assessment of teaching, learning, and leadership and evaluation of the use of
ICT and digital resources
What is it?
To gauge the progress and success of technology integration
within a system, leaders need to continually assess how effectively the
technology is applied at all levels. This includes evaluating the effectiveness
The technology itself
- How are
digital technologies and resources applied in the classroom?
- Are they
useful for achieving educational goals and learning objectives?
Those who use the technology
teachers successfully applying technology in the classroom?
students able to use technology to enhance their learning?
- Are leaders
successfully using technology and supporting its use in the classroom?
Why is it important?
A systemwide technology initiative requires a deep
investment of time and resources. Technology evaluation provides a feedback loop
to inform course corrections and allows leaders to measure return on investment,
while deployed assessments of teachers, students and leaders help track the
system’s progress toward meeting the ISTE Standards benchmarks. Together,
ongoing evaluation and assessments provide a holistic picture of the
initiative’s success and help administrators pinpoint areas of weakness that
need to be addressed.
What does it look like?
To accurately assess and evaluate technology use within a
system, leaders need clearly defined goals and metrics for measuring success as
well as a process for applying the findings through a continuous feedback loop.
Each measurement should serve a clear purpose and be used to ensure continual
improvement and progress toward the program’s goals.
When determining whether assessments and evaluations are
effective in practice, ask the following guiding questions:
- To what extent has technology impacted student
assessment practices and achievement?
- Are metrics for measuring the
technology’s impact on student learning built into the system?
teachers’ needs assessed to uncover skill gaps that prevent effective use of
- Are teachers meeting the expected outcomes outlined in
their professional development plans?