• Online Assessment Planning Tool

    Online Assessment Planning Tool
  • Welcome to the Online Assessment Planning Tool Self-Survey

    Welcome to the Online Assessment Planning Tool Self-Survey

  • This tool is offered as a companion resource to the report

    Online Assessment: From Readiness to Opportunity  

    CoSN: The Consortium for School Networking, in partnership with AASA: The School Superintendents Association and NSBA: The National School Boards Association, would like to thank the Learning First Alliance for their generous support of this project.  The full report is available at leaddigitalleap.org.

    The Online Assessment Planning Tool is part of a system of strategy and implementation resources created by the eLearn Institute to assist schools and districts in supporting effective use of online assessments. eLearnInstitute.org

  • What the Tool Is...

    The Online Assessment Planning Tool includes a suite of resources:

    1. This Self-Reporting Survey on eight key elements of online assessment readiness.
      • Strategic Planning and Leadership
      • Communications
      • Assessment Practices
      • Instructional Practices
      • Professional Development
      • Technology Infrastructure
      • Systems Integration
      • Logistics
    2. Survey Results that provide a readiness mapping for key elements of building an effective online assessment program.
    3. Readiness Level Descriptions of the progressive stages of evolving practices: from early awareness of online assessment options, through selective adaptation of assessment processes, to broader transformations of teaching and learning.
    4. Planning Worksheets designed to assist districts and schools in planning actions steps that will move them from their current stage of readiness to their next target level of preparation and practice.  

    The Tool is designed to assist districts in thinking through common considerations for assembling effective online assessment plans, and for supporting the cultural and administrative change management that accompanies the shift to technology enhanced teaching, learning, and assessment.  The tool draws from best practices that are emerging within districts around the county who are successfully making the leap to a culture of digital instructional materials, classroom assessments, and data that can promote personalized learning.  Because districts, and individual schools within districts, are in different starting points, the tool references a range of planning strategies, both gradual and immediate, that districts can consider based on their needs and overall goals for moving the measurement of student progress beyond traditional paper-based methods.

     

    The Online Assessment Planning Tool can be useful in a range of settings, including:

    • As a conversation starter for district leaders and school boards
    • As a guidance document for assessment cross-functional teams
    • For individual schools to self-assess their levels of readiness for online testing modalities
    • For districts to understand the needs of individual schools as they prioritize and coordinate supporting resources
    • To benchmark progress over time.

     

    What the Tool Is Not...

    The readiness and capacity indicators included in this Online Assessment Planning Tool are drawn from promising practices of schools that are successfully making the shift to online and computer-based assessment, as well as observations of where schools commonly struggle.  Readiness survey results are generalized based on respondents' self-reporting, and are intended to provide guidance along a continuum rather than a fixed score.  The Tool is not designed as a precision instrument, and the results are neither scientifically-based nor statistically calibrated.

  • FOR MORE INFORMATION ABOUT ONLINE ASSESSMENT READINESS PLANNING, VISIT:

     

    eLearn Institute

    elearninstitute.org/assessment

     

    Online Assessment: From Readiness to Opportunity Report

    cosn.org/assessment

     

    Leading the Digital Leap

    leaddigitalleap.org

  • TERMS OF USE


  • © 2017 eLearn Institute

  • About Your District...

    This information will be held anonymously and used solely for statistical purposes by the Tool's host organizations.

  • Online Assessment Readiness Self-Survey

    Map your district across key factors of online assessment readiness by indicating your best estimation of current school and district practices related to formative, diagnostic, and summative assessments at classroom, districtwide, or statewide levels.
    • Strategic Planning and Leadership 
    • Communications 
    • Assessment Practices 
    • Instructional Practices 
    • Professional Development 
    • Technology Infrastructure 
    • Systems Integration 
    • Logistics 
    • NEXT STEP: CALCULATE RESULTS 

    • © 2017 eLearn Institute

  • Results

  • Image-75

  • 1.  Strategic Planning and Leadership

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Strategic Planning and Leadership is available at: 

    http://www.elearninstitute.org

  • 1.  Strategic Planning and Leadership

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Strategic Planning and Leadership is available at: 

    http://www.elearninstitute.org

  • 1.  Strategic Planning and Leadership

    Building Awareness

    At the Building Awareness stage, districts are beginning to move toward a clear understanding of specific benefits of online assessments for students, teachers, and administrators. Initial plans may be in formulation. Educators and parents are being given introductory opportunities to understand the reasons for moving to online assessments, and timelines for change are starting to be communicated. However, Current instruction and assessment practices may still not effectively integrate technology.

