Objective Test

Objective tests are intended to measure abilities.  In order for the test to be objective, it must be scored without bias or judgment.  Objectivity does not hinge on material being tested, questions, or structure of the test, but on the scoring procedures.  An objective test must be valid, which is not completely possible, unfortunately (Does it measure what it is supposed to measure?). It must be reliable or replicable (Does it produce the same results on re-tests and with similar cohorts of students?).  Lastly, it must be fair (Does it ensure that everyone has an equal chance of getting a good assessment?).  Even alternative assessments can be objective if the outcome is graded based on set criteria, previously identified, based on specific learning objectives.  Remember reliability, validity, and fairness; key components!
Read more: Assessment http://www.learningandteaching.info/teaching/assessment.htm#ixzz1Km9Rr9RP
Under Creative Commons License: Attribution Non-Commercial No Derivatives

Types of Objective Assessment Questions:

Multiple choice questions (MCQs) are the traditional 'choose one from a list' of possible answers.

True/False questions require a student to assess whether a statement is true or not.

Assertion-Reason questions combine elements of MCQ and true-false.

Multiple response questions (MRQs) are similar to MCQs, but involve the selection of more than one answer from a list.

Graphical hotspot questions involve selecting an area(s) of the screen, by moving a marker to the required position. Advanced types of hotspot questions include labeling and building questions.

Text/Numerical questions involve the input of text or numbers at the keyboard.

Matching questions involve linking items in one list to items in a second list.

Sore finger questions have been used in language teaching and computer programming, where one word, code, or phrase is out of keeping with the rest of a passage. It could be presented as a 'hot spot' or text input type of question.

Ranking questions require the student to relate items in a column to one another and can be used to test the knowledge of sequences, order of events, and level of gradation.

Sequencing questions require the student to position text or graphic objects in a given sequence. These are particularly good for testing methodology.

Field simulation questions offer simulations of real problems or exercises.  Other question types require students to identify and/or manipulate images. Students may be asked to plot a graph, complete a matrix, draw a line, or build up an image using parts provided.

More information about assessments: http://schools.utah.gov/curr/science/Perform/PAST3.htm
Guidelines for constructing effective alternative assessments: http://ctl.byu.edu/showCollection.php?&pageUID=faPVHjlsf0gM&mainCategoryUID=3cWTQBMJazSk

Technology Infused Classroom

Technology influences how and what we teach and evaluate.  Technology requires that we re-evaluate some of what we have and are teaching to determine what should be eliminated or revised.  Technology forces us to think in a different way about how we understand our world.  Technology can greatly influence how any subject is taught, including math.
Technology can be used to eliminate repetitive paper-and-pencil computations (addition, multiplication, division, decimals, and fractions, e.g.).  Calculators and computers can perform the most redundant tasks more effectively.  Students can learn to see the connections between skills through technology based projects (Map Quest, online projects such as google earth lessons, digital simulations, virtual worlds, e.g.).  In these same setting students can apply their knowledge to real-world settings and problems.  These types of learning opportunities not only help students to connect the skills they've learned to real-world situations but make connections to other strands of mathematics.
As technology improves student learning by offering different modalities and giving students greater access to information, it also improves teaching.  Teachers can move away from rigid drill-and-practice mathematics and move toward inquiry-based technology focused assignments which help to bridge students' understanding with real-world applications.  Teachers can create meaningful assignments using technology (spreadsheet of city or fish populations to create box-and-whisker plots or circle graphs or predict future populations based on trends, create parabolas through dynamic simulations of real-world activities, group explorations using Internet search engines, reflective assessments with the use of discussion boards, blogs, Instant Messaging and chat rooms, differentiate based on student needs using Integrated Learning Systems and software, assess learning by allowing students to create authentic and personal multi-media presentations using Power-Point, e.g.
Effective use of technology has to power to change the way teachers and students function in a classroom.  Even creating greater opportunities for teachers, students, parents, administrators, and the community to connect and stay connected (websites, student and teacher blogs, remote conferences using Skype, e.g.). 
Technology can change every level and aspect of the educational process from enrollment, assessment, curriculum building, communication, teaching, learning, and more.  In the future, technology will become such a vital and focal part of the educational process that it will the be common thread of each and every facet.

