At Forest Lake Elementary school, there was the integration of technology in the assessment of their students. The technology at the institution enabled its schoolchildren to move to the next stage of skills. It helped the educator avoid reteaching the concepts that the learners are already knowledgeable about. The school began its annual calendar with a variety of student assessment tests. MAT testing was a technology concept that gave a view of the different literacy levels of young students. It helped the tutors know their learners’ range and better fit into the groups they were placed in. In palm pilot, the tutor sat with the students one on one to gauge their readiness ability.

The schoolchildren were put in groups to ensure their individual intellectual needs were met. They also used the IPAC concept that provided collaborative learning among the learners. The learning concept was also interactive, personalized, and authentic. There was the use of computers in the class with reading materials that could help the students improve their reading skills.

Practising these technological concepts made the teacher quickly meet her teaching objectives and perform the in-class activities that benefit the student. The assessments carried by the educators were used to improve the students’ learning environment and effectively direct instructions. The tutor understood better how she could group her students to maximize the benefit of the learning process. The in-class activities and formal assessments like reading made the teachers understand their student’s competence and thus effective grouping (Tosuncuoglu, 2018). The tutors could use the technology to store students’ information to monitor their intellectual progress easily. The students shared what they learned, how they learned, and their struggles with the tutor. These informal assessments ensured that the learner’s outcome was improved.

At the school, the teachers grouped the students in the tech zone according to their intellectual level. It helped the tutor get diagnostic feedback, which allowed them to develop each student based on the competency degree (Tosuncuoglu, 2018). The assessment assisted the instructor to gauge if the learning goals and lesson standards were being met. The class activities were done in evaluation to develop the confidence of the student to show the practical skills gotten from learning. The instructor could structure their objectives well and easily group the students based on their intellectual abilities.

References

Edutopia. (2010). How differentiated instruction and formative assessment work at forest lake elementary [Video]. YouTube. Web.

Tosuncuoglu, I. (2018). Importance of assessment in elt. Journal of Education and Training Studies, 6(9), 163–167. Web.