In alignment with our knowledge of backward design, developing assessment strategies is the second thing we do after the learning goals are decided.

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1 Backward Design TPACK Lesson Plan Model Development Worksheet Developing a TPACK based lesson plan will require all your: Pedagogical Content Knowledge: How to teach particular content-based material (PCK) Technological Content Knowledge: How to select and use technologies to communicate particular content knowledge (TCK) and, Technological Pedagogical Knowledge: How to use particular technologies when teaching (TPK) Harris and Hofer state that instructional planning facilitated by use of digital tools and resources can be complex, with each decision determining aspects of other decisions already made or yet to be determined. Planning a particular learning event can be described as the end result of five basic instructional decisions: 1. Choosing learning goals 2. Selecting and developing formative and summative assessment strategies that will reveal what and how well students are learning 3. Making practical pedagogical decisions about the nature of the learning experience 4. Selecting and sequencing appropriate activity types to combine to form the learning experience 5. Selecting tools and resources that will best help students to benefit from the learning experience being planned In alignment with our knowledge of backward design, developing assessment strategies is the second thing we do after the learning goals are decided. The activity types references from Harris and Hofer can help act as a guide toward which technology support certain types of activities that are common in education. Please refer to the resources provided in your content area to help guide your lesson planning decisions. Remember that we do not want to start our lesson planning with knowledge of what technology we will use. This is what Papert called being technocentric-focused on the technologies used more that the students or the content. Technocentric learning experiences rarely help students to meet curriculum-based content standards, because those standards did not serve as a primary planning focus. As you plan your lesson, consider the technological, pedagogical, content decisions you are making and reflect in your lesson plan on how and why you are making these decisions. Of course typically this is teacher head thinking that goes on when you think through this process, but for this lesson plan you will write about it in the lesson to demonstrate your understanding of how this applies to your technology integration.

2 Name: Lesson Plan Title: Administration of Proctored Online ETS Major Field Test (MFT) o Background Information This is a professional development/training session for administration of new College of Business Administration (CBA) - Educational Testing Services (ETS) - Major Field Test (MFT) - Business Test in The University of Akron Computer Based Assessment and Evaluation Testing Center Important Note o This lesson coincides with a current, actual integration and implementation of a new CBA-ETS-MFT Business Test testing system in The University of Akron Computer Based Assessment and Evaluation Testing Center Schrank Hall North 152. o Successful pilot testing of ETS MFT week of 11/10/13 with volunteer proctors/trainees and three volunteer students. o Plan to go live week of 11/18/13 for all remaining 150 students in a CBA Strategic Management course. Describe audience, context, constraints: Audience: o Administrative Full-Time Staff, Proctor Student Employee Staff, and actual students in The University of Akron Computer Based Assessment and Evaluation Testing Center Context: o Both Testing Center Administrative and Proctor Student Employee Staff have prior experience and training in administering/proctoring online class-based tests via the existing Perception Assessment System and Desire2Learn Learning Management System Quiz Module. In addition, Testing Center personnel have knowledge and professional development for administering online placement tests using the COMPASS Placement Testing System. With the new ETS Online Testing System and the administration of the CBA-ETS-MFT Business Test, all Testing Center Staff will need to participate in this lesson. Constraints: o Due to the number of Testing Center Staff, primarily the Proctor Student Employee Staff, and the varying work/class schedules with the Proctor Student Employee Staff, we are unable to meet all inclusively on a set date/time. To overcome this barrier, plan to provide not only peer-to-peer on the job training, but also an online professional development training module.

3 Content Objectives/Indicators What are the Ohio Content Standards for this lesson indicator level. ISTE or other standards for your area of focus The University of Akron Computer Based Assessment and Evaluation Testing Center adopts the National College Testing Association (NCTA) Standards and Guidelines for Testing Centers, while incorporating technology standards from The International Society for Technology in Education (ISTE). The standards and objectives to be addressed in this lesson consist of the following: NCTA Standards o A. Policy 8. Adhere to program requirements of testing companies in the administration of specific tests. 13. Develop and implement appropriate guidelines for testing center operations and staff training o C. Staffing Standards for Test Centers 3.a. Attend general proctor or supervisor training. 3.d. Read the manual for national exams prior to the test date, thoroughly reviewing specific program policies and procedures. For institutional testing programs, staff must be thoroughly informed about testing procedures. ISTE Standards o Teacher/Trainer 2. Design and Develop Digital Age Learning Experiences and Assessments d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 3. Model Digital Age Work and Learning a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats o Proctor Trainee/Learner 2. Communication and Collaboration b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

