Field+Based+Activities+Reflection+TF+IV.B

This reflection is the same as an earlier one, since the process of attending the training, installing the sofware, and training the classroom teacher in its use morphed into one long activity. It involves the use of Istation.

According to Williamson & Redish (2009), computer-based testing (CBT) is emerging as one of the most promising technologies to address the needs for regular student assessment. In my district, a computer adaptive reading assessment program called Istation has been rolled out. As the "technology person" in my school, I was tagged to go to the training session. The other delegate from my school was our Special Education teacher.

These types of training sessions are frustrating. The benefit in attending one is that I not only learn something about the software program, but I am reminded of how NOT to conduct a training session! There was no introduction of the material or explanation of the software program before the session. I went to it without any idea of what I was going to. Once there, neither the Special Ed teacher nor I were able to work with the program because we are not in the system as teachers, and therefore have no classes assigned to us.

What I did learn was that the program was purchased for use with students who had not passed the reading section of STAAR the previous year. It is a computer adaptive assessment, meaning it adjusts level of difficulty according to the students' responses. The teacher can generate reports that pinpoint specific areas of need, as well as suggested targeted interventions. Once students improve to a certain level, they can be exited from the program. It seemed like a pretty good program. According to Kulik and Kulik, as cited by Pitler, Hubbell, Kuhn and Malenoski (2007), research shows that the more immediate the feedback in assessment, the greater its impact on student learning. While technology-based assessments are viewed as a way to provide that immediate feedback, Istationg lacked that feature.

There were only a handful of students at my school for whom this program was to be used. However, it was decided that the initial assessment would be given to the whole class so as not to single them out. The assessment was done, the results were analyzed, and all but one student scored high enough to be exited from the program. The teacher used the information to help plan teaching strategies to address the needs of that student. That concluded the use of Istation at my school.

In his blog, Michael Albertson says that "Professional development should be specific to each individual school—maybe even to a specific group inside a given school." This technology is useful, but is not a one-size-fits-all solution and really didn't fit the situation at my school. Luckily, we had some flexibility in how to utilize it.

References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works//. Alexandria, VA: ASCD.

M. Alberton (2012, Janary 15). What does meaningul professional development look like? (Web log comment). Retrieved from []

Williamson, J. & Redish, T. (2009). //ISTE's technology facilitation and leadership standards: What every K-12 leader should know and be able to do//. Eugene, Or: International Society for Technology in Education.