //is an online site where teachers can create quizzes and organize the results. Teachers sign up their classes and students obtain passwords. There are tools for managing results.//
 * How was the technology integrated into the assessment environment? **

//This technology (a quiz creator) can be used for quizzes on vocabulary and quick facts in a diagnostic way.//


 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

//Teachers can make multiple choice (MC) quizzes and there is also a feature where short answer (SA) questions can be added. Feedback/answers to the students can be given at the students’ request or the teacher can restrict access to the correct answers for use at a later time. There is no feedback feature for the SA questions in the same manner as for the MC questions, but the teacher can give feedback on these questions at the end of the quiz.//


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

//This would replace current quiz methods but it would also provide an easier means of immediate feedback to the students (and the teacher).//


 * In your opinion, what were some of the benefits of the tool? **

//One of the benefits is the feedback feature- even though it is stated on the site ( in the FAQ section ) that there is not really a short answer question feature because the answers to the questions had to be put in by the teacher in the exact wording that the students would use (including spelling) and that would never work, however it does allow for the teacher to give feedback in a separate section, after the quiz., which is a good thing to be able to do Another benefit is that the answers to the MC section also includes feedback comments that the teacher adds. It seems easy to use, the directions on the website seem clear and the whole thing seems user friendly.//


 * In your opinion, what are the limitations of the tool? **

//I don’t think complex questions should be asked in this manner. The feedback would be too complicated//


 * Do you see this as a tool that could be used in your educational setting? **

//Yes- I am going to try it with my classes in the Fall.//


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

//I found the link on a website called CoolTools// http://www.ccsf.edu/Services/Technology_Learning_Center/cool.htm //which I found by searching online for LTA’s// = Reading A to Z =

Reading A to Z, (www.readingatoz.com) is an online subscription to a reading program filled with TONS of printable materials for teachers focusing on phonemic awareness, text levels, phonics, comprehension and other reading skills.


 * How was the technology integrated into the assessment environment? **

This tool allows me to print off leveled books with assessment questions in order to determine a "just-right' reading level for my students.


 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

Many of the above methods are used with this tool. Many of the lessons can be performed whole group, small group or individually. I use the assessment piece individually with students.


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

I use this tool in addition to the many toolkits I have in my classroom, (Rigby, Fountas and Pinnell, The Comprehension Toolkit.)


 * In your opinion, what were some of the benefits of the tool? **

The ease in which I can select leveled readers and skills, print them off and use them immediately.


 * In your opinion, what are the limitations of the tool? **

Cost-it's a pretty expensive subscription.


 * Do you see this as a tool that could be used in your educational setting? **

Yes, there are several teachers in my school who have a subscription to this site.


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

I believe that I heard about it through our school's reading specialist several years ago.

= **Renaissance Learning ** =

Renaissance Learning [|www.renlearn.com]


 * How was the technology integrated into the assessment environment? **

The Renaissance Learning tools provides formative assessments and periodic progress- monitoring for reading and math in grades K-12.


 *  -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

The method used is selected response.


 *  Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This technology replaced a current method of assessment.


 * In your opinion, what were some of the benefits of the tool? **

This tool incoporates reading, math as well as writing practice and assessment. It also contains a responder system for immediate feedback. It also contains instructional materials to help the student improve their reading, math and writing skills.


 *  In your opinion, what are the limitations of the tool? **

The reporting and administration process can be a little cumbersome for teachers to use without sufficient training.


 *  Do you see this as a tool that could be used in your educational setting? **

 Yes, we actually used 3 components this past year and many teachers were pleased with the information it provided for them.


 *  Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

From researching web-based assessments for our school district.

= Smart Board Smart Recorder =

It is an aspect of the Smart Technologies Interactive Whiteboard - http://smarttech.com/ ** How was the technology integrated into the assessment environment? **

The technology can be integrated by recording student response, assessing reading skills and documenting student learning.


 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

The method of assessment is observation, personal communication, performance and student reflection.


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

The technology can replace as well as provide for opportunities previously not available.


 * In your opinion, what were some of the benefits of the tool? **

This tool allows students to demonstrate their learning in a fun and creative way.


 * In your opinion, what are the limitations of the tool? **

The expense of the equipment.


 * Do you see this as a tool that could be used in your educational setting? **

I have used this tool to assess reading fluency. I used the recorder and a webcam to record a student reading a poem.


