Guidelines Based Upon Four Defined Purposes for
Assessment of Teacher Technology Competence
Ultimately, this subgroup recommended that state officials planning to implement teacher assessments should begin by carefully defining the purpose for the assessment, realizing that some purposes carry inherent constraints. In particular, the group developed guidelines for strengthening the rigor and reliability of self-report surveys as these are commonly used by states.
The unit of analysis will determine the sample size and other aspects of the assessment process.
- Statewide snapshot;
- Feedback to individual teachers, schools, districts, intermediate agencies or states for their professional development planning;
- Evaluation of technology/professional development projects;