Visual Literacy in the Classroom

How can visual literacy and the use of the Internet impact the teaching and learning process in the classroom?
In the 21st century, learners must be able to interpret visual messages accurately and to create such messages Students are inundated with visuals, therefore, it has become vital for them to be able to read, understand, create, analyze, and learn from the persuasiveness of visuals.   Using visual literacy in the classroom addresses the needs of students who are visual learners as well as develop critical thinking skills for all students.  Visual literacy can help students enhance their ability to learn, exhibit learning, work, and succeed in an increasingly visual world.  Using the internet can help learners to decode or “read” visuals (e.g., through picture analysis and discussion of multimedia and video programs) and encode or “write” visuals (e.g., through planning and producing visual presentations using technology tools such as Power Point or free digital software) (Smaldino, Lowther, & Russell, 2008).  The internet provides students and teachers with immediate access to numerous teaching and networking tools such as virtual field trips, research information, articles, blogs, websites, chat rooms, publications, wikis, email, discussion forums, for example.  These tools allow teachers and students to communicate and collaborate, while enhancing higher level thinking skills.
What are some visual-thinking strategies you would like to use in your classroom?
In my classroom I love to use videos to show how math relates to the real-world (virtual field trips, teacher tube videos, Smart board lessons with videos), images from the internet of real people using math or items that relate to mathematical topics, power-points, and Google earth tools ( satellite pictures, etc.)  I would like to use blogs, discussion forums, chat rooms, and video conferencing with other educators and people around the world.
What role do you want the Internet play in your classroom?
I use the Internet to show video tutorials, for virtual field trips, demonstrations, email, educational games, and drill-and-practice.  I would like to use the Internet more effectively as a teaching tool, more than entertainment; to help students understand the possibilities are limitless if they are willing to be proactive, inquisitive, and hungry to learn.  Understanding and using technology is one the keys to their future and the avenue to their success in the 21^st century.

Blog 1

Since student learning does not occur for each student the same way at the same time it is important for teachers to use a variety of instructional strategies.  Teachers must be aware of ways or strategies needed to meet the learning goals of their students.  Each strategy has its pros and cons or areas of effectiveness and ineffectiveness; where one fails the other succeeds.  Therefore, it is imperative for the teacher to be aware and able to implement different strategies (whether teacher-centered or student-centered; including presentation, demonstration, drill-and-practice, tutorial, discussion, cooperative learning, games, simulation, discovery, and problem-solving.
Each technology is likely to play a different role in students' learning and implementing the different strategies. Teachers need to think about what kind of technologies are being used in the classroom and for what purposes. Two general distinctions can be made. Students can learn "from" computers—where technology is used essentially as tutors (Integrated learning systems, computer software, media centers) and serves to increase students basic skills and knowledge (drill-and-practice game like online experiences); and can learn "with" computers—where technology is used a tool that can be applied to a variety of goals in the learning process and can serve as a resource to help develop higher order thinking, creativity and research skills (Internet research, blogs, google earth).
Technology is plays a vital role in the fabric of society from controlling traffic lights, communication, record keeping, surveillance, science investigations, to the smallest of gadgets such as ipods and the like.  Every where we look, technology is helping to enhance our lives, in some way.  The classroom is not impervious to the effect and appearance of technology, as matter of fact it has been, for the most part, a huge improvement to how learning occurs.  Teachers are able to take students on virtual tours, video conference with children across the world, access information for research previously unavailable or difficult to acquire, and much more.  The possibilities are limitless.  Teachers can not remain stagnant in their learning and implementation of strategies or the use of technologies to enhance these strategies.  They must become willing and able participants in this growing process and expose themselves to every opportunity to grow, technologically.  Our students are not ignoring technology in their daily lives (Face book, Twitter, other online social networks, Instant messaging, texting, etc.)  We as teachers must be able to use technology to give students greater access to learning, while incorporating and enhancing necessary strategies.
http://www.techlearning.com/article/2022

My tech video