Addison Central Supervisory Union

Information Technology Assessment Rubrics

Profiles of Technology Literate Students

(With thanks to ISTE - International Society for Technology in Education)

A major component of the ACSU Information Technology Assessment project has been the creation of Information Technology Performance Targets and associated standards at key developmental points across the K-12 continuum. These targets provide rather broad descriptors of technology competencies that students should have developed by the time that they exit the target cluster grades.

These targets reflect the underlying assumptions that all students should have the opportunity to develop technology skills that support learning, personal productivity, ethical and responsible behaviors, decision-making, and daily life. They prepare students to be lifelong learners and make informed decisions about the role of technology in their lives.

These targets are indicators of achievement at certain points in K-12 education. Technology skills are to be developed by coordinated activities that support learning throughout a child's education. They must be introduced, reinforced and finally mastered and integrated into an individual's personal learning and social framework. The profiles reflect the following basic principles and assumptions:

1. Students acquire steadily increasing skills and knowledge related to the use of technology for enhancing personal and collaborative abilities.
2. Student acquire steadily increasing ability to make quality decisions related to managing their own learning.
3. Students acquire steadily increasing skills to work in collaboration with others, with hardware and software and information resources, and to solve problems with the support technology tools.
4. Students become responsible citizens and users of technology and information.
5. Students have access to current technology resources including telecommunications and multimedia enhancements
6. Students acquire skills that prepare them to learn new software and hardware technology and to adapt to the complex technology environments that emerge in their lifetime.

They also encompass the following four areas of competency:

1. Basic operations and concepts - Students use information technology devices to gather, store, manipulate, and represent ideas and information accurately and appropriately.
2. Tools for Research, Problem-Solving, and Decision-Making - Students use computers, telecommunications, and other tools of technology to gather information and ideas.
3. Tools for Communication - Students use information technology tools to communicate with an audience appropriately and accurately.
4. Social, Ethical, and Human Issues - Students are aware of social and ethical issues that arise from the impact of computers on society.

These performance targets, linked to specific performance indicators and evidence, provide benchmarks of student achievement and progress with respect to the use of technology. They are essential, realistic, and attainable goals for lifelong learning and productive citizenry as we head into the next century of American education.

ACSU INFORMATION TECHNOLOGY ASSESSMENT RUBRICS AND TASKS

TASK AND ASSESSMENT RUBRIC FOR GRADE 3

TASKS AND ASSESSMENT RUBRIC FOR GRADE 6

TASKS AND ASSESSMENT RUBRIC FOR GRADE 8

TASKS AND ASSESSMENT RUBRIC FOR GRADE 10