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

Smart Technologies

= Tool Factory – Podcasting =

At <span style="-moz-background-inline-policy: -moz-initial; background: none repeat scroll 0% 0% #66ff00; color: #cc0000; font-family: Times New Roman;">http://www.toolfactory.com/products/page?id=2121 teachers learn about ToolFactory Podcasting, an easy-to-use software for publishing audio podcasts. How was the technology integrated into the assessment environment?

I only received a demo version of the software so I could only use it with one student at a time. I assessed children on their creative writing by having them create quick podcasts about their summer vacation. I then published their podcasts on our classroom Web page for parents and families to hear. -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?)

I created a template for students highlighting the information I was looking for, (specific events, details, people involved.) Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article)

NO, it was something new that I just tried out. In your opinion, what were some of the benefits of the tool?

The students that I did this with were just entering second grade so the content of their writing far exceeded their pencil-to-paper writing skills. This took away the "roadblock" and allowed the students to be more creative with their storytelling. In your opinion, what are the limitations of the tool?

It's only Windows-based. There isn't a Mac version. Do you see this as a tool that could be used in your educational setting?

Yes, but only for those tech-saavy teachers. We don't have a lot of staff that know much about podcasting...yet. Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)?

VT Fest, last year.

= Toonworks =

[|Toonworks Deluxe] is software that can be used by students to create their own cartoons which they can use to create a multimedia presentation. I love using comics in my science classroom because I feel as though the humorous ones can bridge the gap between science and society for many students who feel as though science is dry or boring.

I have a colleague who has used this type of software as a format for a project based learning or RAFT assignment where students who are interested in cartoons can marry that interest with the material being covered.
 * How was the technology integrated into the assessment environment? **

This would cover the performance method.
 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

No I think this is something rather new and innovative.
 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

If your goal is to create a true differentiated unit and you're allowing students the freedom to pick a format to demonstrate the learning this could be a great means for students interested in the visual arts or cartoons.
 * In your opinion, what were some of the benefits of the tool? **

Obviously if you don't have students interested in this format is might not do you much good!
 * In your opinion, what are the limitations of the tool? **

If I had access to this I could use it as an idea to present to students for any number of projects that we do throughout the year.
 * Do you see this as a tool that could be used in your educational setting? **

From a colleague at my school who teaches Social Studies.
 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

= Tripartite Interactive Assessment Delivery system (TRIADS) =

To facilitate the testing of higher order learning skills, TRIADS (Tripartite Interactive Assessment Delivery System), an interactive assessment system, delivers a broad range of question styles in a number of different modes. Please visit the following sites to view more information about this assessment system: http://www.derby.ac.uk/assess/newdemo/mainmenu.html http://www.derby.ac.uk/ciad/


 * How was the technology integrated into the assessment environment? **

It is currently used at the University of Derby, UK to deliver thousands of assessments annually. A web-based assessment system, TRIADS uses many kinds of assessment quizzes/questions – here are just a few: Multiple choice (text on buttons) Multiple response (text on buttons) Text matrix selection (text on buttons) Single & multiple hot-spot (any shape) Single & multiple clickable object (graphic/text) Multiple true/false Assertion-reason Extended matching item common & multiple drop-down selection list Extended matching item common list paragraph Line/word/paragraph clicked Extended matching item Matching pairs text/graphic Single or multiple configurable checkbox/radio-button sets and arrays Plot point - check X-Y
 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This system (web-based assessment) uses computers and the internet to deliver assessments that could not be delivered easily or cheaply by any other means. It can assess a wider range of topics in a shorter amount of time than traditional modes of assessment. ** In your opinion, what were some of the benefits of the tool? ** It is very flexible for instructor and student use. It provides the delivery of in-depth assessments and gives informative feedback to the instructors/administrators.


 * In your opinion, what are the limitations of the tool? **

I don’t see any. It is intended for higher education but in that environment it seems very accurate and very successful.


 * Do you see this as a tool that could be used in your educational setting? **

As a student of higher education, I absolutely think it could be implemented in the States (it’s a UK system). It seems more extensive than anything blackboard offers in terms of assessments.


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

Reading/researching web-based learning in the UK.

