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Benefits of Technology Enabled Learning Assessments

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Benefits of Technology Enabled Learning Assessments

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This infographic identifies

5 core benefits of technology enabled learning assessments.

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Edulastic is an online assessment tool that helps teachers and school and district leaders identify learning gaps and differentiate their instruction. Free for teachers and affordable for schools and districts, Edulastic offers more than 30 technology-enhanced item types that mimic the end of year state tests, along with 35K high-quality questions to choose from and syncs effortlessly with Google Classroom.

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Online assessment tools with technology-enhanced items

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Fantastic, Fast Formative Assessment Tools

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Fantastic, Fast Formative Assessment Tools

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Checking for understanding is good for both students and teachers. We’ve rounded up a variety of digital tools to help you do it.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Getting Started with Using Technology to Assess Student Learning

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Getting Started with Using Technology to Assess Student Learning

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Blog post about how to embed technology into your instruction to asses student learning.

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by Rachelle Ploth

If you are looking for another way to integrate technology into your classroom, why not start with assessment?

In order to learn what our students need and how we can better design our lessons to prepare them, we use formative and summative assessments. Assessments are vital in for determining what learning has occurred, what areas need to be reinforced, and what our next steps must be. This kind of information helps to guide our instruction and provide additional opportunities for our students. Assessments give us the information we need to provide feedback to them, to guide their learning, and to set new goals.

(See 'The Most Important Question Every Question Should Answer.')

Providing timely, relevant learning feedback is essential to personal growth and reflection for student learning. So how can we make assessments more effective, informative and engaging too?
Why use technology for assessments?
Depending on the number of classes and students in each class, creating assessments in a variety of forms, grading them and providing feedback in a timely manner, can become quite time consuming. However, with the numerous digital tools available, teachers have many choices available for assessing students.

Options exist for using quick entrance and exit slips, surveys, having students interact in discussions both in and outside of the classroom, just for a few examples. There are so many possibilities, and what's even better is how quickly results are obtained, can be evaluated and feedback provided to the students.

Teachers have choices in the types of feedback they receive. In addition to live results, teachers can save data in downloadable spreadsheets, receive emails with the results and some tools offer other formats as well. These all enhance the ability of teachers to further their understanding of where the students are in terms of their learning and what areas need a bit more focus and instruction.
What changes will you notice in your classroom?
As a foreign language teacher, I need to assess my students regularly because learning a foreign language, especially at the lower levels, requires an ongoing evaluation of the students' understanding and ability to use the language. Providing regular feedback is critical for students to learn structure, build their vocabulary and enhance the four language skills.

Teachers with larger classes find that providing assessments and giving feedback to the students in a timely manner can be challenging and need a way to make this process easier. However, sometimes due to other time constraints, or the length of assessments, grading student work and returning it the next day, in spite of one's best efforts, is not always possible, and for this there are solutions.

With the variety of digital tools available, many of these concerns have disappeared and make a tremendous difference in the efficiency of classrooms and teaching procedures, and the types of assessments that teachers can create for students to meet the diverse learning styles.
Where to begin: What are some tools to start with?
Using tools such as GoFormative, Kahoot!, Quizizz, Riddle, Survey Monkey, and others like these, I have quickly created discussion questions, quizzes, reflection surveys, or combination of all of these. There are so many options for creating formative assessments by using any of these and other tools available today. As the students finish, teachers can see the live results or download the results directly to their computer, and can analyze the data in a variety of ways. It is a great way to focus on the needs of each individual student, but also for the class as a whole, to address what the areas are that the students need some help with.

Integrating tools for assessment such as these, makes the use of entrance and exit slips easier and quicker to use. Having students complete an entrance slip for example, using one of these tools at the beginning of a period, enables you to have the results within a few minutes and use this valuable feedback to help guide the lesson for the day and make changes as needed based on the data. The results can then provide valuable feedback to the students, one on one, and help them to work on their personal growth and reflection.

Teachers can refer back to the results to track student growth, to note patterns in certain classes or students, and to work with students on determining strengths and weaknesses. I have found it very beneficial to my professional growth and use these results to reflect on my instructional methods. Paper assessments get lost but assessments created using one of these tools are stored and can be referred to as often as needed.
Benefits of using digital tools for assessment
So many options are available for assessing students, giving them a way to express thoughts, learning and be involved in the classroom. These tools enable teachers to conduct this type of evaluative work faster, decreases the paperwork, and provides more time for working with the students using the data. Students benefit because they have this feedback when they need it most and also learn additional vital technology skills in the process.

