Assessment Technology

Introduction
There are many technology tools that are free or inexpensive that help teachers make
assessments in their classrooms. These tools can be used to support assessments, provide
corrective instruction and give students the opportunity to demonstrate academic success.
Teachers can utilize technology to assist in both formative and summative assessments.
Summative and formative assessments can be made through the use of online quizzes, online
games, activities and assignments. With the use of technology tools including, I>Clickers,
Socrative and Write to Learn, teachers can create ways to assess student learning and analyze the
data collected. Data analysis can provide a snapshot of what students know, what they should
know, and what can be done to meet their academic needs (Lewis, Maddison-Harris, Muoneke
& Times, 2010). These forms of technology all have the potential to inform teachers on what
students have learned and still need to learn to better meet their individual learning needs.
Technology to Facilitate Ongoing Efforts to Assess Student Learning
When teachers use technology to facilitate ongoing efforts to assess students learning, it
improves the teachers instructional capabilities, helps identify students strengths and
weaknesses, increases students progress and assists teachers in customizing curriculum for all
student learning styles. Key attributes of performing formative and summative assessment with
the use of technology tools are that they can be done throughout the course of learning and
teachers can perform them frequently. It provides students and teachers with quality feedback
that gives the student the ability to be a part of their own education. Formative assessment is
any classroom activity that helps students answer the following three questions. Where am I

going? (goals, target) Where am I now? How can I close the gap (feedback) (Abbott, et al.,
2008). Using technology makes collecting data easier, more efficient and it enables teachers to
follow and keep track of each students progress in a timelier manner. The use of these data
analyses tools can also free up a teachers time so they can be more devoted to spending quality
instructional time with their students.
I>Clickers
Teachers can have students use a wireless hand held device called a clicker too assess
student learning in a fun, interactive and engaging way. The teacher presents multiple-choice
questions for any subject content and the students respond by choosing the answer they that feel
is correct. This technology helps the teacher to see if the student is grasping the subject content
before they even leave the class. Individual student and class wide responses can be
immediately tabulated and displayed so that teachers can use the data to guide their feedback and
adjust their instruction accordingly (Salend, 2009, p.50). Clickers can also be used by students
and teachers for activities such as taking polls, voting and collecting data which can all be used
to assess student learning.
Socrative
Socrative is software that teachers can use for engaging and assessing students responses
through visual quizzes, activities, polls and quick questions. Teachers log in to the program and
pick activities for questions and games; students then log in to respond. Teachers can look at data
collected from students engaging in activities. the accumulated data gives immediate
feedback on student comprehension allowing tailoring of lectures to address problematic
material - and tracts student or class progress over time (Matheson, 2014, para. 4). Socrative is

accessible on devices such as laptops, IPads and tablets; it is easy to use and manage and saves
teachers valuable time.
WritetoLearn
WritetoLearn is a technology tool that teachers can use in the classroom to help students
improve their writing skills. With this tool teachers can give immediate feedback on students
writing that encourages, instructs and helps the students progress in their ability to write.
WriteToLearn is meant to be used frequently as a tool in which assessment is part of an
integrated experience that simultaneously encourages, enhances, assesses, and rewards progress
(Landauer, Lochbaum & Dooley, 2009, p. 45). WritetoLearn supports students learning in areas
such as essay writing, proper vocabulary, language, and grammar use. When teachers use this
tool in the classroom, it benefits their time spent on lesson planning, instruction, grading and
scoring as well as editing.
Formative and Summative Assessments
Formative assessments can be done at any time during the learning process to aid the
teacher in improving their instruction and to better facilitate students learning and for
monitoring students learning strengths and weaknesses. Formative assessments are used by both
the teacher and student to evaluate learning and can be done by means of activities, assignments
and quizzes. Teachers use formative assessments to assess, address and then work with the
students who are struggling.
In comparison, summative assessments are given at the end of an instructional unit or grade level
in the form of a test, final paper or project. These assessments evaluate the skills and knowledge
grasped throughout the school year. Summative assessments are used for the final grades in
report cards, and to make sure students have met the states educational standards. Teachers can

