Data+Analysis+Abstract

Using technology is an effective way to assess student understanding in this lesson with some caveats. Students from elementary, middle, and high schools are interested in using technology in almost any form whether they are Special Education students, average students, or Gifted and Talented students. The exception to this statement, based on the data provided, is that technology based assessments can be difficult for some students with Autism, or other disorders on the Spectrum, to understand and complete with validity. Student 4 received a score of Incomplete on his post test due to the fact that he has trouble navigating on a computer without auditory prompts, and he has a tendency to click A or True for every question without reading it first. In future assessments, he would benefit from a quiz with embedded auditory prompts or an adult to act as a shadow while he participates in the activity. One alteration that would be beneficial for this assessment would be for students to complete the assessment simultaneously in the computer lab rather than individually. The average improvement from the pretest to the post test for the other six students is 40%, and the average level of mastery is 83.3%. This result is 1.7% lower than the mastery level identified in Objective #2 in the lesson, but given the fact that assessment data may vary based on student inconsistencies, this average is acceptable and within the range typically identified by other technology based assessments for mastery. Error analysis shows no significant issues with any specific question; therefore, it would not be appropriate to disregard any individual question when determining the final results. Based on the data presented, this lesson and the methods employed in teaching the standard, goal, and objectives are considered effective. Due to legal privacy issues for students in Special Education, the names of each student have been changed in the data chart.

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