Assessments are at the heart of evaluating educators’ technology leadership knowledge and skills as well as the knowledge and skill of student technology skill levels and their perceived needs. The results should reveal what progress is, or is not, occurring thus helping the school/district improve on its performance.
We have to have a means to show our accountability. As technology leaders, we are accountable to the school/district for staying abreast on the newest technology and methods to present new ideas to our school/district. With an assessment we are able monitor this accountability.
We have to know how and when to improve our services and programs. An assessment can reveal that we need to seek additional training in order to provide the needed services and programs that our school/district has to offer.
Finally, we have to identify ways to improve learning and curricula. Knowing where our students are technologically will let us know where we need to go next. There is no need to be redundant when students have already mastered a competency.
Assessments must be carefully thought out and planned. The school/district’s vision and mission must be the focus of any assessment that is related to the school/district.
However, we cannot and must not rely solely on the assessment results. We must use our professional judgment in addition to the assessment results to make informed decisions that concern our students. Relying solely on the results of assessments can be detrimental. We cannot play the numbers game when it comes to the future of our students.
Assessments are too valuable to ignore their results.
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