Some quick examples: Use GoFormative to have students complete assessments in class, respond to them with feedback instantly and track their progress. They can draw, write, watch a video and much more. Kahoot! and Quizizz can be used in class as an engaging way to assess students and then use the information to focus on areas which need review. Quizizz can even be assigned as homework, which students actually ask for.

And taking it a step further, students can create their own games with either of these, further enhancing their learning and involvement in the course. Riddle and Survey Monkey can be used for quizzes, reflective surveys, and more, it all depends on what your needs are.

These are just a few of many ways to use these tools. Each of the tools mentioned can be used in any grade level or subject area and they do not require students to create an account but can be shared simply through a shareable URL, posted on a class website or written on the board. The ability to design, share and evaluate students using these and other tools is remarkable
So if you're looking for better, more effective ways to provide feedback to your students, and to reduce the amount of paper used, I recommend trying out one of these tools.

There are many options available but these are just a few that I used when I started integrating more technology into my classroom and that have had a tremendous impact on the assessments I have created for students. My students have responded positively and truly enjoy having alternate ways to show what they know and can do with the material.

Using these tools really enables teachers to personalize instruction and help students to reach their fullest potential in the classroom.
How I Got Started Using Technology To Assess Student Learning; image attribution flickr user flickeringbrad

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How I Got Started Using Technology To Assess Student Learning

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by Rachelle Ploth If you are looking for another way to integrate technology into your classroom, why not start with assessment? In order to learn what our students need and how we can better design our lessons to prepare them, we use formative and summative assessments.

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Using Technology for Intentional Student Evaluation and Program Assessment

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Using Technology for Intentional Student Evaluation and Program Assessment

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Using Technology for Intentional Student Evaluation and Program Assessment
Authored by: George E. Steele
2015

If Aristotle is correct, then we in academic advising can always use assistance to be as intentional as possible in our practice. Advising as teaching is a paradigm that has been advocated by many authors (Lowenstein, 2005; Hemwall & Trachte, 1999, 2003), but intentionally identifying what students need to learn is critical. As Martin (2007) stated, "Learning objectives answer the question: what should students learn through academic advising?" Likewise, Steele (2014) argued for the intentional use of technologies as tools.

Tools are designed for specific uses. The best use of technologies is when their capabilities align with our advising goals. To help advisors achieve better student learning outcomes and improve program assessment, this article will use elements of Steele's model for intentional use of technology and combine these with elements of the curriculum development model called Understanding by Design. Integrated, these two models offer a conceptual way to reconsider how to organize learning outcomes and program assessment.

Curriculum Development Stages Useful to Assessment
Intentionality is a critical component in the curriculum development model Understanding by Design (UbD) created by McTighe and Wiggins (2005, 2011). A synopsis of their UbD model contains three main stages:

Stage 1: Identify desired results by identifying what students should know, understand, and be able to do.

Stage 2: Determine assessment evidence by identifying how we will know if students have achieved the desired results.

Stage 3: Plan learning experiences and instruction that address transfer of learning, meaning making, and acquisition.

While McTighe and Wiggins's focus has been on K-12 education, their model has much to offer college academic advisors using an advising as teaching approach, because their central idea is to align what we assess to what we planned to achieve for student learning.
Understanding by Design-the Model Stage 1: Identifying Desired Results
While the UbD model offers more in-depth considerations and guidelines than what can be presented here, there are several key points of the UbD model that are helpful for our purpose. In its first key step, the UbD model offers insights about identifying desired results by identifying what students should know, understand, and be able to do. The model suggests that learning outcomes be evaluated in the context of what should be the key understandings of the outcome and what are the essential questions related to specific outcomes. For our purpose, as an example, an essential academic advising goal is engaging in self-assessment to develop an academic and career plan. An example of understandings and essential questions related to this goal is suggested in the graph below.

By determining what are the essential learning outcomes, verses those important or nice to know, we are forced to make value decision about what we believe is critical for our students to learn. For example, what is a more critical learning outcome? Having a student engage in a successful educational and career planning project, or showing up to a scheduled meeting on time? By determining the essential academic advising learning outcomes in this fashion, we can also stress the importance of better aligning them to our institutional mission and working with the collaborative campus community to achieve them (Campbell, 2008; Robbins & Zarges, 2011).

