We as educators assess students each and every day. Whether our assessment is an observation that we make or a formative assessment that we give our students; it’s what we do. After the first week of taking a hard look at the type of learner I am and what my level of technology skills presently are, I have a new respect for self-assessment. There can be great benefits to assessing both the teacher and student knowledge and skills to determine their technology strengths and weaknesses. Knowing strengths can give anyone a positive boost and knowing weaknesses can help individuals focus their attention to specific skills that need improvement. As educators it helps us define where we need to spotlight our professional development time. Within the classroom setting, teachers who have completed the STaR chart for their campus can specifically target areas of weakness, and by knowing student’s strengths and weaknesses in technology skills can use the strengths of students to their advantage. Instead of leading the classroom, the teacher becomes more of a facilitator where she is learning from students and guiding students at the same time. There have been many situations in the classroom in which I have been teaching a topic with technology integrated within the lesson. Knowing my students technology skill level has been beneficial to other students in the classroom. Students teaching students with the teacher as the facilitator has been the most conducive environment and has prompted other students to increase their technology skills.
The negative aspect of technology assessment is whether or not the assessment is accurate. When teachers complete the STaR Chart, are they giving truthful answers? When students take a self-assessment test do they truly know their skill level? I think these are valid points that need to be considered when looking at self-assessment and the power of these tools.
Mary Johnson/EDLD 5306/ET8038
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