    A companion worksheet for Strategic Planning and Leadership is available at: 

    http://www.elearninstitute.org

  • 1.  Strategic Planning and Leadership

    Beginning to Change Practice

    The Beginning to Change Practice stage is a transitional period to develop a better understanding of how technology changes instructional practice. This level allows the learner to understand the use of technology by applying it in everyday instructional and assessment tasks and processes. In this stage, technology assists with routine practices by making them easier, faster, or more accurate. Professional development typically focuses on the adoption of technology into their everyday activities and skill development with specific applications. Schools and individuals have dedicated some thought to evaluating, planning for, and anticipating the benefits and challenges of online assessments. However, assessment data are generally not well captured, discussed, or used to inform instruction.

    A companion worksheet for Strategic Planning and Leadership is available at: 

    http://www.elearninstitute.org

  • 1.  Strategic Planning and Leadership

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Strategic Planning and Leadership is available at: 

    http://www.elearninstitute.org

  • 1.  Strategic Planning and Leadership

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Strategic Planning and Leadership is available at: 

    http://www.elearninstitute.org

  • 1.  Strategic Planning and Leadership

    Beginning to Translate Practice

    As districts are Beginning to Translate Practice, significant stakeholder-involved planning is dedicated to evaluating, planning for, and anticipating the benefits and challenges of online assessments. Technology is being well integrated to into instructional and assessment practices. Educators and administrators feel very prepared for online assessments, are achieving new goals, and are enthusiastic about expanding innovations in the future. Stakeholders are gaining proficiency with capturing assessment data at different scales and using data to inform instructional decisions.

    A companion worksheet for Strategic Planning and Leadership is available at: 

    http://www.elearninstitute.org

  • 1. Strategic Planning and Leadership

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Strategic Planning and Leadership is available at: 

    http://www.elearninstitute.org

  • 1. Strategic Planning and Leadership

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Strategic Planning and Leadership is available at: 

    http://www.elearninstitute.org

  •  

  • 2.  Communications

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Communications is available at: 

    http://www.elearninstitute.org

  •  2.  Communications

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Communications is available at: 

    http://www.elearninstitute.org

  • 2. Communications

    Building Awareness

    At the Building Awareness stage, districts are beginning to move toward a clear understanding of specific benefits of online assessments for students, teachers, and administrators. Initial plans may be in formulation. Educators and parents are being given introductory opportunities to understand the reasons for moving to online assessments, and timelines for change are starting to be communicated. However, Current instruction and assessment practices may still not effectively integrate technology.

    A companion worksheet for Communications is available at: 

    http://www.elearninstitute.org

  • 2.  Communications

    Beginning to Change Practice

    The Beginning to Change Practice stage is a transitional period to develop a better understanding of how technology changes instructional practice. This level allows the learner to understand the use of technology by applying it in everyday instructional and assessment tasks and processes. In this stage, technology assists with routine practices by making them easier, faster, or more accurate. Professional development typically focuses on the adoption of technology into their everyday activities and skill development with specific applications. Schools and individuals have dedicated some thought to evaluating, planning for, and anticipating the benefits and challenges of online assessments. However, assessment data are generally not well captured, discussed, or used to inform instruction.

    A companion worksheet for Communications is available at: 

    http://www.elearninstitute.org

  • 2. Communications

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Communications is available at: 

    http://www.elearninstitute.org

  • 2.  Communications

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Communications is available at: 

    http://www.elearninstitute.org

  • 2.  Communications

    Beginning to Translate Practice

    As districts are Beginning to Translate Practice, significant stakeholder-involved planning is dedicated to evaluating, planning for, and anticipating the benefits and challenges of online assessments. Technology is being well integrated to into instructional and assessment practices. Educators and administrators feel very prepared for online assessments, are achieving new goals, and are enthusiastic about expanding innovations in the future. Stakeholders are gaining proficiency with capturing assessment data at different scales and using data to inform instructional decisions.