Stage 2: Determining Assessment Evidence -
The second stage McTighe and Wiggins identify is determining assessment evidence. For our sake, let's call this student learning evaluation to better align it with the nomenclature found within the field of academic advising. At this stage it is also important to consider which technology tools can best assist with capturing evaluation evidence of student learning. This decision should be guided by the levels of learning we seek.

McTighe and Wiggins (2012) present their own taxonomy of terms to describe understanding in the different levels of learning. In order of complexity, it begins at the simple stage of explaining and moves through levels of interpret, apply, demonstrate perspective, display empathy, and finally to have self-knowledge. For them, this last level is a meta-cognitive level of awareness where one uses productive habits of mind, developed through past learning, to reflect on the meaning of current learning and experiences. Those familiar with Bloom's Taxonomies (Bloom, 1953; Anderson, et. al, 2001) can see parallels with McTighe and Wiggins's taxonomy in terms of defining learning outcomes. Both taxonomies move from the simple to more complex functioning; while McTighe and Wiggins present one classification taxonomy, Bloom and his colleagues defined three taxonomy domains: cognitive, affective, and behavioral.

Stage 3: Designing and Planning Activities
Stage three of McTighe and Wiggins's approach is to plan learning experiences and instruction that address transfer of learning, meaning making, and acquisition. At this step, advisors can consider what activities might help achieve desired learning outcomes. Consider the example in step one: activities for self-assessment and exploration might include use of online self-assessment tools, interviewing students and faculty in specific academic programs, considering different career options that might be related to specific academic majors, and explaining why the academic and career direction students select aligns well with their personal and professional values. A quick scan of these suggested activities shows they include both virtual and traditional experiences. The advantages are maintained as long as the means of evaluation relies on the use of digital technologies. By doing so, advisors can capitalize on the key to McTighe and Wiggins's (2012) approach that "encourages teachers and curriculum developers to first think like assessors before designing specific units and lessons" (p. 7).

Applying Steele's Intentional Use of Technology
The intentional use of technology model identifies three categories of technologies used in advising: service, engagement, and learning (Steele, 2014). The service category highlights those tools that provide institutional services through personalized student accounts such as student information systems and degree audits. The engagement category identifies tools to inform and build communities with students and others at the institution, such as social media, static websites, and many electronic communication tools. The learning category includes tools such as e-Portfolios, learning management systems, interactive video conferencing, and early alert systems. A key element in this category is including a means to digitally evaluate student learning through mastery of content, skills developed, a project produced, plan submitted, or demonstration of reflection on a topic or issue. While it seems self-evident that tools in the learning area can assist with achieving learning outcomes, the integration of tools found in all three areas can lead to the creation of a more robust and enriched digital learning environment that focuses on student learning and program assessment.

Learning Taxonomies and Student Tools for Evaluation
Regardless of the taxonomy used, the central point is that different types of evaluation tools are better at evaluating different levels of student learning. Using the general learning goal presented earlier, the chart below suggests relationships between: 1) assessment evidence, 2) types of technologies identified in Steele's model under learning, and 3) specific digital assessment tools used in specific technologies.

The progression illustrated in this table shows that technology tools for evaluating students can be differentiated in terms of their effectiveness at different levels of student learning. Technology tools should be aligned with student-learning outcomes beginning with simple tools found in most Learning Management Systems (e.g., quizzes, fill-in-the-blank, matching, and short answer responses).

Evaluation tools at this level tend to focus on the lower levels of learning taxonomies: information recall, comparing, or explaining. More complex learning outcomes require more sophisticated technology tools including tools that allow for writing papers demonstrating careful reflection on the exploration process or submitting an academic and career exploration project in an e-Portfolio tool. These more sophisticated efforts often rely on use of rubrics for evaluating student learning (). Evaluation tools at this level tend to focus on the higher levels of the learning taxonomies that seek demonstrations of meta-cognitive levels of awareness.

Such approaches to evaluate students are familiar to academic advisors in traditional learning settings. When advisors use appropriate technologies to help assess students learning, two critical advantages are evident: 1) content modules related to specific learning outcomes can easily be aligned to evaluation tools through a LMS or e-Portfolio and 2) results of student learning are digitally stored in relation to specific learning outcomes.

