| |
Developing |
Approaching |
Meets |
Exceeds |
|
Apply multiple methods of
evaluation |
Knowledge of methods for evaluating
student understanding of appropriate uses of technology tools for
specific learning tasks is not sufficient. |
Several methods of assessing student use
of technology tools for specific learning tasks are occasionally
employed.
|
Multiple assessment measures are
consistently used to assess student use of technology in learning tasks
and to inform instructional decisions. |
Multiple assessment measures are
consistently used to assess student use of technology in learning tasks
and to inform instructional decisions. Additional assessment measures
are sought and critically examined.
|
|
Assess student learning
|
Application of appropriate tools and resources
for assessing technology use to improve student learning in the context of
lessons and units is one-dimensional, inconsistent, or inappropriate. |
Several appropriate tools and resources are
periodically employed for assessing technology use to improve student
learning in the context of lessons and units.
|
Multiple appropriate tools and resources are
consistently employed for assessing technology use to improve student
learning in the context of lessons and units. Information is used to modify
instruction. |
Consistently obtained information from
multiple appropriate tools and resources in assessing technology use to
improve student learning is used to make evaluation decisions about
technology use and to alter instructional practice to maximize student
learning. |
|
Assess student
communication |
Assessment of students’ use of technology to
improve communication is not ongoing and cumulative. |
Several appropriate assessment tools and
resources are used to assess student use of technology for communication.
Information about student achievement over time is not always used to inform
instruction.
|
Multiple appropriate assessment tools and
resources are used to assess student use of technology for communication.
Information about student achievement over time is consistently used to
inform instruction. |
Multiple appropriate assessments are used to
track student improvement in the use of technology for communication.
Information about student achievement over time is consistently used to
inform instruction and create new learning opportunities to fit individual
needs. |
|
Assess student productivity |
Students’ use of technology to improve productivity is not consistently
assessed. |
Students’ use of technology to improve productivity is consistently assessed
using one or two measures. The data are inconsistently used to inform
instruction.
|
Students’ use of technology to improve productivity is consistently assessed
using multiple measures. The data are used to inform instruction. |
Students’ use of technology to improve productivity is consistently assessed
using multiple measures. The data are consistently used to inform
instruction. |