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Computer Competency Assessment - Region 12
Organization: Regional School District #12 (Bridgewater, Roxbury, and Washington)
Contact: David Defeo, K-12 Computer Instruction Coordinator (www.region-12.org)
Purpose: Computer technologies provide tools for accomplishing a wide range of tasks within classroom assignments. It is not enough for students to learn to maneuver the menus of current software applications and operating systems. Students must understand the function of common tools and be able to use them ethically for purposes of inquiry, problem solving, and effective communication. This is consistent with the district's Technology Plan and with standards for computer use of the Connecticut State Department of Education.
Description:

Portfolio Assessment Plan

The completed portfolio must demonstrate competency with each of the eight computer tools listed below. Each document should demonstrate the students skill at using computer and computer-related technologies in sustained inquiry and problem solving.

Each item in the following technology checklist must be integrated into at least one of the portfolio submissions:

  • Digital Portfolio
  • Spreadsheet
  • Computer generated outline
  • Internet Research
  • Embedded graphics
  • New technologies
  • Image Processing
  • Databases

Students are required to complete two competencies each year.

Standards Addressed:

CT Student Technology Competencies and Performance Indicators addressed are: 1, 3, 4, 5, & 6

1. Basic Operations and Concepts: Students are proficient in the use of technology.
3. Technical Productivity Tools: Students use technology tools to enhance learning, increase productivity, and promote creativity.
4. Technology Communication Tools: Students use telecommunications to collaborate and interacts with peers and other audiences.
5. Technology Research Tools: Students use technology tools to process data and report results.
6. Technology Problem Solving and Decision Making Tools: Students use technology resources for solving problems and making informed decisions.

Please refer to Connecticut Student Technology Standards.

Skills Addressed:

  • Digital Portfolio/Word Processing
  • Spreadsheet
  • Computer generated outline
  • Internet research
  • Embedded graphics
  • New Technologies
  • Image Processing
  • Databases
Format & Logistics: The format of this assessment is a portfolio. Student work is collected in electronic portfolios on the district's network and the student work is assessed against a specific rubric for the "tool". Please see appendix for the rubrics.
Reporting Format: Reporting is sent out to parents as a letter that gives the status of their child's progress in completing the competencies the district has set out as goals.
Advantages: Digital portfolios allow educators to assess student's skills over a long period of time. Because of this, the students have ample opportunity to learn the skills in a monitored environment. Portfolio systems not only allow educators to assess technology skills but can also be used to assess student competence on all curriculum standards.
Disadvantages: The schools' technology infrastructure greatly impacts their ability to develop a digital portfolio system. A solid network, strong servers with ample storage and easy access to workstations for students and teachers are required for a portfolio system to be successful. Schools with weak or old technology infrastructure will find it difficult to implement a digital portfolio system.
  Comments:

Portfolio assessment using rubrics is one of the best ways to assess students' competence in the use of technology. It uses authentic examples of student work to demonstrate that the students have the skills required by the district. Portfolio assessment is meant to be a long term, comprehensive assessment strategy aimed at continuous improvement as well as point in time assessment.

If at all possible, districts should consider using portfolio assessment for technology competency as well as other curriculum assessment.

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A Collaborative Project from the Alliance of RESCs and CT. State Department of Education