Integrating Technologies for Improving Understanding
Technologies found in the learning component of Steele's model are not the only technologies that can advance learning. For instance, degree audits are categorized under "services." We can ask students to produce a degree audit as one measure of a student-learning outcome. More importantly, we can have students interpret what the degree audit means to them through a reflection paper submitted in the LMS.

Many of the technologies listed in the social category exist outside the institution's student portal, what Steele referred to as crossing the "FERPA Line" where institutional security does not exist. Thus, advisors must use these technologies with caution. Still, we can suggest students use services like a LinkedIn site to connect with alumni from the institution who participate because they want to share their career experiences with currently enrolled students. Students could consider their interactions with these alumni in the context of their e-Portfolio project or a reflection paper, which would then be submitted through an LMS. Students who engage in these types of activities demonstrate higher order thinking through reflection.

Implications for Using Technology in Program Assessment
The use of models from both McTighe and Wiggins and Steele can help advisors with program assessment in significant ways. One advantage is that identification of outcomes for advising can be classified as process/delivery outcomes (PDOs) for the advising program and student learning outcomes (SLOs) (Campbell, 2008; Robins & Zarges, 2011). Creating SLOs is necessary in stage one of the UbD model. When technology is used to evaluate the student learning outcomes, students' results are in a digital format that can be easily aggregated. Thus, advisors can more efficiently determine how well a program's activities helped students achieve desired SLOs. Similarly, another benefit is that because an integrated approach encourages advising programs to use technology for content and service delivery, students are using technologies in different ways. When students use technologies located within the institution's student portal (service and learning technologies), it becomes easier to track student use. When students use a degree audit report to help explain their choices for educational and career planning, their use of the degree audit produces PDOs. If they write a paper explaining why they chose a particular program, the paper can be an activity associated with an SLO. Rich sources for program assessment are created by aggregating both SLO and PDO data in this manner.

Curriculum planning and the intentional use of technology help advisors evaluate essential learning and prove how advisors increase student learning while aiding program assessment.

George E. Steele
Retired, The Ohio State University
gsteele1220@gmail.com
References
Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York, NY: Pearson, Allyn & Bacon.

Bloom, B.S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York, NY: David McKay Co Inc.

Campbell, S. M. (2008). Vision, mission, goals, and program objectives for academic advising programs. In Gordon, V.N., Habley, W.R. & Grites, T.J. (Eds.). Academic advising: A comprehensive handbook (second edition) (229-241). San Francisco, CA: Jossey-Bass.

Hemwall, M. K., & Trachte, K. C. (1999). Learning at the core: Toward a new understanding of academic advising. NACADA Journal, 19(1), 5-11.

Hemwall, M. K., & Trachte, K. C. (2003). Academic advising and a learning paradigm. In M.K. Hemwall & K. C. Trachte (Eds.), Advising and learning: Academic advising from the perspective of small colleges and universities (NACADA Monograph No. 8, pp. 13-20). Manhattan, KS: National Academic Advising Association.

Lowenstein, M. (2005). If advising is teaching, what do advsiors teach? NACADA Journal, 25(2), 65-73.

Martin, H. (2007). Constructing Learning Objectives for Academic Advising. Retrieved from NACADA Clearinghouse of Academic Advising Resources. Website: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Constructing-student-learning-outcomes.aspx

McTighe, J., & Wiggins, G. (1999). Understanding by design professional development workbook. Alexandria, VA: ASCD. Website: http://shop.ascd.org/ProductDetail.aspx?ProductId=411

Robbins, R., & Zarges, K.M. (2011). Assessment of academic advising: A summary of the process. Retrieved from NACADA Clearinghouse of Academic Advising Resources website:
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Assessment-of-academic-advising.aspx

Steele, G. (2014). Intentional use of technology for academic advising NACADA Clearinghouse Resource website:
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Intentional-use-of-technology-for-academic-advising.aspx

Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd edition). Alexandria, VA: ASCD.

Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD
Cite this using APA style as:
Steele, G. (2015). Using Technology for Intentional Student Evaluation and Program Assessment. Retrieved -insert today's date- from NACADA Clearinghouse of Academic Advising Resources website: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Using-Technology-for-Evaluation-and-Assessment.aspx

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Using Technology for Evaluation and Assessment

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Using Technology for Intentional Student Evaluation and Program Assessment Authored by: George E. Steele 2015 If Aristotle is correct, then we in academic advising can always use assistance to be as intentional as possible in our practice.