4 Learning Objectives/Goals o Introduce ETS Online Testing for CBA-ETS-MFT Business Test o Learn about ETS Online Testing and CBA-ETS-MFT Business Test o Identify proctor process to administer CBA-ETS-MFT Business Test in The University of Akron Computer Based Assessment and Evaluation Testing Center o Identify examinee responsibilities to start/take CBA-ETS-MFT Business Test in the Testing Center o Demonstrate administration of CBA-ETS-MFT Business Test Prior Knowledge/Prerequisites List the prior knowledge students must have to be successful with this lesson. In order to be successful with this lesson, it is beneficial for learners to have prior experience and/or training in administering/proctoring online tests in the Testing Center. For those learners lacking any prior knowledge or experience with online test proctoring, suggest taking a prerequisite introductory training session for administering/proctoring online tests, as well as explore NCTA Testing Standards and Guidelines. Identify and Discuss Pedagogical Decisions Pedagogy Since availability of proctor trainees/learners for group training are limited due to school and work schedules, and scheduling a training session for the entire staff to meet on a certain date/time is challenging, for that reason a majority of the lesson will be available online with materials in text, video format, links to websites, and online assessments. The Peer Partner Learning portion of the lesson will be conducted on the job when proctor trainees/learners are scheduled to work in the Testing Center, with a live demonstration of an ETS MFT Business Test administration by a peer mentor, including a peer mentor live observational assessment of proctor trainee administering a test to an actual student required to take the ETS MFT Business Test. In addition, data collection will take place through online assessments and surveys, and it will be evaluated to identify any improvements or enhancements to the training session. Also, the Peer Partner Learning portion results, consisting of both qualitative and quantitative data, will be posted online for assessment and evaluation purposes as well. Assessment Pre-Assessment-will you preassess? Why? How will data be used? Pre-Assessment will not be conducted due to time constraints with overall project. Currently pilot testing is scheduled for the week of 11/10/13, with a go live date of 11/18/13. Plan to proceed with professional development/training effective immediately. Although Pre- Assessment will not be conducted, a majority of administrative staff and staff student employee proctors already have significant prior experience with administering/proctoring online tests in The University of Akron Computer Based Assessment and Evaluation Testing Center. As for those proctors new to the Testing Center, additional proctor training will be provided to ensure a smooth implementation of CBA-ETS-MFT Business Test.

5 Formative and Summative Assessments How will you evaluate the students? Why have you chosen these methods? Is technology used for or included in the evaluation process? How will you share data with students/others and why? Proctors will be evaluated on this lesson through multiple methods: Online Interactive Quizlet, Peer-to-Peer Partnering/On-the-Job Training, Qualtrics Online Multiple Choice Assessment, and potentially additional assessment approaches upon evaluation of the plan. These assessment methods were chosen primarily to accommodate diverse learning styles, differentiate instruction, and ensure proctors/trainees/learners attain mastery of proctoring process. Throughout nearly the entire evaluation process, technology is seamlessly integrated and captures both qualitative and quantitative data from formative and summative assessments in the professional development/training lesson. Assessment data will be shared with proctor trainees/learners to further enhance understanding of the CBA-ETS-MFT Business Test proctoring process. In addition, assessment data will be available to administration to evaluate and explore new methods to enhance current and future professional development/training programs. Models of Instruction/Instructional Strategies Identify the instructional models or strategies you will use for this plan. A combination of instructional models or strategies will apply in this lesson. Some direct instruction will take place with a structured overview, actually an online written summary about the CBA-ETS-MFT Business Test, including online instructions and a video demonstration on how to start the test. Interactive instruction will be provided as well with a peer partner learning approach in addition to an online individualized, self-paced learning Quizlet. Additional instructional models or strategies may be taken into consideration as the plan progresses, especially if any are relevant and effective in achieving learning goals. Procedures/Activities What activities have you planned? Include detailed description of the activities and how the resources are being used to support learning. First, each proctor trainee/learner will receive an notification with an introduction and background information about the CBA-ETS-MFT Business Test, including online Quick Start Test Administration Instructions in text and video format, and an online Quizlet for review of this module. Second, each proctor trainee/learner will be paired with a peer mentor who already has prior training, knowledge, and experience with administration of the CBA-ETS-MFT Business Test. o The peer mentor will demonstrate to the proctor how to administer the CBA-ETS- MFT Business Test