= Vernier =

// Vernier // http://www.vernier.com/ //has a new handheld device (called a LabQuest™)for use in the science classroom or outdoors (or anywhere) in combination with probes for measuring things. Graphs and statistical analysis of the graphs are displayed on a small screen.//
 * How was the technology integrated into the assessment environment? **

// It can be used for inquiry type assessments (performance tasks for instance) //


 * What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **

// The LabQuest™ is useful for allowing the student to collect,represent, and statistically analyze data for further reflection, analysis and discussion by the student. //


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

// This technology does not necessarily replace a particular performance task- but the ease and speed of data collection and graphical analysis allows time for more in depth questions and students don’t get bogged down in the details of the data collection nor do they have to spend so much time drawing graphs. For instances where the graphing itself is being formatively assessed, the students could make their own graphs and then compare their graphs to the ones generated on the handheld device. //


 * In your opinion, what were some of the benefits of the tool? **

// This tool increases the ease and speed of data collection so more time can be spent on analysis. //


 * In your opinion, what are the limitations of the tool? **

// The tool reliably does what it is designed to do (judging from demonstrations and experience with other Vernier products) and, because it is not an assessment tool per se, it is up to the teacher to find ways to incorporate it into assessment. //


 * Do you see this as a tool that could be used in your educational setting? **

// Yes- I am going to use it in my biology classes for lab activities (with and without using it for assessment). (In my Anatomy & Physiology classes we use Vernier probes to measure heart rate and blood pressure and such connected to laptops). // Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? // I learned about the Vernier company when a representative came to our school to give a workshop. We have been using their products for a while and have been keeping ourselves informed of new products. I saw the LabQuest™ demonstrated at the science teachers convention in Boston last March. //

= Video Podcast Lesson Plans =

http://www.microbeworld.org/look/VideoPodcast-LessonPlans.aspx


 * Describe the technology being used? **

This site provides science lessons plans using podcasts and videos. Resources also include a site for students to blog, podcast links and wiki links. There are many experiments provided, magazine articles that students can access and read. Numerous lessons plans are provided with extensive supports for students and teachers.


 * How was the technology integrated into the assessment environment? **

This technology environment provides podcasts, videos and many other resources to help provide visuals for students, making the learning environment more meaningful.


 * -What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?) **
 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This tool would enhance teaching and motivation for students to learn and explore.


 * In your opinion, what were some of the benefits of the tool? **

Yes, it’s an exceptionally great technology site.


 * In your opinion, what are the limitations of the tool? **

There are many lessons, but obviously not all science related topics will be cover at this site.


 * Do you see this as a tool that could be used in your educational setting? **

Yes!


 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

Searching digital media tools

= Web-Based Assessments Sold Without Curriculum Content =

These assessment tools are sold without curriculum content and tend to be smaller in scope. 1. S-BIP Online: Student Intervention Planner is designed specifically as a tool for recording student behaviors as observed by various people in a school or school district. The input is collected into several report forms and can be used to plan for Special Education IEPs. The Web-based access leads to easier data entry by people in various places in the district, as well as to superior data analysis, as it eliminates the need to study a series of paper forms. S-BIP is a basic, well-designed assessment tool that is used independently of any other curriculum. Located online at http://www.curricassoc.com/SBIP/. (This tool is reviewed on page 45 in this issue of //MultiMedia & Internet@Schools//.) Curriculum Associates, 800/225-0248 or http://www.curriculumassociates.com/.

2. BRIGANCE Screens Scoring Service is a Web-based, subscription scoring service, independent of curriculum, but intended to be used with the BRIGANCE Screens used with pre-school through 1st grade children. Screening responses are either transferred from paper forms or recorded directly on online data forms. Once the responses are entered, a variety of scores and printable reports can be created by choosing various options. Located online at http://www.curricassoc.com/brigance/. (This program was reviewed in the September 2003 issue of //MultiMedia Schools//.) Curriculum Associates, 800/225-0248 or http://www.curriculumassociates.com/. 3. Assessa Server is part of a very complete line of products offered by EyeCues on a variety of platforms. The assessment is standards-based; data management is an important part of this package. Users can develop their own tests for use on computers using a databank of testing items or select a pre-designed, Web-based test. Tests and data management can be used to track student progress and direct remediation. A variety of reports are available, including data disaggregation. This is a comprehensive and detailed assessment tool that is not necessarily sold with a curriculum, however, it can be adapted to existing curriculum. Located online at http://www.eyecues.com/assessa. (This program was reviewed in the September 2003 issue of //MultiMedia Schools//.) EyeCues Education Systems, 619/299-2255 or http://www.eyecues.com/.

