Journal #3: Assessment Made Easy

Zucker, A. A. (2009, June/July). Assessment Made Easy. Learning &

Leading with Technology, Retrieved July 21, 2009, from http://www.iste.org/AM/Template.cfmSection=June_July_No_

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Assessments Made Easy describes the Denver School of Science and Technology’s (DSST) use of a one-to-one student laptop system, the benefits that the teachers and students have because of the system, and the gains that the school has seen since the inception of the one-to-one program. The author of the article, Andrew Zucker (2009), asserts that it is likely not solely the use of one laptop per student that has led to the success at the school, but also the dedication and quality of the administration and teachers, the curriculum, and other factors that have made this school so successful (p. 21). The laptops, along with the administrators’ and teachers’ thoughtful use and innovation have proved to be a great success at DSST. The laptops are often used for computer-based assessment and immediate feedback. Teachers and students alike benefit from this method because the laptops are able to grade multiple choice and short answer questions, which saves the teacher time and allows him or her to focus on other tasks, and it also allows the student to have immediate feedback while the subject at hand is still fresh in his or her mind. In addition to testing, the students often use the computers for word processing. They are often able to edit their work in class with their teacher or receive editing much sooner than they would be able to if they had handwritten their work.

Do technology gaps such as income and access to technology at home affect student success with programs such as this one?

Technology gaps can often have a great affect on students, leaving those who have fewer resources less technologically savvy and with fewer resources for research and so on. By participating in so much work at school that deals with technology, however, that reduces the necessity to have these technological tools at home. Those who are less fortunate or who are at an economic disadvantage are able to somewhat make up for that lack of experience at home during their day at school.

Would it be realistic for all schools to try to implement this type of program or would the training and equipment be too high a cost?

I think that this type of program and technology implementation is realistic if schools do not expect to implement it over night. I feel that a good plan would be to phase in the computers and technological tools necessary over time and train the teachers in groups or have a group of teachers trained who would then be responsible for the professional development of the rest of the school. Although there would be considerable cost and work involved in getting a program like this going, it seems from DSST's results that it is well worth it.