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Google forms can be used to embed technology enhanced assessment intro instruction.

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The New Google Forms - Detailed Tutorial

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Quizizz Tutorial 2016 Educational Game Show

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Quizizz Tutorial 2016 Educational Game Show

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Learn how to use Quizizz to administer FUN quizzes to your students.  Your students will experience the quizzes as if they were games, and in the meantime you will be collecting invaluable formative assessment information on your students. Quizizz can help you identify who has mastered particular standards and content and who has not.  You can also use Quizizz to figure out what content you may need to reteach or review.

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Quizizz Tutorial 2016 Educational Game Show

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This infographic outlines assessment and the modern day assessment methods.

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This article explores the use of technology-based interventions and analysis of data.

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This study examined how teachers and school staff administered computer-adaptive assessments of literacy to English learner students in grades 3–5 and how they used the assessments to monitor students’ growth in literacy skills. It presents findings that may aid districts in implementing a computer-adaptive assessment of literacy skills for English learner students as well as for other students

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Using computer-adaptive assessments of literacy to monitor the progress of English learner students .pdf

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Edcite is a free website that allows teachers to find, customize, and create digital assignments featuring technology-enhanced questions.

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is a free website that allows teachers to find, customize, and create digital assignments featuring technology-enhanced questions. Teachers can choose from over 22,000 digital assignments that other teachers have shared into the Edcite Assignment Library, including practice for many state-mandated assessments.

Teachers can build assignments using over 60 interactive question types, which include drag and drop features, graphing, math equation editors, image labeling, and highlighting answers in the text. Videos, audio, reading passages, images, PDFs, Google slides, and PhET simulations can all be embedded into assignments.

Create Digital Assignments

Edcite saves teachers time by automatically scoring most questions. Free response and essay questions can be easily graded using Edcite's digital rubrics. Teachers receive data instantly through the live dashboard and assignment reports. The live dashboard shows how students are progressing through an assignment in real time. The assignment report shows scores by question or standard and can be easily upload into gradebooks.

Edcite is completely free for teachers and students and even syncs with Google Classroom. Learn more by visiting their !

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Find, Customize, and Create Digital Assignments with Edcite - Class Tech Tips

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is a free website that allows teachers to find, customize, and create digital assignments featuring technology-enhanced questions. Teachers can choose from over 22,000 digital assignments that other teachers have shared into the Edcite Assignment Library, including practice for many state-mandated assessments.

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4 Ways to Use Google Keep for Feedback and Assessment

Google Keep is one of my favorite G Suite tools! One fun way to use Google Keep is for feedback. In this post, I've got 4 ways to use Google Keep for feedback and assessment.

Google Keep makes it easy to "keep" feedback comments, resources, references, badges, and images handy as you review and assess student work.

Google Keep is a very robust tool that can be used in many different ways by teachers and students. There are so many options, I have begun referring to Google Keep as the " Instant Pot of G Suite!" ( Listen to episode 41 of The Google Teacher Tribe to hear the reference.)

One of the coolest ways to use Google Keep is the integration with Google Docs and Slides. If you didn't know, you can open up your Google Keep notepad from inside Docs and Slides (Tools>Google Keep Notepad). This can help us as teachers make the most of this fun G Suite tool.

Below are 4 Ways for Using Google Keep for badges, common feedback, Bitmoji stickers, and GIFs!

1. Google Keep for Badges

One way to gamify your lessons is to create badges for reaching certain learning goals. There are several tools that make it easy to create and save badge images.

Tools to try:

(Also check out this 5 Awesome Resources for Badges in the Classroom.)

After you create your badges, upload them to Google Keep.

1. Create a new note in Google Keep.

2. Select the image icon in the note menu and navigate to your saved image.

3. Inside Docs or Slides, go to Tools>Keep Notepage, and your notes will appear in a sidebar to the right. You can also search your notes to find what you need more quickly.

4. Then You can open the Google Keep notepad in Docs and Slides and add the badge to student work.

2. Create a Library of Feedback for Common Errors

No matter what subject you teach, you probably find yourself giving the same feedback on common errors over and over again. (Like my example below on comma usage with quotation marks.) Make it easy on yourself and make you of the technology at your fingertips!