4. PLATO EduTest Assessment is intended to be used as a Web-based assessment program at the beginning of the year, throughout the year, and at the school year's end to track results and identify the strengths and needs of students, classrooms, schools, or districts. Since the program is Web-based, feedback is almost immediate. Needs can be identified by objective, standard, or strand through comprehensive data disaggregation. Generated reports include progress charts and student reports that can be used at parent-teacher conferences. Extensive online tutorials and seminars are available. At additional cost, PLATO Assessment Builder enables the development of custom assessments tailored to the specific needs of school districts. These products were originally developed by Lightspan; Lightspan recently became part of PLATO Learning Inc. (See the next assessment tool.) Located online at http://www.edutest.com/. PLATO Learning, Inc., 800/447-5286. Web-Based Assessments More Closely Aligned with Specific Curriculum

These assessments are more likely to be sold as part of a package of materials and are aimed at testing specific content, as well as standards-based assessment.

5. PLATO Orion Standards & Curriculum Integrator is one of the larger packages discussed here. This program features assessments designed to help meet accountability requirements, placement and progress monitoring through diagnostic and prescriptive tests, lesson progress tests, standards-based tests, cumulative tests, and simulated high-stakes tests. These tests are backed by a database of content in reading, language arts, and mathematics to help students prepare for high-stakes tests. The several assessment packages and references to curriculum appear intended to provide material to help fill gaps in student knowledge or skills, rather than providing an entire curriculum. Located online at http://www.plato.com/. PLATO Learning, 800/447-5286.

6. PowerWeb from Dushkin, a McGraw-Hill company, offers another variation of the Web-based assessment theme. Assessments for individual subjects or classes can be purchased. These assessments measure what is taught in the class, rather than what is found in a specific textbook or book, and are sold as a supplement to book materials. PowerWeb offers a very positive feature of Web-based assessments. The material is updated daily and weekly so that it is kept very current. PowerWeb includes some course content in the form of articles, weekly updates, and current issues, some of which are in the form of carefully screened Web sites. Again, while the course content is emphasized more than the assessment, this is sold as a course supplement, not an entire curriculum. Study aides such as quizzes, interactive exercises, and more are included in the approximately 75 topics available at the time of this survey. These are generally aimed at middle or high school classes. Located online at http://www.dushkin.com/ powerweb/. McGraw-Hill, 800/331-5094.

7. CompassLearning Explorer is described as a LAN (Local Area Network, for example, a network in one school), WAN (Wide Area Network, for example, a networkthroughout a school district), or an Internet-based solution. A LAN or WAN is basically an Internet that is closed to outsiders (also called an "intranet"). Creating tests that can be accessed with an Internet browser such as Netscape or Internet Explorer basically means that the assessment can be network- or Web-based. CompassLearning Explorer can be purchased independently, but is most effective when used as part of a total curriculum also sold by CompassLearning. Located online at http://www.compasslearning.com/. CompassLearning, 800/422-4339.

8. Homeroom.com has online assessment tools aligned to state standards and classroom textbooks for grades 3 to 12. The site enables users to create customized tests to assess student ability from more than 130,000 math, reading, and language arts questions and more than 10,000 educational resources. The assessments can be analyzed and materials can be provided to improve student performance. In this sense, the site doesn't provide curriculum, it reinforces already-existing curriculum. In addition to reports for teachers and administrators, the site enables the creation of reports for parents and students. In-school and online training in the use of Homeroom.com is available. Located online at http://k12.princetonreview.com/homeroom_index.asp/. The Princeton Review K-12 Services, 800/738-4392.

9. Co-nect Comprehensive (CSR) assessment is marketed as part of a complete school improvement plan that includes face-to-face faculty training, standards-based curriculum alignment, data analysis, classroom assessment, literacy and mathematics curriculum focus, technology integration, community involvement, and more. While this is the most detailed program, Co-nect offers several other Web-based assessments and services. An important thread through all of these offerings is teacher training. One interesting aspect is that Co-nect offers a 26-question online diagnostic to evaluate a school in terms of 13 factors it says research has proven are critical to highly functioning schools. These factors included standards-based curriculum alignment, parent involvement, and technology use. Located online at [|http://www.co-nect.net/.] Co-nect, 877/726-6328, ext. 3196. Web-Based Educational Communities

These are the most comprehensive packages, all selling assessment as part of a larger package. An interesting feature of several of these packages utilizes the Internet's capacity for online communication. I've taken several college classes that use one or another of these services that enable direct or indirect communication with other members of the class or the teacher. The packages offer some fascinating—if expensive and computer intensive—possibilities.

