2g. Coach in use of tech to assess learning and tech literacy


Substandard 2G asks coaches to guide teachers in using digital tools to assess students both formatively and summatively. Digital tools can expedite the grading process for teachers by utilizing the automatic grading function available on popular assessment tools such as Google Forms or Microsoft Forms. This functionality works for multiple choice questions and supports the lower DOK (Depth of Knowledge) elements. 

For Project Based Learning, technology can support teachers throughout the assessment process in the form of rubrics. Rubrics are a best-practice for evaluating students’ summative projects. My first piece of evidence below provides a rationale and overview for a free online rubric maker, iRubric. Another important aspect of the assessment process is self-reflection. My second piece of evidence shows three ways that teachers can utilize Google Forms to guide students in self-assessing and reflecting.

Evidence: iRubric for Summative Assessment

Rubrics are an excellent way to assess summative learning. Rubrics have three key benefits:

  • Rubrics allow students to easily see the expectations for a given project.

  • Rubrics allow teachers to see the end goal of a particular unit or project which informs the learning process

  • Rubrics are a way to ensure teacher feedback is as objective as possible

If you’ve ever attempted to make a rubric in Microsoft Word or Google Docs, you may have found that formatting was tough to get just right. Simplified input is one benefit of using iRubric. Another is that you can copy or edit hundreds of thousands of existing rubrics to suit your needs.  Below is a brief overview of iRubric which I created to demonstrate how simple it is to use.

Evidence: Google Forms for Student Self-Assessment

In my June 2018 blog post on Google Forms and the Power of Self-Assessment, I researched the benefits of self-assessment and presented key ways to use Google Forms as an easy digital tool to support self-assessment.

In my post, I discuss three ways to use Forms for self-assessment. The first is a traditional self-reflection. The second puts the power of the rubric in hands of students and asks them to grade themselves. The final use was as a exit ticket to support teachers in quickly determining how many students met the day’s learning goals. To read more about these ideas, please click the button in green below.

As for what teachers can do with students’ self-assessment data, I created the following infographic which outlines possible next steps.