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Given the variety of assessment tools and strategies available plus the individual nature of both schools and students, it is difficult to suggest a “one size fits all” measurement of student technology literacy skills. The Alliance of Regional Educational Service Centers undertook to review a number of assessment instruments and models in order to offer districts a choice to consider adopting or modifying. A team of RESC staff, administrators, and teachers reviewed existing instruments, models, and/or products from those that were known by the team to be available in the time period from January to December 2005.
A matrix of the components to be considered when selecting an assessment instrument was developed. In some instances, a school-designed model was pilot tested or a study group explored examples from other states or neighboring district. Several tools used previously for teacher technology assessment were reviewed to determine if they could be modified for students.
The results are not intended to be a complete nor comprehensive list. The assessment tools and practices included in this document were selected to provide a school or district with information on which to base a decision as well as to provide examples. Schools are encouraged to examine a variety of models in order to satisfy their needs and standards. We offer the following as a way of spurring discussion about technology literacy and how it can best be “assessed” in your school.
You will find that the assessments are categorized based on the following model included in the SETDA Toolkit:
- Standardize Test
- Item analysis
- Rubric for content
- Observation
- Product summary
- Checklist
- Artifact
- Rubric for content and process
- Student production logs
- Student reflection
- Collection of artifacts
- Rubric for portfolio elements
- Interviews of team members as group or individually
- Analysis of project elements
- Rubric for relevance of project outcome