Academic Catalog

LINC 95C: ASSESSMENT STRATEGIES FOR TECHNOLOGY INTEGRATION

Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Units: 1
Hours: 1 lecture per week (12 total per quarter)
Advisory: Basic computer skills and knowledge of Macintosh or Windows operating systems; familiarity using web browsers, email, bookmarking, searching and downloading; not open to students with credit in LINC 260.
Degree & Credit Status: Degree-Applicable Credit Course
Foothill GE: Non-GE
Transferable: CSU
Grade Type: Letter Grade (Request for Pass/No Pass)
Repeatability: Not Repeatable

Student Learning Outcomes

  • Analyze formative and summative assessment methods.
  • A successful student will identify the unique assessment strategies best for technology rich project-based learning.

Description

The effectiveness of technology integration for teaching and learning. Explores various assessment strategies for technology integration when applied to curriculum development, teaching, and student learning. Participants will create formative and summative assessments of how technology-infused instruction affects teaching practice and facilitates students' use of technology to learn and communicate. Other content topics include 21st Century skills, Common Core State Standards, and ISTE NETS standards.

Course Objectives

The student will be able to:
A. compare and contrast various research findings on how technology impacts education.
B. identify the teaching, learning, and assessment elements that are required for effective technology-enhanced instruction and lessons.
C. analyze formative and summative assessment methods.
D. develop assessment methods and techniques.
E. apply assessment methods within the framework of different standards.

Course Content

A. Compare and contrast the research on how technology impacts education
1. Identify appropriate research studies
2. Apply critical analysis techniques to reading the research
3. Summarize findings
B. Identify the teaching, learning, and assessment elements that are required for effective technology-enhanced instruction and lessons
1. Analyze whether or not technology supports curricular goals
2. Analyze student engagement, participation in groups, interaction in technology-rich projects
3. Analyze how technology supports feedback
C. Analyze formative and summative assessment methods
1. Pre- and post-tests
2. Peer review
3. Rubrics
4. Observations
5. Facilitated discussion
6. Teacher and student reflection
D. Develop formative and summative assessment methods and techniques
1. Create a formative assessment plan
2. Create a summative assessment plan
3. Evaluate the potential outcomes of the formative and summative assessment plan
4. Redesign the assessment plans based on review
E. Apply assessment methods in standards-based curriculum
1. 21st Century teaching and learning skills
2. Common Core Standards
3. ISTE National Educational Technology Standards for Teachers and Students
4. Adapt standards for use in assessment plan project

Lab Content

Not applicable.

Special Facilities and/or Equipment

A. When offered on/off campus: Lecture room equipped with overhead projector, white/black board, and a demonstration computer connected online. Computer laboratories equipped with online PCs and Macintosh computers, network server access, and printers.
B. When taught via Foothill Global Access on the Internet: Students must have currently existing email accounts/email address and ongoing access to computers with email software, GUI web browsing capability, FTP program, and access to the World Wide Web.

Method(s) of Evaluation

The student will demonstrate proficiency by:
A. Developing a formative and summative assessment plan for technology integration
B. Presenting the assessment project to peers for feedback
C. Making constructive contributions to class discussions

Method(s) of Instruction

During periods of instruction the student will be:
A. Listening actively to lecture presentations delivered in student-centered learning style by taking notes, following demonstrations, or completing an activity
B. Participating in facilitated discussions of live presentations, readings or video presentations
C. Presenting in small group and whole class situations

Representative Text(s) and Other Materials

Marzano, Robert J. Formative Assessment & Standards-based Grading. Bloomington, IN: Marzano Research Laboratory, 2010.

Although this text is older than the suggested "5 years or newer" standard, it remains a seminal text in this area of study.

Instructor-assigned notes and materials.



When course is taught online: Additional information, notes, handouts, syllabus, assignments, tests, and other relevant course material will be delivered by email and on the World Wide Web, and discussion may be handled with internet communication tools.

 

Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

A. Writing assignments include two assessment instruments, peer evaluations, and critical analysis of educational projects, technology tools, systems, or processes.

B. Outside assignments include conducting project development, writing the assessment instrument, reading, and participating in online peer collaboration activities.

 

Discipline(s)

Instructional Design/Technology