TLAP is a technology literacy assessment developed as part of the Title 2D Grant, by numerous school districts and BOCES throughout Colorado. It addresses schools’ need to comply with state and federal reporting requirements on the technology literacy proficiency of 8th grade students.
The TLAP assessment consists of 36 quetions, 6 questions per ISTE standard, and is administered online. It should take only one class period to administer and there no cost to participate. TLAP is a tool you can use for technology literacy testing and reporting to CDE as well as for improving student instruction in technology.
In 2008-09, TLAP was developed, pilot tested, introduced and demonstrated at both the 2009 TIE and CASE conferences.
In Spring 2010, additional grant funds were approved to enhance the TLAP security, features and reports, and was used state-wide.
In 2010-11, TLAP continued with enhancements to reports, added a Pre-assessment that was available during the Fall 2010, and provided a Spanish version of both assessments, along with 504 compliance on all assessments.
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Other Assessments Reviewed:
Other assessment efforts, known to TLAP, related to technology literacy include:
InfoSource Learning SimpleAssessment:
InfoSource Learning offers free of charge to all school districts in the nation an assessment that uses an online test mapped to ISTE’s NETS-S standards of 2007. The test contains 10 questions applying to each of the six ISTE standards. Questions include multiple choice, matching, true false, and performance-based ³hot spots². (Information from the InfoSource Learning website and an e-mail message by Mala Chakravorty, Senior Account Executive for InfoSource Learning; sent May 20, 2008, to Connie Masson, ET-IL Coordinator for St. Vrain School District, Colorado.) (accessed 5-26-09)
Arizona, using TechLiteracy Assessment (TLA) by Learning.com, is reportedly the first state to formally measure its students’ proficiencies with technology. A spring 2006 pilot program administered Learning.com’s online TLA instrument to more than 24,000 fifth and eighth graders statewide.
According to Learning.com publicity materials, “When taking the online test, students interact with assessment content in ways that allow them to demonstrate their proficiencies. Often, they must perform actions via simulations, rather than pick answers from among multiple choices. Thus, students must be able to format a paragraph, apply a spreadsheet formula, or conduct a database search. And they must demonstrate durable skills via generic menus and commands, not through brand-specific memorized shortcuts.” (Quoted material from “Arizona Pioneers Statewide Measurement of Students’ Technology Literacy Skills”, at http://www.learning.com/casestudies/arizona.htm (accessed 11-23-08)
TRAILS (Tool for Real-Time Assessment of Information Literacy Skills)
The Institute for Library and Information Literacy
www.trails-9.org/index.php (accessed 11-23-08)
TRAILS was created to provide an easily accessible and scorable test of students’ information-seeking skills. Available online and free to any school district, the test is entirely based on multiple choice answers.
TechYES – Student Technology Literacy Certification Program
Produced by GenYes
www.genyes.com/programs/techyes/ (accessed 6-11-08)
GenYes has developed an integrated, project-based approach, which they believe provides a more “authentic” assessment. They have developed a working model that is built on ISTE standards, involves peer mentoring, and can be implemented in almost any school setting.
The GenYes website describes the assessment in the following manner:
“TechYES is an innovative way for schools and community organizations to offer a technology certification program to students in grades 6-9. As with all Generation YES products, students are at the center of the solution – backed up with solid research and extensive resources.
“In TechYES, students show technology literacy by creating projects that meet state and local technology proficiency requirements. As part of TechYES, a structured peer-mentoring program assists the teacher or advisor, and provides student leadership opportunities that serve to further strengthen the program and enrich the learning community.” (Quoted material from TechYES webpage, http://www.genyes.com/programs/techyes/, accessed 11-23-08.)
Florida’s Student Tool for Technology Literacy
Beginning in the 2008-09 school year, the state of Florida plans to conduct a statewide online assessment, based on 5 indicators:
- Essential Operational Skills
- Constructing and demonstrating knowledge
- Independent Learning
- Communication and Collaboration
- Ethical, Legal and Safety Issues
Field tested in spring 2008, the assessment is intended to be a formative tool rather than an accountability measure. While the state or districts can pull data from the tool to be used for NCLB reporting purposes, the assessment was designed to be engaging for students, visually pleasant, and useful for schools to determine where kids are at. Since this project was funded by a NSF grant, any state can obtain their test free of charge. It is flash-based.
The Florida Department of Education says, “The tool gauges [8th grade] students’ existing level of technology skills. Teachers will be able to use the tool to gather data on students’ current level of technology proficiency. Other applications include using the tool as a pre and post test in combination with classroom experiences to guide students’ technology skill acquisition.” (Quoted material from “Tool” webpage, http://st2l.flinnovates.org/tool.aspx. Accessed 11-23-08.)
iSkills Assessment of Postsecondary Preparedness, from the Educational Testing Service
www.ets.org/portal/site/ets/ The iSkills assessment is intended to assess whether students necessary postsecondary and workforce skills. The assessment by Educational Testing Service working with a consortium of postsecondary institutions. According to ETS, the iSkills assessment:
- Measures students’ ability to navigate, critically evaluate and make sense of information available through digital technology
- Assesses critical thinking in the digital environment
- Tests the range of ICT literacy skills aligned with the Association of College and Research Libraries standards
The assessment is offered at 2 levels of difficulty to measure ICT literacy at different stages of a student’s academic career:
- Appropriate for students transitioning into 4 year college programs or completing their freshman or sophomore undergraduate studies
- Identifies the technical skills needed to complete postsecondary entry-level coursework
- Appropriate for students transitioning to upper-level coursework or the workplace
- Designed with more challenging tasks to help rising juniors and institutions determine student readiness for advanced-level study
- Evaluates mastery of skills necessary for workplace succes
Collegiate Learning Assessment
The Collegiate Learning Assessment (CLA) is intended for assessing a postsecondary institution’s contribution to students’ learning — in other words, to determine what effect, if any, a given postsecondary school has. With emphasis on testing for reasoning and communications skills, the assessment simulates “complex, ambiguous situations that every successful college graduate may one day face.” Students analyze material related to the given scenarios and provide written responses. (Quoted material from http://www.cae.org/content/pro_collegiate.htm, accessed 11-23-08.)