You can easily save written feedback to a Google Keep note and even add a link to a video or article that reviews the content or skill for easy reference. Once it is in Keep, you can simply copy and paste the text from your notepad into a comment in Docs or Slides.

3. Create a Library of Bitmoji Stickers for Informal Feedback

Bitmoji is a fun mobile app and Chrome extension that you can use for some fun, informal feedback on student work. A Bitmoji is a custom avatar maker. Create an expressive cartoon avatar and choose from a library of fun ideas that can express feedback uniquely. Students will love these!

1. Get the Bitmoji Chrome extension here.

2. Right-click on the Bitmoji you wish to use and choose "copy image."

3. Paste the image into your Google Keep note.

4. Then you can click and drag your Bitmjoi sticker from the Google Keep Notepad in Docs and Slides.
Shoutout to Stefanie Filardo for the original Docs Stickers idea!
4. Create a Library of Animated GIFs for Feedback

Animated GIFs rule the world! We see and use them just about everywhere these days so why not use them to spice up informal feedback? This is another fun idea that your students will love!

If you want to learn more about GIFs, I have done some previous posts that show you how to find and insert GIFs in G Suite files, and how to create screencast GIFs, but we are about to break the rule shared in those posts. To save a GIF to Google Keep, you must download the .gif and upload into Keep, which is contrary to the image URL method used in those previous posts.

1. Find or create your GIF.

2. Save it locally to your computer. Be sure the file ends in .gif.

3. Upload your image to Google Keep using the directions in #1 above.

4. Then you can click and drag your GIF from the Google Keep Notepad in Docs and Slides. (Easy peasy lemon squeezy!)

While some of these methods may take a bit longer to set-up, the power lies in the fact you have created a library of options that you can access at any time-saving you time in the long run.

Be sure you check out my other Google Keep resources, including the Google Keep Cheat Sheet and some other fun blog posts.

Do you love Google Keep as much as I do?
Please share your ideas in the comments below!
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4 Ways to Use Google Keep for Feedback and Assessment

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Google Keep is one of my favorite G Suite tools! One fun way to use Google Keep is for feedback. In this post, I've got 4 ways to use Google Keep for feedback and assessment. Google Keep makes it easy to "keep" feedback comments, resources, references, badges, and images handy as you review and assess student work.

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Digital learning leads to deeper learning opportunities.

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In late 2012, digital learning tools are exploding in popularity.

Some of that is due to the inherit interest new "stuff" promotes. But some of it is due to the ability of technology to empower each individual learner with information access, just in time learning, powerful learning simulations, and access to a network of peers and collaborators worldwide.

The best part? This potential is inherently motivating, as it even the youngest learners have instincts to gravitate towards what works, and away from what does not.
9 Ways Digital Learning Tools Function VIA Learning: THROUGH Schools: BY Enhanced Access:
The infographic below from gettingsmart.com also lists many of these ideas while offering to several real-world examples of schools putting digital learning tools into action at the classroom level.

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Infographic: 9 Ways Digital Learning Tools Function

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In late 2012, digital learning tools are exploding in popularity. Some of that is due to the inherit interest new "stuff" promotes. But some of it is due to the ability of technology to empower each individual learner with information access, just in time learning, powerful learning simulations, and access to a network of peers and collaborators worldwide.

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K ahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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Education Credentials for the 21st Century | Damian Ewens | TEDxProvidence This video supports the national technology plan placing emphasis on the future of assessment and determining mastery. Micro-Credentials will allow for students and educators to receive recognition for new discrete skills

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Education Credentials for the 21st Century | Damian  Ewens | TEDxProvidence

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You can use Plickers in so many different ways! It is truly a great tool for assessment.

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Micro-credentials provide an opportunity for educators to engage in rigorous, self-paced, job-embedded professional learning that is connected to the daily skills teachers need in their classrooms

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Micro-credentials are a natural extension of the the formal and informal learning activities educators engage in every day. Micro-credentials are competency-based, on-demand, personalized, and sharable

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Gamification as been linked to increasing student achievement. It enhancing the motivation and engagement. This type of use of technology in assessment increases students grow mindset.

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Gamification in assessment- Do points affect test performance?.pdf

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Using computer adaptive testing has a significance on student achievement. The study presented in this article investigates how this form of testing affects motivation and engagement.

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Computer-Adaptive Testing- Implications for Students’ Achievement, Motivation, Engagement, and Subjective Test Experience.pdf