ISTE Standard for Coaches 2: Teaching, Learning, and Assessments – Technology coaches assist faculty in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant and engaging learning experiences for all students.
2g. Coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards.
2h. Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
In Reading, Writing, and Digital Age Assessment, I considers potential blind spots in data-driven assessment practices in higher education, while also suggesting that more work needs to be done, perhaps by using technology-based biometric and analytic tools, on the question of how digital reading and writing impacts learning. I focus specifically on how digital reading and writing modes (for example, print vs. screen) may impact assessment results as well as use of reading and writing over the course of a college experience.
I call for empirical assessment of how digital reading and writing impacts learning and for thoughtful consideration of whether we are best applying the affordances of digital metrics to measuring and improving learning.
In What PD Leaders and Learners Need to Know About Assessment Reporting in High-Pressure Accountability Contexts, I review the history of the institutional accountability and assessment cultures for public K-12 and public higher education, making a research-based case for shifting the dial of effective assessment toward teacher agency.