ICTAssessmentofEnteringPreserviceTeachers.pptVIP

ICT Assessment of Entering Preservice Teachers Rachel Vannatta Bowling Green State University Context Bowling Green State University Largest producer of teachers in OH 4,500 education students 700 teachers graduate per year Four teacher education programs Early Childhood, Middle Childhood, AYA, Special Education Need Integrating more technology in teacher preparation courses (PT3) Faculty expressed difficulty in having students use technology to complete assignments: Extreme range of technology skills among students; Required lab time to provide hands-on time; Ed tech courses developed basic skills. Assessment of Technology Competencies Students possess skills necessary to complete technology-related assignments in education courses More advanced levels of tech integration across TE programs Ed tech courses to focus more on pedagogy of instruction and tech use Skilled teachers effectively use technology Targeted Student Group EDHD 201--Intro to Education 600 student per semester Taken in freshmen or sophomore year Required of all education students Passing ATC is equivalent to a letter grade in course Piloted in 03-04 with 1150 students Fully implemented 04-05 Development Skills defined Current computer classes OH SchoolNet criteria ISTE Standards Exam Construction Three sections Scoring checklists Assessment Piloted EDTL 302 367 (Fall, 2002), n=66 EDHD 201 (Spring, 2003), n=185 EDHD 201 (Fall, 2003), n=592 EDHD 201 (Spring, 2004), n=506 FormatCopy of assessment Three sections that apply four skill areas: Word-Processing Spreadsheet Presentation Illustration Evaluation (copy of rubric) Checklist developed Required elements for passing Points assigned to skills Point minimum required for passing Model products included to guide evaluation Process Presented assessment, checklist, and process in EDHD 201 Students sign up for testing session Online registration system Sessions outside of class time and proctored Students prepare through available support Blackboar