    A companion worksheet for Communications is available at: 

    http://www.elearninstitute.org

  • 2.  Communications

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Communications is available at: 

    http://www.elearninstitute.org

  • 2.  Communications

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Communications is available at: 

    http://www.elearninstitute.org

  •  

  • 3.  Assessment Practices

    Just Starting

     

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Assessment Practices is available at: 

    http://www.elearninstitute.org

  • 3.  Assessment Practices

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Assessment Practices is available at: 

    http://www.elearninstitute.org

  • 3.  Assessment Practices

    Building Awareness

    At the Building Awareness stage, districts are beginning to move toward a clear understanding of specific benefits of online assessments for students, teachers, and administrators. Initial plans may be in formulation. Educators and parents are being given introductory opportunities to understand the reasons for moving to online assessments, and timelines for change are starting to be communicated. However, Current instruction and assessment practices may still not effectively integrate technology.

    A companion worksheet for Assessment Practices is available at: 

    http://www.elearninstitute.org

  • 3.  Assessment Practices

    Beginning to Change Practice

    The Beginning to Change Practice stage is a transitional period to develop a better understanding of how technology changes instructional practice. This level allows the learner to understand the use of technology by applying it in everyday instructional and assessment tasks and processes. In this stage, technology assists with routine practices by making them easier, faster, or more accurate. Professional development typically focuses on the adoption of technology into their everyday activities and skill development with specific applications. Schools and individuals have dedicated some thought to evaluating, planning for, and anticipating the benefits and challenges of online assessments. However, assessment data are generally not well captured, discussed, or used to inform instruction.

    A companion worksheet for Assessment Practices is available at: 

    http://www.elearninstitute.org

  • 3.  Assessment Practices

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Assessment Practices is available at: 

    http://www.elearninstitute.org

  • 3.  Assessment Practices

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Assessment Practices is available at: 

    http://www.elearninstitute.org

  • 3.  Assessment Practices

    Beginning to Translate Practice

    As districts are Beginning to Translate Practice, significant stakeholder-involved planning is dedicated to evaluating, planning for, and anticipating the benefits and challenges of online assessments. Technology is being well integrated to into instructional and assessment practices. Educators and administrators feel very prepared for online assessments, are achieving new goals, and are enthusiastic about expanding innovations in the future. Stakeholders are gaining proficiency with capturing assessment data at different scales and using data to inform instructional decisions.

    A companion worksheet for Assessment Practices is available at: 

    http://www.elearninstitute.org

  • 3.  Assessment Practices

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Assessment Practices is available at: 

    http://www.elearninstitute.org

  • 3.  Assessment Practices

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Assessment Practices is available at: 

    http://www.elearninstitute.org

  •  

  • 4.  Instructional Practices

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Instructional Practices is available at: 

    http://www.elearninstitute.org

  • 4.  Instructional Practices

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Instructional Practices is available at: 

    http://www.elearninstitute.org

  • 4.  Instructional Practices

    Building Awareness

    At the Building Awareness stage, districts are beginning to move toward a clear understanding of specific benefits of online assessments for students, teachers, and administrators. Initial plans may be in formulation. Educators and parents are being given introductory opportunities to understand the reasons for moving to online assessments, and timelines for change are starting to be communicated. However, Current instruction and assessment practices may still not effectively integrate technology.

    A companion worksheet for Instructional Practices is available at: 

    http://www.elearninstitute.org

  • 4.  Instructional Practices

    Beginning to Change Practice

    The Beginning to Change Practice stage is a transitional period to develop a better understanding of how technology changes instructional practice. This level allows the learner to understand the use of technology by applying it in everyday instructional and assessment tasks and processes. In this stage, technology assists with routine practices by making them easier, faster, or more accurate. Professional development typically focuses on the adoption of technology into their everyday activities and skill development with specific applications. Schools and individuals have dedicated some thought to evaluating, planning for, and anticipating the benefits and challenges of online assessments. However, assessment data are generally not well captured, discussed, or used to inform instruction.