6 o Subsequently the peer mentor will assess each proctor trainee/learner by conducting an observation of the proctor administering the CBA-ETS-MFT Business Test. o Upon completion of the observation, or actually an assessment of the proctor trainee/learner, the peer mentor will determine if the proctor successfully or unsuccessfully administered the CBA-ETS-MFT Business Test, and provide the proctor with the appropriate recommendations, if applicable. o Peer mentor will record results of observation/assessment in peer proctor trainee s online record. Third, upon completion of lesson, each proctor trainee/learner will take a brief online multiple choice assessment. Once s/he grades it, then immediate feedback will be provided to enhance the learning process and ensure success as a proctor in the Testing Center. Fourth, each proctor trainee/learner will complete an online survey to evaluate their learning experience and provide feedback to help improve the learning/professional development/training process. Fifth, outcomes of these assessments will be shared and available to all proctor trainees/learners through online FAQs, allowing proctor trainees/learners to post comments about the FAQs in a community effort to further enhance the proctoring process and to promote successful Test Center Proctor Best Practices. Identify and Discuss Technological Decisions Educational technology resources will be required for a significant portion of the lesson due to limited availability of students to meet as a group on a given date/time. Proctor trainees/learners will be required to have a computer/tablet/mobile device with Internet access and a Web browser to complete a majority of the online training individually. Proctor trainees/learners will also be required to complete the Peer Partner Learning training on the job, and it will require the use of educational technology as well to efficiently administer the ETS MFT Business Test. Technology/Resources Resources What resources do you need to support the activities? How do the resources help students achieve the objectives? In order to achieve the activities within this lesson, proctor trainees/learners will need the following resource: Time Available o Set aside time, approximately minutes, to complete online lesson and 5-10 minutes on the job with a peer mentor to complete an interactive peer partner learning activity.

7 Technology Resources List technology resources and describe specifically why they were chose, how the resources help students achieve the objectives and how the use will be evaluated. If technology is used for evaluation or data collection, describe how it will be used. To achieve activities within this lesson, proctor trainees/learners will require the following technology resources: Computer/tablet/mobile device with Internet access and Web browser Online Technology Tools/Resources o Training Materials ETS Major Field Test (MFT) Business Test website Provides instructional material to create documentation, videos, and training/professional development modules on administering ETS MFT Business Test Qualtrics Enterprise Survey Software Method of delivery and access to lesson Records length of time learner spent on each module within lesson YouTube Video introduction about ETS and MFT Business Test Demonstration of administering ETS MFT Business Test o Assessment and Evaluation Peer Partner Learning Observation conducted by Peer Mentor Quantitative and qualitative results recorded in Qualtrics Enterprise Survey Software by Peer Mentor Qualtrics Enterprise Survey Software Summative Assessment o Online multiple choice quiz Evaluate results Test scores Item analysis Based on evaluation, identify areas of improvement Survey proctor trainee/learner on lesson Quizlet Formative assessment on ETS MFT concepts and terminology

8 Lesson Reflection Discuss your thought process in the development of this lesson. After learning about TPACK how has this knowledge influenced the way you developed this lesson? Project planning, analysis, design, development, integration and implementation of administering the ETS Major Field Test in the CBAE Testing Center started with a short timeline, including barriers throughout its progression. Only in recent weeks has it made significant progress. During pilot testing of the ETS Test for the week of November 10 th, 2013, issues surfaced, but these were minor in nature and the three pilot students successfully completed their test. Since the ETS Major Field Test is scheduled to go live on Monday, November 18 th, 2013, and given the proctors time constraints due to work/class schedules, anticipate a majority of staff training will take place while on the job via Peer-to-Peer Partner Learning, a component of the lesson. Although the lesson plan includes a number of ETS Major Field Test Proctor Administration training modules online for staff, the reality is due to project time constraints, currently only the critical modules will be available upon launch of the project, which is scheduled to go live on Monday, 11/18/13. Additional training modules are in progress and will be posted upon completion. TPACK has definitely influenced development of this lesson and how to effectively integrate and implement technology in educational programs for not only K-12 and higher education, but also for professional development and training. Although the planning to implementation process of the ETS Major Field Test project hampered development and progress of the lesson due to time constraints, TPACK played a major role in meeting audience, or proctor staff, needs by providing an effective framework for development of a quality lesson in various formats, and making it conveniently available online due to proctor staff work/class schedule constraints. In addition, as a result of using TPACK in the development of this ETS Major Field Test lesson plan, the importance of adequate time for effectively completing the entire process is beneficial for its success, but in reality that may not be the case for some projects, as with the ETS Major Field Test Project. How is the development of your planning with the use of technology changed in terms of how you integrate technology into your classroom/training session/professional development program? Development of planning with the use of technology has definitely changed in terms of integrating technology into a professional development/training program through a whole new awareness and effective use of instructional technology resources, such as the TPACK framework, the SAMR model, various learning theories, and other educational models. An awareness and knowledge of these resources are significant in the development process, including effective methods of successfully applying these resources to a learning environment. These and/or other educational resources combined, and tools on how to apply these resources, allow for effective planning with the use of technology in a learning environment.

9 How do you measure the impact that technology has on your student learning? Measuring impact of technology on student learning will be based on the following: Quantitative and qualitative results of Peer Partner Learning observation/assessment Quantitative results of online multiple choice quiz o Item analysis Online modules o Time spent on learning materials If you will not be able to actually implement this lesson, write a scenario of what you predict will happen when the lesson is implemented. Include a student sample product and what you predict your data collection will look like.