Self-Assessment Instrument for Topic
ICT uses in instruction, assessment, student
learning, and student work.
Self-Assessment Instrument for ICT uses in
Instruction, Assessment, Student Learning, and Student
This self-assessment instrument focuses on the routine,
everyday integration of ICT use into instruciton,
assessment, and student work. Please rate yourself using the
following 7-point scale for each question.
Click here for a
discussion of the meaning of the scale points.
Each question is accompanied by a brief discussion of the
topic being assessed. If you do not understand the details
given in a particular brief discussion, the chances are that
you are at the (1) or (2) level on this topic. After you
give yourself a numerical rating on the 7-point scale, write
a paragraph that explains and justifies your numerical
1. Curriculum Planning: 1 2 3 4 5 6 7
Plans for student use of ICT in a way that is consistent
with educational theory and research. Plans for the
integration of ICT in the curriculum to support learning
that is consistent with and supportive of school, district,
and state non-ICT and ICT goals and standards.
2. Classroom Management: 1 2 3 4 5 6 7
Monitors student conduct with respect to state, school
district, and school Acceptable ICT Use Policy, Intellectual
Property Rights Policy, and other policies on appropriate
use of ICT hardware, software, and telecommunications
3. Instruction: 1 2 3 4 5 6 7
Makes effective use of ICT-based aids to instruction and
learning. Helps students to make effective use of ICT in
doing and presenting their own work.
4. Assessment: 1 2 3 4 5 6 7
Develops and implements authentic assessment for
multimedia projects and other ICT-using student activities.
Facilitates students in making use of ICT in developing
portfolios of their work.
5. Professionalism: 1 2 3 4 5 6 7
Communicates effectively and dependably with students,
colleagues, administrators, supervisors, educational
assistants, and parents using E-mail and other electronic
aids. Makes use of ICT as an aid to doing one's own work and
to remaining current in educational research, curriculum
content, and effective educational practices.
6. Computer-Assisted Learning: 1 2 3 4 5 6
There is a huge amount of computer-assisted learning
(CAL) software. Much of it is embedded in a game-like
environment and can be classified as "edutainment." CAL
included drill and practice, tutorial, simulation, and
virtual reality types of material. Increasing capability in
this field is evidenced by increasing familiarity with and
facility in using contemporary computer-assisted learning
software that has been proven effective in helping students
to learn the various content areas at the grade levels one
is preparing to teach.
7. ICT-Assisted Project-Based and Problem-Based
Learning: 1 2 3 4 5 6 7
Project-based learning and problem-based learning are
well supported by educational research and are important
tools in the repertoire of many teachers. PBL can be used to
help create learning environments that are intrinsically
motivating to students and that adhere to guidelines
suggested by the learning theories: constructivism; and
situated learning. ICT-based PBL is the integration of ICT
into PBL, with students making routine use of ICT as they do
the research and other work to develop a product,
performance, and/or presentation.
8. Problem Solving in an ICT Environment: 1 2 3
4 5 6 7
Each academic discipline is defined by the types of
problems that it addresses, the tools and methodologies that
it uses, and its accumulated results. Each discipline has
developed a number of problem-solving ideas that are
specific to the discipline. However, there are many
approaches to problem solving that cut across many or all
disciplines and that facilitate transfer of learning among
disciplines. The high-road, low-road theory of transfer
underpins such instruction and learning. ICT provides a
number of aids to problem solving --some specific to
particular disciplines, and some that are applicable to most
9. Hardware and Software Problems: 1 2 3 4 5 6
Every ICT user encounters a variety of hardware and
software problems. Minor problems include a device not
plugged into a power source, disconnected cables, printer
out of paper, and devices not turned on. More challenging
problems include intermittent hardware errors, bugs in
software, problems with networks. Teachers deal with their
own hardware and software probes and must also deal with
problems that their students encounter as they use ICT
facilities within their classroom and in computer labs.
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