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Technology Use as a Scoring Criterion
PROCEEDINGS

, Central Missouri State University, United States

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

In the current movement for embracing technology in assessing student learning, there is an uncertainty as to how we treat student teachers' ability to use technology in assessing their performance level. This paper suggests that technology use needs to be part of the scoring criteria. At the same time, technology based performance assessment such as electronic portfolios should not be treated as a mere exercise of students' ability to use technology to put together work samples. How much weight the criterion of technology use should receive in a scoring rubric for a performance assessment depends on the nature and purpose of the assessment. A distinction is made between technology as a tool to put together the performance and technology that is used as part of the competencies being directly assessed.

Citation

Yao, Y. (2006). Technology Use as a Scoring Criterion. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 215-219). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 28, 2022 from .

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