1 Educational Technology Assessments Standards-based assessment is interwoven throughout the online educational technology programs (Master of Arts, Rank I, and Endorsement). Graduate courses have been designed to address selected standards, course outcomes identify the standard themes students are expected to fulfill, and course assessments determine the level of proficiency achieved by each student. Standards alignment has been documented in the syllabi for each of the courses in the online educational technology programs in relation to the Kentucky Teacher Standards, the KERA Initiatives, the Education Professional Standards Board Themes, the International Society for Technology in Education (ISTE), and the Association for Educational Communications and Technology (AECT) standards. Course alignment with standards has been reviewed as part of Morehead State University s required Annual Program Review Assessment (through 2007) and most recently as part of the Curriculum Audit process (2008). Additionally, standards based assessment is conducted in the exit exam and exit portfolio for each student that completes the program. A copy of the exit exam questions and rubric used for the educational technology programs are on the following
2 Educational Technology Exit Exam Instructions: The Educational Technology program has four core courses within it that include EDUC 611, EDUC 621, EDUC 628, and EDUC 680. Please follow the steps below to complete the exit exam. 1. Select 1 question to respond to from each course listed in BOLD. You will respond to a total of 4 questions. 2. You are to respond with a minimum 3 page response to each of the four questions. 3. Make sure to cite any information you feel is appropriate. Plagiarism is not accepted. 4. Your responses should be in APA format. If you have questions regarding APA format please refer to this site: 5. Your work should be completed independently without any assistance or collaboration with other students. 6. Save your completed exit exam as a Word Document (Make sure to save in Word 2003 if you are using the new Office 2007 software.). 7. Submit your completed exit exam with your digital portfolio on CD.
3 EDUC 611: Introduction to Action Research and Grant Writing 1. The three categories of research discussed in the first course in research were action research, quantitative research, and qualitative research. Each has their own set of characteristics. For this exam question, you are to select one of the three approaches (identify it in your narrative) and respond to the following items. a. What are the underlying characteristics of the approach? b. Discuss the role of the review of the literature within the methodology. c. Some designs that exist within the quantitative and action research methodologies are descriptive, correlational, and causal-comparative research designs. Compare and contrast these three designs as related to quantitative or action research. (Include not only a general description, but how the sample is selected, data collection procedure, typical data analysis methods.) d. Data collection is an essential element of any research project. In many instances some sort of data collection instrument is used to get the data. The instrument must be both valid (issues related to validity) and reliable (issues related to reliability) to ensure that the data are meaningful. What is meant by validity and reliability? (Note: Sub-questions A & B are interconnected. Questions C &D are answered separately. All four sub-questions need to be answered for Question 1) 2. It has been said that the nature of science, research, and teaching are all complementary part of the same pursuit of truth (Johnson, 2008). Describe your view of truth prior to the research course you ve completed and then after completion of the course. In what ways was it influenced?
4 EDUC 621: Technology for the 21 st Century Teacher 1. Webquests have been used in many classrooms. Whether you are an art teacher or counselor, quests are useful for many reasons. In order to better understand your perception of this tool, please write an essay on the following parameters: 1. Detail the rules by which to create a grade appropriate Webquest 2. Describe five pedagogic reasons to use a Webquest 3. Analyze the use of Webquests with regard to Kentucky program of studies and core content 4.1 in your area of concentration. 2. In creating an ideal technology environment, select seven items from the list below that are absolutely necessary in your opinion for the K-12 classroom. Please justify your choices by citing current research (from peer-reviewed sources- books, journals, conference proceedings such as from After selecting and justifying your technology hardware choices, list at least three additional software packages that would coordinate with the hardware. Describe the way(s) in which one would use this software to target and boost student achievement. 1. The list: Overhead projector Computer projector SMARTboard SMARTablets Laptop or desktop computer Handheld computers such as a palm pilot ipod Video ipod Internet Web page (teacher created) Web page (student created) Digital camera Digital videocamera Clicker systems ELMO Sympodium
5 EDUC 628 Education, Technology, and Culture 1. Research two of the following early technologists. Briefly discuss what technology they are accredited with inventing/discovering/improving. How the theorist and/or his work has impacted our culture. How the theorist and/or his work has impacted education. a. Morse b. Daguerre c. Bell d. Edison e. Marconi 2. What is technology and how has it fit within the framework of education? What one technology do you think has shaped culture more than any other? What one technology the telegraph? the automobile? the modern computer? some other technology? has the most resounding effects on the way we live our lives today or will live our lives in the future. Why is your chosen technology so important? How would our lives (including personal and work) be different had that technology never been discovered/invented?
6 EDUC 680: Intro to Instructional Design and Technology 1. Select the two following instructional design models and describe the similarities and differences and how they each address the design components of analysis, design, development, implementation, and evaluation. Additionally, describe how each of the design models you selected could be used within a classroom. a. Advanced Organizers (David Ausubel) b. Information Processing Model c. Concept Mapping (Joseph Novak) d. Algo-Heuristic Theory (Lev Landa) e. ARCS Model (John Keller) f. Criterion Referenced Instruction (Robert Mager) g. Morrison, Ross, and Kemp Systems Model h. Dick and Carey Systems Model i. Activity Theory j. Discovery Learning (Jerome Bruner) k. Person-centered Model of Instruction (Miller and Mazur) l. Problem-based Learning (David Jonassen) m. Schema Theory n. Situated Cognition 2. What are the differences between educational philosophy, learning theories, and instructional design models? How are they connected? Provide examples with descriptions of how the three build upon each other.