10. Classwell Premium Service features "seamless integration" of educational content, tools including assessments, and services such as professional development. Classwell is "a comprehensive educational management system" fully customizable by teachers and administrators with the help of a Classwell representative. The service includes instruction, assessment, and professional development resources, as well as classroom management tools, file cabinet space, and a Custom Publishing service. The various Web-based assessments are intended to be part of a larger package that Classwell refers to as an "educational management system." Located online at http://www.classwell.com/. Classwell Learning Group, 866/210-3033.

11. Concert Instruction & Assessment provides what the company calls an "online education community" for use by students, parents, teachers, and administrators. The program offers a very comprehensive collection of Web-based tools including integrated standards-aligned instruction, lesson planning, assessment, educational content, a number of management tools, the Pearson Core Standards database, and more. Since Concert is Web-based, the program promotes collaboration, security, effective data sharing, information management, and adaptability. Assessment here is definitely part of a larger package. Located online at http://www.pearsondigital.com/concert/. Pearson Digital Learning, 800/736-4357.

12. Blackboard Learning System and Blackboard Portal System offer a "suite of solutions" or a "Web-based delivery system" and claim to provide any school district with "flexible instructional tools," "advanced administration functionality," and "enterprise architecture." The instructional tools include online assessments, a grade book, standards-based content, and community-building activities. The advanced administration functionality refers to course management, reporting, and communication capabilities that enable districts to measure the progress of specific groups or individual students within the population of specific schools or the entire district, or to focus on particular schools within the district. Enterprise architecture provides some interesting features, including the ability to have online parent-teacher conferences and make assessment and other materials available to students at home. All in all, this is a very detailed and comprehensive service that includes assessment as a part of the whole, not as a tool available separately. Located online at http://www.blackboard.com/. Blackboard, Inc., 800/424-9299, ext. 860.

=** Electronic Portfolios **=

http://www.blurb.com/create/book/fine_art_books?ce=google_pro_content&gclid=CP39rdv8kZQCFQRJFQodPCW1uA


 * Describe the technology being used? **

This site provides free downloads to create an art electronic portfolio. The free downloads help to advertise the sale of software to create a book of your artwork that is publishable. The products look great and the cost doesn’t appear to be too high.


 * How was the technology integrated into the assessment environment? **

The electronic portfolio is used to assess and publish student work.

-What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?)


 * Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article) **

This tool could motivate students to actually publish beautiful art filled books that may direct them into a lifelong career.


 * In your opinion, what were some of the benefits of the tool? **

Yes, especially for high school students.


 * In your opinion, what are the limitations of the tool? **

The cost of developing a product may be limiting.


 * Do you see this as a tool that could be used in your educational setting? **

Yes!

= The Writer – =

this is a keyboarding/word processor device. Students move through levels/lessons in keyboarding, with an assessment at the end of each level. It allows you to create folders and documents, which can be transferred to a computer via an infrared device. http://www.writerlearning.com/index.html

**How was the technology integrated into the assessment environment?** Students are supposed to use The Writer a minimum of 2 times per week for 20 minutes per session to practice keyboarding. The goal is for students to be able to keyboard 30 words per minute with 90% accuracy by the time they reach 7th grade. Keyboarding is no longer taught at the junior high/high school. At the end of lessons, The Writer conducts an assessment that students must pass in order to move onto the next level.

**-What method (observation, selected response, written response, personal communication, performance, student reflection) of assessments were implemented using the technology? (Questions, see Stuart chapter ?)** Students are not being graded on their use of The Writer. Two times per year we are required to have them do a formal assessment. Since the majority of these devices were bought with grant money, collection of data on progress is required. The data is strictly about speed and accuracy of keyboarding.

**Was this a technology that replaced a current method of assessment or does it provide assessment opportunities previously not available without the advent of this technology. (For an in depth discussion of this, refer to the NAP article)** The curriculum director for the district is sold on brain science that says that children will become better writers if they do not have to concentrate on handwriting. The science says that keyboarding fluency will equate to writing fluency. The Writer is being used in all three elementary schools in the district. It is not overwhelmingly supported by classroom teachers.