utilize technology tools to assist in both formative and summative assessments. Summative and
formative assessments can both be made through the use of online quizzes, online games,
activities, assignments and clicker systems. Socrative, I>Clickers and WritetoLearn are all
exceptional assessment tools that can be used to determine a students knowledge, understanding
and skills in all subject matter. They can provide the teacher and student with informational data
that serves as helpful feedback to make the necessary adjustments in order to help the students
advance and grow academically. Teachers can gain insight into how their students learn and
teach them accordingly.
Pros and Cons of using Technology to Facilitate Assessment
There are a number of pros and cons to using technology to facilitate assessments. Some
suggest that the pros to using technology to facilitate assessments are that it is more
flexible, efficient, less time consuming and a useful tool for grading students work. It allows
formative and summative assessments to be made more often. Assessing students with the use of
technology is a visual way that helps students become more engaged in learning and it supports
and enhances students learning in a variety of ways without the need to always use formal
testing. An online system can collect much more detailed information about how students are
learning than manual methods (Office of Educational Technology, n.d.). Some suggest that the
cons of using technology to facilitate assessments can be that technology is not always accessible
in the classroom or for all school districts. Students with disabilities, as wells as those from
culturally and linguistically diverse backgrounds and those living in poverty are particularly
susceptible to the negative effects (Salend, 2009, p. 26). It can be costly to the school as well
as challenging for those who are learning to use it. Proper staff training to use technology to
successfully assess students requires money and time. Technology in education and assessment is

going to keep advancing. Educators are going to have do what is necessary in order to keep up
with that advancement.
Should a teacher only use technology to assess student learning? Why or why not?
Teachers have an abundance of technology tools at their fingertips for assessing students
that should be taken into consideration, evaluated and used. Technology tools are a great way to
assess students while they are in the process of learning instead of at the end. If teachers have
the means, funds and backing to support technology use for student assessments, then it should
be used in the place of traditional student assessments. The world of education must anticipate
and embrace and how it will explore options for effective use (Pelligrino & Quellmalz, 2010,
p.132).
What is the importance of assessment technology in connection with the ISTE standards?
ISTE standards are the skills and knowledge that all students need to develop and possess
in order to live and work in a technology rich world and these standards can all be recognized,
gauged and enhanced when teachers use technology as an assessment tool. Together, ongoing
evaluation and assessments provide a holistic picture of the initiatives, success and help
administrators pin point areas of weakness that need to be addressed (ISTE, 2015).
Concluding Paragraph for Software to Support Assessment
Student assessments provide valuable information to both students and teachers;
information that can make a significant difference in how teachers instruct and how students
learn skills and knowledge. With the unlimited supply of technology tools to facilitate student
assessments such as, Clickers, Socrative and WritetoLearn, teachers have the ultimate means to
impact their students learning and academic achievements. Technology to facilitate ongoing

student assessments are becoming the wave of the future. These tools can be used by educators
in order to reach and teach their students in a positive, encouraging and personal way.

References
Abbott J. (2008). Technology-based assessments improve teaching and learning. Retrieved from:
http://www.setda.org/wp-content/uploads/2013/11/Technology-Based-AssessmentsImprove-Teaching-and-Learning.pdf
International Society for Technology in Education (2015). Essential conditions: Assessment and
evaluations. Retrieved from: http://www.iste.org/standards/essential-conditions
Landauer, T. K., Lochbaum, K. E., & Dooley, S. (2009). A new formative assessment technology
for reading and writing. Theory Into Practice, 48(1), 44-52.
doi:10.1080/00405840802577593 Retrieved from: http://library.gcu.edu:2048/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=ehh&AN=36039103&site=ehost-live&scope=site
Lewis, D., Madison-Harris, R., Muoneke, A. & Times C. (2010). Using data to guide instruction
and improve student learning. Linking Research and Practice SEDL Letter Volume 22,
(2), pp. 3-15. Retrieved from: http://www.sedl.org/pubs/sedlletter/v22n02/SEDLLetter_v22n02.pdf
Matheson, R. (2014) Tracking what students grasp: Socrative mobile quiz app saves teachers
time and offers real-time data on student comprehension of material. Retrieved from:
http://newsoffice.mit.edu/2014/socrative-app-real-time-data-student-comprehension1211
Office of Educational Technology, (n.d.). Assessment: Measure what matters. Retrieved from:
http://tech.ed.gov/netp/assessment-measure-what-matters

Pellegrino, J. W., & Quellmalz, E. S. (2010). Perspective on the integration of technology and
assessment. Journal of Research on Technology In Education (International Society for
Technology In Education). 43(2). 119-134. Retrieved from: http://library.gcu.edu:2048/login?
url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=55545999&site=edslive&scope=site
Salend, S. J. (2009). Technology-based classroom assessments. Teaching Exceptional Children,
41(6), 48-58. Retrieved from: http://library.gcu.edu:2048/login?
url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=42514998&site=ehostlive&scope=site