Electronic Portfolio: Overall Reflection

Allison Bush
Tuesday, October 29, 2017

My experience in working through courses in this graduate program (Ed.S) has been an incredibly

rewarding one. The amount of work was enormous throughout in terms of the time allotted to

complete it, however, the instructions and guidance throughout the course of the program was

primarily clear and filled with easy to understand communication from most professors. This

trajectory allowed me the opportunity to stay focused, my stress level was mostly minimal, and

with hard work I was ultimately met with success. My assessment of technology-enhanced

instruction has reaffirmed to me the significance of use and how both students and teachers can

share many benefits from integrating technology in the implementation stage of assessments.

According to Greenstein (2012), learning and innovation skills are necessary for

acquisition of the 21st century expectations, content, strategies and outcomes, in order to foster

higher order learning (p.5). I concur with Greenstein idea because in my educational realm, 21st

Century skills involve a synthesis of digital literacy and global awareness of which will enable

students to be capable and successful contributors to their rapidly changing world (p.21).

Millennials are very technology driven and this is observed in real-time within my sphere of

influence, therefore, my deliberate attempts to infuse technology applications into my instructional

practices (E.g. assessments) is most favorable as this act meets my students where they are most

comfortable and it also increases student engagement.

My current professional field is servant-leading, in the capacity of a certified middle grades

science teacher and team leader. I am in the position and have acquired significant knowledge of

concepts and skills to support both my students and colleagues, at large to align the curriculum,
instruction and assessment. I am in agreement with Greenstein (2012), that this determination can

be acquired via the use of critical thinking, problem solving, creating, metacognition,

acting/communicating, collaborating, digital literacy, technology literacy, flexibility and

adaptability, initiative and self-direction, civic responsibility and citizenship, global

understanding, leadership & responsibility, college and career readiness skills (p.24-33). In my

review of learning for courses in this study on Media with a concentration in Instructional

Technology, I have been influenced in various areas to strengthen my approach in my professional

practice.

My matriculation in pursuit of this degree has encompassed careful reviews of a plethora

of research studies, printed texts, discussions and peer communications. The focus was oftentimes

on assessing 21st Century Skills and these learning experiences have led me through a series of

new ideas on how to approach an understanding of the importance between the planning, creating

and implementation of effective assessments, as it relates to increased student achievement. In my

reflection, I discovered the fundamental practices of 21st century assessments (paraphrased from

p.42-44), to include key concepts that build on a synthesis of strategies that include:

a. Responsiveness The process of the development of the assessments and how

feedback and self-reflection is generated.

b. Flexibility The adaptability of the curriculum as it relates to the students and their

work settings.

c. Integration The format in which the assessments take shape within the day-to-day

practical applications during the school calendar.

d. Information Giving students the opportunity and time to build on their emerging

knowledge and skills as they combine prior learning experiences.

 e. Methodology & Communication The provision of authentic and relevant tasks,

projects and performances for students to be able to communicate clearly, as well as to

be given the chance to receive routine feedback on their progress.

f. Technically Sound System The evidence of measurable goals and objectives are

relevant in the interpretation of data, and a well-aligned system to include all

stakeholders is paramount.

This graduate program served not only as a review to some of the concepts and skills attained in

my 20+ years of education and professional experience, but in essence it provided an acute

awareness on the targets I must focus on, in order to continue making a significant impact in the

field of education. The world has changed and so has education, data collection from various

researched studies confirms this fact (p.4); and now we must build on the work of others to make

significant gains (p.5). It is important for schools to follow research-based practices in order for

change to be significantly affected. For example, meeting students where they are academically

and providing a firm foundation, along with monitoring and assessing would foster increase

academic growth amongst all students (p.5).

My course objectives and collaborative opportunities with classmates, via discussion

postings and technology-based assessment tips aided in my learning about different types of

technology-enhanced assessments, and also added new applications to my technology knowledge-

based tool-kit. The experience of working with a client on a collegiate level to create a technology-

enhanced instrument to promote effective measurement, assessment and evaluation was a great

way for me to go above and beyond to demonstrate my new found knowledge, as well as to serve

using a technology tool, such as an electronic supportive assessment (Carr-Chellman, 2011;

Gagne, Wager, Golas, & Keller, 2005; Popham, 2010; Popham, 2011).
 My future academic endeavor, as it relates to technology-enhanced assessments will be

supported with this courses text, Assessing 21st Century Skills: A guide to evaluating mastery

and authentic learning by Greenstein (2012). I will use the said text to guide my authentic

planning, creating and implementation of 21st Century styled assessments within my work setting

to increase higher order thinking and build upon student engagement in my current setting and

beyond. Now that I have had a practical experience in obtaining a client and offering assistance in

assessment integrative practices, I plan to continue offering this said type of support to my fellow

colleagues.

In conclusion, I have achieved a sound working knowledge on how to carry out technology-

enhanced assessment practices in my field of influence. I now know how to effectively approach

current trends, and locate authentic products and alternative assessments that do not require special

technologies or extensive training for myself and peers to be able to use (p.51). My work setting

is equipped with a variety of hardware and software to support student learning; however, as stated

by Levin & Schrum (2012), having the devices are not enough and the school culture of using

technology to enhance learning must become a priority to ensure technological growth and

successes within the entire organization. I am eager to continue my professional journey by

applying and striving to share the concepts and skills learned, in order to further promote academic

accomplishments and serve as a change agent in my local academic setting, county, as well as to

connect to the global arena. As a life learner, I will continue on the path of self-growth, to carry

on the requirements of building upon, and sharing the 21st Century skills that are paramount to

afford ultimate successes in the advancements of technology integrated practices.

References

Carr-Chellman, 2011; Clark, 2008; Ericsson, 2009; Gagne, Wager, Golas, and Keller, 2005;

Love, Stiles, Mundry, & DiRanna, 2008; Popham, 2010; Popham, 2011) (Conceptual

Framework Descriptors: Decisive, Inquisitive, Adaptive, Knowledgeable, Reflective) (ISTE

Standards for Coaches 2.g. and 2.h.)

Greenstein, L. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic

learning. Thousand Oaks, California: Corwin.

Levin, B. B., & Schrum, L. (2012). Leading technology-rich schools: Award-winning models for

success. New York, NY: Teachers College Press.