**In your opinion, what were some of the benefits of the tool?** Each student in grades 3-6 has their own Writer, which works out well for word processing. The younger students seem to like it. The older students struggled with direct instruction in keyboarding. Using home row and touch typing proved to be difficult for many students.

**In your opinion, what are the limitations of the tool?** The device itself is not of very good quality. I had frequent episodes of crashing, and loss of work. The parts come slowly, and the company poorly supports the product. They are powered by batteries, and seem to use them up quickly. Classroom teachers who are not committed to closely watching students practice keyboarding fail to notice that students are developing bad keyboarding habits (looking at keys, hunting and pecking).

**Do you see this as a tool that could be used in your educational setting?** I would prefer that students use a computer-based keyboarding program. The Writer is text only, and not interactive enough.

** Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

We have over 150 writers in our school.

Searching electronic portfolio tools
 * Where did you learn about the tool (formal evaluation reports, vender case studies, etc.)? **

=Data Analysis and Assessment Tools= **The following products allow schools and districts to gather, analyze, and make the most of their data.** [|**www.apple.com/education/powerschool**] **is a decision-support service that provides tools for visually manipulating, graphing, and filtering large amounts of data on a desktop. www.centuryltd.com ** **Chancery's Student Management System** **is an SIF-compliant (Schools Interoperability Framework) application built on open standards that allow for easier integration of data with other applications. The system provides access to information based on the user's role, ensuring that confidential data is only seen by authorized users.** **Designed for non-technical users,** **Cognos Inc.'s**
 * ConfluentEDU automatically pulls data from disaggregate sources and presents the information in a graphical interface, allowing the user to visualize data through graphs and charts and generate basic reports. www.confluenttech.com/education.htm **
 * solutions for K-12 education allow districts to analyze data to measure student achievement, track the educational qualifications of teachers in the district, and tie budgets to outcomes and results. [|www.cognos.com]**

**The Exceptional Student Education module, part of** **EdSmart's** **data warehouse system and data-analysis tools, EdDiscover and EdExplore, allow for multiple views of data; charting, graphing, and drilling down; generating reports; and exporting to HTML and PDF formats. EdDiscover provides direct data-cube analysis while EdExplore provides a relational database approach to analysis. www.edsmartinc.com ** **EdSoft Assessment** **provides online and offline benchmark assessment, objective-based assessment, and reporting that can be organized by question, objective, or answer distribution. Administrators can view trends over entire districts and also drill down to monitor individual student performance. www.ed-soft.com **
 * EDmin.com's INFORM suite of applications, facilitates the process of creating Individual Education Plans. The Web-based system lets multiple people access the forms simultaneously, so they can work on different parts of the plan at the same time. www.edmin.com **

** The eScholar Data Warehouse is a pre-built system that integrates a wide range of data from a number of sources to allow for easier reporting. It includes a data model, ETL (extract, transform and load) software, security structure, and standard reports. It supports Oracle, MS SQL Server, and IBM DB2 platforms.** [|**www.escholar.com**] **EduSoft's Web-based assessment**
 * program helps districts track student progress towards state exams, district benchmarks, and classroom tests in all core K-12 academic subjects. [|www.edusoft.com]**

**delivery system to send data directly to teachers' desktops. The Standard's-based approach allows educators to track student progress over time and plan instruction based on student strengths and weaknesses.** [|**www.etspulliam.org**] ** Harcourt's Stanford Learning First measures student progress in reading and mathematics for grades 3-8. Instructional content is tailored for each state's standards, benchmark assessments are modeled on state tests, and professional development is included. The Web-based system provides online and paper-based assessments and delivers real-time results. www.harcourtassessment.com ** **IBM Insight at School** ** Data Exploration: A Journey to Better Teaching and Learning ** ** Associates, a video from Learning Point, profiles two schools that have successfully used data analysis to improve student performance. The video is supplemented by a booklet that provides resources for data analysis and activities for educators. www2.learningpt.org **
 * Educational Testing Service's IDMS (Instructional Data Management System) **
 * allows users to analyze data from different sources and on different platforms, provides benchmarks against state and national standards, and generates customizable reports. [|www.ibm.com]**

