EDLD+5364+-+Week+4+Reflection

**EDLD 5364 - Week 4 Reflection**
The readings and videos this week focused on tools and practices to assist teachers with teaching with technology. According to Rose and Meyer (2002), “When we consider individual differences in recognition, strategic, and affective networks, we realize that a common test format and administration method will always favor some students and hurt others, for a variety of complex reasons. Traditional assessments tend to measure things that teachers aren't trying to measure (visual acuity, decoding ability, typing or writing ability, motivation), thus confounding the results and leading us to make inaccurate inferences about students' learning. As a consequence, we risk making off-base instructional decisions deciding, for example, to re-teach certain content rather than move on to a new challenge or to change our instructional methods when our test design, not our teaching, is contributing to poor scores.”

I concur and would like for the state to recognize Rose and Meyer’s statement because the current state assessments are developed with the “one-size-fits all” approach! The present system used today to assess student growth, progress, and success is much unmerited. We have an incredibly diverse group of learners in today’s educational system. School districts and states need to consider the entire population of students when developing assessments. If we look at the English Language Learners, there are limited information and assessments available to many teachers to correctly assess the students. Many of the students struggle because of their ability to interpret and speak the English language. Today, the assessments concentrate mainly on bubbling in for multiple choices, RIGOR, College Readiness, and recalling information. We encourage students to use strategies, but many times the students are not sure why they are using them. If teachers want to get an adequate assessment from a student, then assessments should be given in different ways. This would help to get the best understanding if the needs of the student are being addressed. Every assessment should not look the same for all students in a classroom or across the State. I also believe that the best assessments are differentiated to measure the student’s improvement, accomplishment, and connection. The assessments should be designed according to what each student knows and on the student’s educational level.

I feel that many times students return to school with issues or problems that occurred at home and are expected to achieve to their best abilities on an assessment. I often ask myself questions after the student has taken an assessment. Where the results, effectively compared to the success of the student’s knowledge? Did the test results provide an accurate indication of what the student knows? Did the assessment provide an objective measure of performance at the student skill levels? Did the assessment determine the student’s knowledge and individual skills? Did it merely evaluate the student’s test taking skills? I do think we need to assess the students but should so much attention and stress be focused on results instead of student's success. I think there is too much time and money spent on preparing for assessments that are not designed to meet the needs of all students.

I also agree with Rose and Meyer’s quote (2002), “Technology tools make it easier for a teacher to provide every student with multiple options for expression.”

As teachers, we must be able to integrate skills and tools, to correctly address, the needs of all students. For the 21st Century learners, technology skills are essential in a teacher’s lesson plans in order to integrate a variety of software, applications, interactive learning games, online resources for the disable, and various learning tools. I also believe if teachers are ready and excited about using technology in their classroom then the students would become more motivated to learn and use technology. I think many teachers are just afraid of becoming “tech savvy” and using technology in their lesson plans. Therefore, it is necessary for teachers to learn new skills and knowledge for today's technology.

Rose, D., & Meyer, A. (2002). //Teaching// e//very student in the digital age: Universal design for learning//. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Website. Chapter 6. Retriever on March 10, 2012 from []