7 Educational Technology Exit Exam Rubric Student Name: Evaluator Name: Course Question Number Score EDUC 611 EDUC 621 EDUC 628 EDUC 680 Total Score
8 Evaluation of Exit Exam Components Course Name: Exit Exam Question # Score Provided minimum 3 page response to the question 10 Points 5 Points 0 Points Met the 3 page minimum 2-3 pages 1-0 pages Citations and reference list were in APA format 10 Points 5 points 0 Points All citations and references were in APA format 1-5 APA formatting mistakes made in citations or reference list Citations and reference list were not in APA format Response to the question is provided in detail that demonstrates understanding 15 Points 10 Points 5 Points Demonstrates high level of understanding Demonstrates some understanding of the content Demonstrates little or no understanding of the content Provide Justification for the point value provided: Responses are appropriately supported by cited research 15 Points 10 Points 5 Points Responses are strongly and appropriate supported by research Responses are somewhat appropriately supported by research Responses have little appropriate or no support by research Provide Justification for the point value provided:
9 PROFESSIONAL PORTFOLIO RUBRIC The Professional portfolio is an evaluation of performance. The graduate student demonstrates his or her preparation to assume the role of an educational technology facilitator, as described by the International Society for Educational Technology, through portfolio documentation. The portfolio must include projects from the core courses (EDUC 611, EDUC 621, EDUC 628, and EDUC 680). The portfolio can also include exemplar work from other courses taken within the program. The final evaluation of this portfolio is completed by two raters (MoSU faculty teaching in the Educational Technology program) who will use a holistic scoring method. This means that the evaluator s professional judgment is used to rate the components and the entries for each rubric item. A holistic score of three (3) on a scale of four (4) is required on all sections of the professional portfolio to receive a passing score on the portfolio. Students receiving a score of two (2) on either section will be provided one opportunity to redo their portfolio and have it re-evaluated by the two raters. A Demonstrated competence on the Experienced Teacher Standards (ETS), ISTE Technology Facilitation (TF) Standards, and AECT Standards (AECT) /4 B Required portfolio components /4 Required Professional Portfolio Components Table of contents Letter to the reviewer Resume Projects from the core courses (EDUC 611, EDUC 621, EDUC 628, EDUC 680) that demonstrate mastery of the program standards. All needed supporting materials for projects: videos, digital pictures, lesson plans, web pages/hyperlinks to web pages, etc. Personal evaluation of the portfolio Personal reflective statement for each project sample (see suggestions below) Suggested Professional Portfolio Components Exemplars of projects from other courses beyond the program core courses Suggestions for Structure of Reflections Describe the artifact to the reviewer. Describe when and why you created it. Describe how the artifact demonstrates your abilities related to the program standards. Describe how the artifact fits into your professional work.
10 Describe how mastery of the standards within the artifact can have an impact on your professional work. Holistic Evaluation of Demonstration of Competence on the Experienced Teacher Standards (ETS), ISTE Technology Facilitation (TF) Standards, and AECT Standards (AECT). The degree to which the entry clearly demonstrate mastery of each of the program (ETS, TF, and AECT) standards at the level expected of an experienced teacher is evaluated. Each of the relevant standards is holistically assessed and rated on the following scale. 1. Evidence in this area is rudimentary; gives very limited or incomplete information relating to skills in this area. 2. Basic evidence in this area is clearly presented, but it demonstrates the need for skill development. 3. Evidence is clearly presented which demonstrates a level of skill consistent with expectations of a technology facilitator and implementation of effective teaching practice. 4. Evidence demonstrates a high degree of mastery in this area and the teacher can independently implement effective teaching practices and technology facilitation. 1. Demonstration of ETS Standard I and TF-VII standards Professional Leadership and Vision 2. Demonstration of ETS II standards Demonstrates knowledge of content 3. Demonstration of ETS III, TF-III, and AECT Design and Development standards Designs, Plans, and develops teaching, learning, and the curriculum 4. Demonstration of ETS IV and TF-II standards Plans and designs learning environments and experiences to create and maintain a learning climate 5. Demonstration of ETS V and AECT Utilization and Management standards Implements, utilizes, and manages instruction 6. Demonstration of ETS VI, TF-IV, and AECT Evaluation standards Assesses, evaluates, and communicates learning results 7. Demonstration of ETS VII and AECT Evaluation standards Reflects and evaluates teaching and learning 8. Demonstration of ETS VIII standard Collaborates with colleagues, parents, and others
11 9. Demonstration of ETS IX standard Engages in professional development 10. Demonstration of ETS X and TF-1 standards Demonstrates implementation of technology, technology operations, and concepts 11. Demonstration of TF-V standard Productivity and Professional Practice 12. Demonstration of TF-VI standard Social, Ethical, Legal, and Human Issues 13. Demonstration of TF-VII standard Procedures, policies, planning, and budgeting for technology environments
12 Evaluation of Required Portfolio Components The degree to which the presentation of the required portfolio content was evaluated is at the level expected of a professional educator. Each component was rated as 1 The material was absent or ineffectively presented. 2 The material meets basic expectation with limited presentation. 3 The materials are well demonstrated 4 The material demonstrates a high level of quality in presentation 1 Includes table of contents, which lists portfolio contents in order. 2 Includes resume 3 Includes Letter to reviewer and annotations describing each entry, providing rationale for selection of each entry, and identifying standard(s) addressed by each entry. 4 Personal reflective statement accompanying each project sample. 5 Overall presentation/design of portfolio 6 All needed supporting materials for projects: videos, digital pictures, lesson plans, web pages/hyperlinks to web pages, etc. 7 Personal evaluation of the portfolio