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Experience C: Administering Technology-Based Assessment Tools

Julia M. MacKinnon

Grand Canyon University

TEC 536- Assessment and Instructional Technology

Howard Janoff

July 6th, 2022

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Experience C: Administering Technology-Based Assessment Tools

Assessment results:

*administered to 83 students in total

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Who is Diana Moon Glampers?

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75 out of 83 students got this question right

Make an inference: based on what we know of this society, why is the picture of Harrison

Bergeron, that appears on the television screen, upside-down, then sideways, then upside-

down again, before finally appearing right-side up?

62 out of 83 students got this question right

Survey Results:

*Acquired from a class of 18 students, which was the only class that had time to do the survey
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Based on your performance on the assessment, what would be one area you would like to improve upon
when reading dystopian fiction? Why? 
I want to be able to improve upon my knowledge of how dystopian fiction is different from our own. I did
not fully comprehend the idea of equality in the story, but I want to investigate how dystopian fiction
works in order to understand.
I would like to understand the purposes of certain author's moves in dystopian fiction. Sometimes it just
seems like it does not make any sense. 
I would like to improve upon identifying character archetypes in dystopian fiction. I noticed there are
many archetypes that are similar to our own world. 
I have trouble identifying the power interactions with characters. I would like to improve upon my ability to
realize how power plays a significant part in character interactions. 
I would like to improve upon my ability to identify a theme in dystopian fiction that is critical to our own
world. Although the short story was ridiculous, it had parallels to our own society. 
I had trouble understanding the story as it seemed ridiculous. I want to be able to know how understand
the purposes of certain themes as some do not make sense. 
There are a lot of characters and rules to keep track on, which confused me a lot in the short story. I
want to be better at tracking character interactions in dystopian fiction because otherwise I will be
confused.
I want to be able to investigate in what made the author develop the short story by making connections
to the real world. Although I got a hundred on the assignment, I notice many real world connections and
how it can apply to real life. 
I want to be able to understand characterization better in dystopian fiction. Many of the questions got
wrong were about indirect characterization, so I want to be better at it. 
I want to be better at analyzing the significance of certain symbols. Most of the time, important objects
just seem like ordinary to me even when they mean something more. 
I want to improve upon when reading dystopian fiction is making inferences. I was totally off on the last
question.
understanding plot of dystopian fiction
I want to understand the different rules and customs of the dystopian world and what they say about our
own society. There are funny rules, but it was making some sort of critic of our society, but I did not truly
understand. 
I want to be able to analyze the actions of certain characters. Harrison Bergeron was crazy, and his
actions, like flying, made no sense to me. 
I want to understand the use of symbolism in dystopian fiction. I still don't know what a symbol is.
I got a hundred. However, one goal I want to set for myself is to create my own dystopian short story. It's
really interesting of how authors create a whole new world based on real world issues. 
I understood the story, but some scenes were random. Therefore, I want to be able to improve upon my
ability to understand the purpose of different scenes in dystopian fiction.
I want to improve upon my ability to analyze the power dynamic in characters' interaction within
dystopian fiction. Power plays a critical role in dystopian fiction, so I want to be able to understand it
more clearly.

Reflection

Google forms is an excellent assessment tool to receive immediate feedback for the

students. To start with, students did not have to log into an additional platform, and the data
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collected is for the sole purpose of the teacher; it is not released to third parties. Hence, Google

forms allows for the ethical use of student data. In addition, I was able to ask different types of

questions, which include multiple choice, long responses, short responses, and grid type

questions. This allowed me to ask short answer questions to get an idea of the students’

reasoning. As there are many positives to using Google forms, there are also several cons. For

example, Google forms is limited in its’ reporting. It does give me a breakdown of the

responses to the questions, but it does not go beyond that. It does not allow me to see how long

it takes my students to answer each question or what skills the students are lacking. In addition,

the platform does not keep an ongoing record of the progress students make; hence, I will need

to create my own progress sheet to keep track of. If I were to use this tool again, I would make

several copies of the assessment, so I can give a separate assessment to each of my classes; I

found it hard to keep track of the different classes under one form. Additionally, I would ask

more short answer questions as students could have guessed on the multiple choice; this

provides more variety in the answer.

Based on the data on the assessment tool, most students understood the rules and customs

of a dystopian story as the average was a 70%. In fact, more than 80% of the students got the

questions that asked about the character interactions with the rules and customs correct. This

means they can look carefully at the setting and determine how that affects character’s

reactions. However, where students seemed to struggle most was making inferences based on

the events that happened. This is shown through the open-ended question that asked students to

make an inference based on an event given and only 62 out of 82 students got this question

right. Due to these results, the next steps I will take are to teach students on how to make an

inference in dystopian fiction. To do this, I will build upon students’ strengths of

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understanding character’s interactions by having students make inferences of why the

characters act the way they do. Through this, students will not only be able to understand

characterization, but also understand why characters act the way they do.

Based on the student survey, 83.4% of students agreed that the assessment measured what

they learned, and 100% of them are comfortable with using Google Forms. In addition, looking

at what goals they set for themselves, most students either want to make connections to the real

world or work on understanding the purpose of certain events. However, to understand the

events, students must be able to make inferences about the world. Hence, it is important to

consider both qualitative and quantitative results when selecting and implementing tech-based

tool because both are needed to determine if the results are reliable and valid. Quantitative data

allows for educator to see what the statistics are based on how the students performed;

whereas, qualitative allows to educator to know if the students were comfortable using the tool

and how they truly felt about the assessment. Even more so, the data can also inform about the

gaps in students’ scores based on their qualitative results.

There are different ways I would technology-based assessment tools in future professional

practices. For example, I will use Google forms as an exit ticket rather than a summative

assessment; this way it provides a quick check if students understood the skills, I taught them in

the lesson. It seemed that there are better assessments to use for summative assessments such as

Goformative or Socrative. In addition, I learned that having technology-based assessment tools

allows for easy access to the data, and for students to go back from it. My mentor teacher

suggested to have students develop a long write; this way I can see students’ thinking about

dystopian fiction and provide an opportunity for students to revise. Overall, I will be asking for

students’ input in the future about the assessment they took as it gives me an idea of whether
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they thought it was fair. This can help me revise the assessment and set goals in my future

lessons to address the students’ goals.