**The Quality School Portfolio** **, a Web-based data analysis tool, was developed at the National Center for Research on Evaluation, Standards, and Student Testing at UCLA. The software is free, but districts or schools that wish to use it must first join the QSP User Group. qsp.cse.ucla.edu ** **Data Point** **from the National Study of School Evaluation is a Web-based data collection and management tool that incorporates statistical analysis tools such as t-tests and chi-square tests. It provides three options for developing a student improvement plan: the NSSE framework, a customized template based on state district requirements, or a customized template based on another education agency. www.nsse.org ** **NPower New York's Online Survey Tools PDF** **OtisEd AssessMart** **is an assessment analysis platform that can be integrated with a district's existing student information system and customized for specific reporting needs. OtisEd School Data Bus Pro is a Web-based platform for data extraction, cleansing, and reporting. www.otised.com ** **The Pearson School Assessment series** **includes Pearson Benchmark, a Web-based assessment tool that allows for multiple measures of student performance against standards, test-creation and administration tools, and reporting capabilities. It also includes Pearson PASeries (Progress Assessment), which provides growth forecasting and progress measurements towards state standards in reading and math.** **www.pearsoned.com** **PLATO Data Management & Analytics** **includes both data warehousing and synchronization software, working with a district's SIS to provide ongoing uploading of data to a central warehouse. It compares individual, classroom, and school data against state and national standards. www.plato.com ** **Sagebrush Analytics** **allows users to access multiple data sources at the school and district levels, design and run queries of this data on the fly, and publish and print reports. www.sagebrushcorp.com ** **Scantron's Achievement series** **is a content-neutral, Web-based assessment platform that allows users to develop, manage, and administer tests. Their Performance Series contains a diagnostic test that allows educators to assess student proficiency levels for class placement and to predict performance on high-stakes tests. www.scantron.com ** **SCHOLARinc's Scholar Suite** **Web-based assessment and data management system allows for the aggregation and disaggregation of data at the classroom, grade, school, district, and state level. It handles assessments at the classroom, school, or district level, and it allows for the generation of individual student profiles. www.scholarinc.com ** **SchoolNet's Web-based Instructional Management Solutions** **(IMS) are modular and content-neutral systems that allow districts to analyze data, assess performance, and individualize instruction. They allow for the creation and dissemination of district-wide or school-specific reports for analyzing AYP against NCLB targets. www.schoolnet.com ** **STI's Student Information Systems** **contain modular components, so schools and districts can only purchase the ones they need. The administrative data-management components are STI Office, STI Classroom, STI District, and STI State. STI Assessment integrates with an existing SIS, provides benchmarking throughout the year, and generates individual and aggregate reports. www.sti-k12.com ** **Sunguard's PerformancePLUS** **TetraData's Achievement Series** **, offered through a partnership with Scantron, is a Web-based test delivery and management system with real-time results and reporting capabilities. Collaboration features allow users to meet online to create or review tests. Results can be aggregated and disaggregated to meet state standards. www.tetradata.com ** **ThinkLink Learning's Predictive Assessment System**
 * provides information on how survey tools work and how to evaluate them, listing several recommended choices for nonprofits and schools. [|www.npowerny.org/tools/online+survey+tools.pdf]**
 * provides data extraction, aggregation, and analytic tools. Its out-of-the box data warehousing solution for districts works with pre-existing information systems. [|www.pentamation.com]**
 * uses a Continuous Assessment Model that measures student progress in the midst of instruction, allowing teachers to adjust instruction based on the data generated. The model is mapped to standards for Alabama, Kentucky, Mississippi, Tennessee, and West Virginia, but they are also applicable to other states. www.thinklinklearning.com **

**AMS Enterprise from TurnLeaf** is a data collection and dissemination tool that works with any data **source; allows administrators to identify achievement gaps and formulate AYP; and allows teachers to** evaluate student progress and implement differentiated instruction. ** [|www.turnleaf.com] **

= Reference: = **Data: Maximize Your Mining, Part Two** **By Todd McIntire, Jun 15, 2005**
 * URL:** **http://www.techlearning.com/story/showArticle.jhtml?articleID=164300240**

= =

Apple's PowerSchool is a Web-based Student Information System that delivers real-time information via the Internet. The new PowerSchool Premiere was developed for schools that need a more scalable SQL database. Its Open Database Connectivity (ODBC) allows for integration with other applications, and its interoperability eliminates the need to enter duplicate data in multiple applications. Star Insight from Century Consultants