Вы находитесь на странице: 1из 6


Reflective Paper


The purpose of this essay is to reflect on my learning experiences over the course

of one semester in ​Assessing Technology-enhanced Instruction. ​This essay will cover a

review of my learning throughout this course and provide a detailed look at how these

learnings will influence my professional work.

I currently serve as a vice principal in a small private school in Taipei, Taiwan.

The large bulk of my responsibility includes academic advisement which allows me to

help students meet missed objectives and recover credit. This has led to a role in

developing flexible learning opportunities for those students who have gaps in their

education. Currently, I am studying in my third semester at the University of West

Georgia and hope to complete a degree that will help me to better meet the needs of these


Review of Learning

This course on ​Assessing Technology-enhanced Instruction​ centered around five

distinct course objectives. These objectives include the ability to “Explain the

relationship between effective assessment and increased student achievement”; to

“Identify and implement principles of effective assessment”; to “Use technology tools

such as electronic portfolios to support assessment”; to “Incorporate formative and

performance assessment into the curriculum”; and to “Implement alternative assessment

systems for diverse learners” (The University of West Georgia, 2017, p. 5).

Throughout this course, I believe I was able to meet these objectives in a variety

of ways. First, through assignments, second through the assigned readings and third

through discussion activities. These learning opportunities helped to shed light on how

meeting these objectives will help me to grow as an instructional technologist and


Early in the course, we were assigned a discussion that asked us to evaluate a

measurement instrument. In doing so, I discovered the ​Self-Determination Assessment

developed by Allan Hoffman, Sharon Hoffman and Shlomo Sawilowsky. According to

Hoffman, Hoffman and Sawilowsky (2015), the Self-Determination Assessment was

designed to measure “cognitive, affective, and behavior factors related to

self-determination” (p. 6). As I review my learning in this assignment, I found myself

stretched in a direction that was unfamiliar to me at the time. I have not had much

experience with researching, selecting and reviewing these kinds of assessment

instruments. However, at the end of the discussion, I found new interest in further

discovering instruments to help me better meet the needs of my students. Through this

discussion, I am confident that I met our course objective of identifying and

implementing principles of effective assessment (The University of West Georgia, 2017,

p. 5).

As I continue this review of learning, I now turn to the selected readings from this

course. For me, it is important to be immersed in current thought and literature. The text

that acted as our guide through this course was titled ​Assessing 21st Century Skills ​and it

was written by Laura Greenstein. This book was replete with essential learnings.

Chapter 9 of this Greenstein’s book played an important role in helping me to foment my

ideas about assessment. As I reflect on this chapter, one quote continues to stimulate my

thoughts. Greenstein (2012) writes, “Changes to assessment that are made thoughtfully,

selectively, and progressively will best serve today’s students” (Chapter 9, Section 1,

Para. 1). Keeping this in mind helps to “Explain the relationship between effective

assessment and increased student achievement” a vital component to this courses’

objectives (The University of West Georgia, 2017, p. 5).

Finally, the discussion in session 3 presented us with an excellent opportunity to

collaborate and share resources with each other. This discussion asked us to share one

technology-based assessment tip with our classmates. This collaborative talk was vital to

my learning experience. Fisher, Frey and Rothenberg (2008) complement this kind of

activity when they write that “​Talk becomes critical when students discuss tasks or ideas

and question one another, negotiate meaning, clarify their own understanding, and make

their ideas comprehensible to their partners” (Chapter 1, Section 6, para. 1). Our

understanding grows as we talk with our classmates and reflect on our learning” (Fisher

et al., Chapter 1, Section 6, para. 1). As a result, we were able to meet the course

objective of identifying and implementing principles of effective assessment (​The

University of West Georgia, 2017, p. 5).


The learning afforded me in this course has influenced my current practice as well

as my future practice. As a result, the implications are clear, this semester and the ones

preceding it has had a major influence on the plans, methods, and evaluation of my

professional work.

First, embedded in the aforementioned objectives are action verbs used to

promote student learning outcomes. As I plan for the future, I believe these verbs have

activated me and helped to lay a solid foundation for future success. At the same time, it

has provided me with feedback essential to move forward. The Technology-based

Learning & Assessment discussion was specifically impactful in that it allowed me to

share resources with other teachers. As a result, this sharing gave me additional

strategies that I can employ in my classroom.

Though not mentioned in the review of learning, assignment 2 and 3 made a huge

impact on me. These assignments asked me to plan and implement an assessment in

collaboration with another teacher. This experience had an impact in that I was able to

step outside of myself and view my ability to design instruction that could be completed

in another classroom with another teacher.

Finally, this course has helped me to evaluate myself as an educator. The

readings, the discussions, the assessments, and most importantly the shared experiences

of my classmates have helped me to reflect on my professional work. I have gained

confidence in my growth and understanding of instruction and technology. Not only has

a foundation been laid, but a structure is beginning to gain its form.


In conclusion, the following is a summary of the most important points of this

essay. In the review of learning section, the reading selections and the discussion brought

value to my learning. The discussions helped me to reflect upon my abilities and

provided insight into my professional work. The implication section dealt with the plans

and methods I have in place and how I ultimately evaluate myself. Though my

experience in this course may be different than other students, the requisite focus on

reading, assignments and discussions have proven themselves essential to the meeting of

this courses’ objectives and the future of my professional work.



Fisher. D., Frey, N., & Rothenberg, C. (2008). ​Content-area conversations: How to plan

discussion-based lesson for diverse language learner. ​Alexandria, VA:

Association for Supervision and Curriculum Development.

Greenstein, L. (2012). ​Assessing 21st century skills​. Thousand Oaks, California: Corwin.

Hoffman, A., Field Hoffman, S., & Sawilowsky, S. (2015). Self-determination

assessment internet: User’s manual. Trinity, FL: Ealy Education Group, Inc.

The University of West Georgia. (2017). 7​476 MEDT: Assessing Technology-enhanced

Instruction. ​Carrollton, GA: Dr. Jonathan Gratch.