School Type: Public	School Setting: Rural
Level: K-12	School Design: Traditional
Content Presented By:
NEIRTEC, Northeast & Islands Regional Technology in Education Consortium

Summary

The practice: Assessment
Each learning activity should be accompanied with well-defined indicators of success.

• District assessment rubrics aligned with ISTE standards
• Cross-referencing of both student achievement data and staff knowledge level of technology
• Students have multiple chances to achieve each of the benchmarks
• Common categories within each standard

Though information technology has been an integrated part of some classrooms in the Morristown School District for about 10 years, staff have recently begun to make it a more systemic and directed effort. Since 1998, the district’s Information Technology Committee has been working on the development of a curriculum.

During the 2001 – 2002 school year, staff plan to assess student projects at the 3rd, 6th, 8th and 12th grade levels using the district’s assessment rubrics. From these assessments they will be able to tell whether the new curriculum is meeting the standards that they want children to achieve. Also, they have surveyed all teachers and their skill and knowledge level. By cross-referencing both the student achievement data along with the staff knowledge level of technology, they expect to be able to pinpoint any trouble spots.

• Standards
  All technology-enhanced activities should be deliberately and consciously aligned with local, state, and national standards.   

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