    A companion worksheet for Instructional Practices is available at: 

    http://www.elearninstitute.org

  • 4.  Instructional Practices

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Instructional Practices is available at: 

    http://www.elearninstitute.org

  • 4.  Instructional Practices

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Instructional Practices is available at: 

    http://www.elearninstitute.org

  • 4.  Instructional Practices

    Beginning to Translate Practice

    As districts are Beginning to Translate Practice, significant stakeholder-involved planning is dedicated to evaluating, planning for, and anticipating the benefits and challenges of online assessments. Technology is being well integrated to into instructional and assessment practices. Educators and administrators feel very prepared for online assessments, are achieving new goals, and are enthusiastic about expanding innovations in the future. Stakeholders are gaining proficiency with capturing assessment data at different scales and using data to inform instructional decisions.

    A companion worksheet for Instructional Practices is available at: 

    http://www.elearninstitute.org

  • 4.  Instructional Practices

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Instructional Practices is available at: 

    http://www.elearninstitute.org

  • 4.  Instructional Practices

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Instructional Practices is available at: 

    http://www.elearninstitute.org

  •  

  • 5.  Professional Development

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Professional Development is available at: 

    http://www.elearninstitute.org

  • 5.  Professional Development

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Professional Development is available at: 

    http://www.elearninstitute.org

  • 5.  Professional Development

    Building Awareness

    At the Building Awareness stage, districts are beginning to move toward a clear understanding of specific benefits of online assessments for students, teachers, and administrators. Initial plans may be in formulation. Educators and parents are being given introductory opportunities to understand the reasons for moving to online assessments, and timelines for change are starting to be communicated. However, Current instruction and assessment practices may still not effectively integrate technology.

    A companion worksheet for Professional Development is available at: 

    http://www.elearninstitute.org

  • 5.  Professional Development

    Beginning to Change Practice

    The Beginning to Change Practice stage is a transitional period to develop a better understanding of how technology changes instructional practice. This level allows the learner to understand the use of technology by applying it in everyday instructional and assessment tasks and processes. In this stage, technology assists with routine practices by making them easier, faster, or more accurate. Professional development typically focuses on the adoption of technology into their everyday activities and skill development with specific applications. Schools and individuals have dedicated some thought to evaluating, planning for, and anticipating the benefits and challenges of online assessments. However, assessment data are generally not well captured, discussed, or used to inform instruction.

    A companion worksheet for Professional Development is available at: 

    http://www.elearninstitute.org

  • 5.  Professional Development

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Professional Development is available at: 

    http://www.elearninstitute.org

  • 5.  Professional Development

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Professional Development is available at: 

    http://www.elearninstitute.org

  • 5.  Professional Development

    Beginning to Translate Practice

    As districts are Beginning to Translate Practice, significant stakeholder-involved planning is dedicated to evaluating, planning for, and anticipating the benefits and challenges of online assessments. Technology is being well integrated to into instructional and assessment practices. Educators and administrators feel very prepared for online assessments, are achieving new goals, and are enthusiastic about expanding innovations in the future. Stakeholders are gaining proficiency with capturing assessment data at different scales and using data to inform instructional decisions.

    A companion worksheet for Professional Development is available at: 

    http://www.elearninstitute.org

  • 5.  Professional Development

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Professional Development is available at: 

    http://www.elearninstitute.org

  • 5.  Professional Development

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Professional Development is available at: 

    http://www.elearninstitute.org

  •  

  • 6.  Technology Infrastructure

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Technology Infrastructure is available at: 

    http://www.elearninstitute.org

  • 6.  Technology Infrastructure

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Technology Infrastructure is available at: 

    http://www.elearninstitute.org

  • 6.  Technology Infrastructure

    Building Awareness

    At the Building Awareness stage, districts are beginning to move toward a clear understanding of specific benefits of online assessments for students, teachers, and administrators. Initial plans may be in formulation. Educators and parents are being given introductory opportunities to understand the reasons for moving to online assessments, and timelines for change are starting to be communicated. However, Current instruction and assessment practices may still not effectively integrate technology.

    A companion worksheet for Technology Infrastructure is available at: 

    http://www.elearninstitute.org

  • 6.  Technology Infrastructure

    Beginning to Change Practice

    The Beginning to Change Practice stage is a transitional period to develop a better understanding of how technology changes instructional practice. This level allows the learner to understand the use of technology by applying it in everyday instructional and assessment tasks and processes. In this stage, technology assists with routine practices by making them easier, faster, or more accurate. Professional development typically focuses on the adoption of technology into their everyday activities and skill development with specific applications. Schools and individuals have dedicated some thought to evaluating, planning for, and anticipating the benefits and challenges of online assessments. However, assessment data are generally not well captured, discussed, or used to inform instruction.

    A companion worksheet for Technology Infrastructure is available at: 

    http://www.elearninstitute.org

  • 6.  Technology Infrastructure

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Technology Infrastructure is available at: 

    http://www.elearninstitute.org

  • 6.  Technology Infrastructure

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Technology Infrastructure is available at: 

    http://www.elearninstitute.org

  • 6.  Technology Infrastructure

    Beginning to Translate Practice

    As districts are Beginning to Translate Practice, significant stakeholder-involved planning is dedicated to evaluating, planning for, and anticipating the benefits and challenges of online assessments. Technology is being well integrated to into instructional and assessment practices. Educators and administrators feel very prepared for online assessments, are achieving new goals, and are enthusiastic about expanding innovations in the future. Stakeholders are gaining proficiency with capturing assessment data at different scales and using data to inform instructional decisions.

    A companion worksheet for Technology Infrastructure is available at: 

    http://www.elearninstitute.org

  • 6.  Technology Infrastructure

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Technology Infrastructure is available at: 

    http://www.elearninstitute.org

  • 6.  Technology Infrastructure

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Technology Infrastructure is available at: 

    http://www.elearninstitute.org

  •  

  • 7.  Systems Integration

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Systems Integration is available at: 

    http://www.elearninstitute.org

  • 7.  Systems Integration

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Systems Integration is available at: 

    http://www.elearninstitute.org

  • 7.  Systems Integration

    Building Awareness

    At the Building Awareness stage, districts are beginning to move toward a clear understanding of specific benefits of online assessments for students, teachers, and administrators. Initial plans may be in formulation. Educators and parents are being given introductory opportunities to understand the reasons for moving to online assessments, and timelines for change are starting to be communicated. However, Current instruction and assessment practices may still not effectively integrate technology.

    A companion worksheet for Systems Integration is available at: 

    http://www.elearninstitute.org

  • 7.  Systems Integration

    Beginning to Change Practice

    The Beginning to Change Practice stage is a transitional period to develop a better understanding of how technology changes instructional practice. This level allows the learner to understand the use of technology by applying it in everyday instructional and assessment tasks and processes. In this stage, technology assists with routine practices by making them easier, faster, or more accurate. Professional development typically focuses on the adoption of technology into their everyday activities and skill development with specific applications. Schools and individuals have dedicated some thought to evaluating, planning for, and anticipating the benefits and challenges of online assessments. However, assessment data are generally not well captured, discussed, or used to inform instruction.

    A companion worksheet for Systems Integration is available at: 

    http://www.elearninstitute.org

  • 7.  Systems Integration

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Systems Integration is available at: 

    http://www.elearninstitute.org

  • 7.  Systems Integration

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Systems Integration is available at: 

    http://www.elearninstitute.org

  • 7.  Systems Integration

    Beginning to Translate Practice

    As districts are Beginning to Translate Practice, significant stakeholder-involved planning is dedicated to evaluating, planning for, and anticipating the benefits and challenges of online assessments. Technology is being well integrated to into instructional and assessment practices. Educators and administrators feel very prepared for online assessments, are achieving new goals, and are enthusiastic about expanding innovations in the future. Stakeholders are gaining proficiency with capturing assessment data at different scales and using data to inform instructional decisions.

    A companion worksheet for Systems Integration is available at: 

    http://www.elearninstitute.org

  • 7.  Systems Integration

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Systems Integration is available at: 

    http://www.elearninstitute.org

  • 7.  Systems Integration

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Systems Integration is available at: 

    http://www.elearninstitute.org

  •  

  • 8.  Logistics

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Logistics is available at: 

    http://www.elearninstitute.org

  • 8.  Logistics

    Just Starting

    At the Just Starting stage, administrators and educators have limited knowledge or awareness of online assessments, and have no vision for their adoption. There have been limited efforts to evaluate, plan, or anticipate the benefits and challenges of online assessment. Online assessment may be viewed by stakeholders as a mandate without supporting rationale. Educators and administrators do not feel adequately prepared for online assessments or understand the reasons for change and may be actively resisting assessment innovations.

    A companion worksheet for Logistics is available at: 

    http://www.elearninstitute.org

  • 8.  Logistics

    Building Awareness

    At the Building Awareness stage, districts are beginning to move toward a clear understanding of specific benefits of online assessments for students, teachers, and administrators. Initial plans may be in formulation. Educators and parents are being given introductory opportunities to understand the reasons for moving to online assessments, and timelines for change are starting to be communicated. However, Current instruction and assessment practices may still not effectively integrate technology.

    A companion worksheet for Logistics is available at: 

    http://www.elearninstitute.org

  • 8.  Logistics

    Beginning to Change Practice

    The Beginning to Change Practice stage is a transitional period to develop a better understanding of how technology changes instructional practice. This level allows the learner to understand the use of technology by applying it in everyday instructional and assessment tasks and processes. In this stage, technology assists with routine practices by making them easier, faster, or more accurate. Professional development typically focuses on the adoption of technology into their everyday activities and skill development with specific applications. Schools and individuals have dedicated some thought to evaluating, planning for, and anticipating the benefits and challenges of online assessments. However, assessment data are generally not well captured, discussed, or used to inform instruction.

    A companion worksheet for Logistics is available at: 

    http://www.elearninstitute.org

  • 8.  Logistics

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Logistics is available at: 

    http://www.elearninstitute.org

  • 8.  Logistics

    Iterating Improvements

    At the Iterating Improvements stage, technology is being increasingly integrated into instructional and assessment practices. Educators and administrators feel somewhat prepared for online assessments, and are generally in favor of assessment innovations but are in the early stages of working toward achieving new goals. Practices for capturing, discussing, and using assessment data to inform instruction are taking shape. As stakeholders become more familiar with the use of online assessments a major change starts to take place in their attitude toward adoption. Typically, this is the stage where infrastructure and skills are being upgraded but online assessment is more likely to be a digital version of the paper-based assessment. The risk at this level is that schools become complacent and don’t transform practice or move toward more advanced levels of readiness.

    A companion worksheet for Logistics is available at: 

    http://www.elearninstitute.org

  • 8.  Logistics

    Beginning to Translate Practice

    As districts are Beginning to Translate Practice, significant stakeholder-involved planning is dedicated to evaluating, planning for, and anticipating the benefits and challenges of online assessments. Technology is being well integrated to into instructional and assessment practices. Educators and administrators feel very prepared for online assessments, are achieving new goals, and are enthusiastic about expanding innovations in the future. Stakeholders are gaining proficiency with capturing assessment data at different scales and using data to inform instructional decisions.

    A companion worksheet for Logistics is available at: 

    http://www.elearninstitute.org

  • 8.  Logistics

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Logistics is available at: 

    http://www.elearninstitute.org

  • 8.  Logistics

    Innovating

    Teaching and Learning looks significantly different at the Innovating stage. It is difficult to distinguish between teaching, assessment, and learning. Assessment innovations have achieved institutional change and become part of the educational culture of the district. It is at this level that teachers and students can best realize the benefits of online assessment. When a district reaches the level of wide-scale transformational practice, the district no longer supports low-level assessments.

    A companion worksheet for Logistics is available at: 

    http://www.elearninstitute.org

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