RSS Eighth Grade Technology Literacy Assessment Plan  

(Draft 11-30-09) 

Key Points

•  Passing the NC Test of Computer Skills is no longer a high school graduation requirement. 

•  With the elimination of the computer skills tests effective with the 2009-10 school year, LEAs are now required to report annually to NCDPI the technology literacy of each eighth grade student. The Technology Proficiency Requirement  is  tied to Title II, Part D funding. 

•  Students must meet seven or more of the ten Technology Proficiency Standards to be technologically literate (i.e., proficient). 

* RSSS will provide one opportunity for students to take the 30 question multiple-choice test 

during February and March. Retest will not be administered.  Eighth grade students may 

demonstrate proficiency of the remaining seven standards throughout the school year until the end- 

of-year completion date which will be March 31, 2010. 

PROFICIENCIES ARE AS FOLLOWS:

Proficiency 1:  Apply strategies for identifying and solving routine hardware and software 

problems that occur during everyday use. 

 Force Quit  

 Make sure computer is connected to network (network accounts available) 

 All cables plugged in (power, ethernet, keyboard, mouse) 

 Select appropriate printer 

 Log in using password and knowledge that log in information is not to be shared 

 Purpose of firewall 

 Quit each application before logging off 

 Using appropriate browser (example:  ClassScape) 

 Mounting server (Resources) 

 Saving files to appropriate location 

 Putting files in teacher dropbox 

Resources:  movies at http://www.rss.k12.nc.us/erwin/tech/NCDesk  

handouts at www.rss.k12.nc.us/erwin/tech/help 

Documentation:  teacher observation 

Proficiency 2:  Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. 

 The student demonstrates familiarity with operating systems.  

 The student demonstrates knowledge of current software. 

 The student demonstrates knowledge of how technologies affect society and the workplace. 

• examples: online marketing and sales, computers in police cars, store inventory,  medical 

records, spreadsheets for calculations, online collaboration and virtual meetings at school. 

Documentation:  multiple choice evaluation instrument 

Proficiency 3: Exhibits legal and ethical behaviors when using information and technology, and discuss consequences of misuse. 

 The student demonstrates an understanding of copyright and fair use. 

 The student demonstrates an understanding of Internet safety: cyber bullying, social networking, personal safety, appropriate online behavior. 

Resources: 

http://www.rss.k12.nc.us/admin/instrtech/IT-TeacherResources.htm 

http://www.rss.k12.nc.us/admin/instrtech/IT-StudentWebsites.htm 

Documentation:  multiple choice evaluation instrument 

Proficiency 4:  Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. 

 The student will demonstrate proficiency in using graphing calculators. 

 The student will demonstrate proficiency in using databases (search and sort). 

 The student will demonstrate proficiency in using spreadsheets (formulas and graphs). 

 The student will evaluate websites for usefulness. (ex: Wikipedia is not an appropriate resource.) 

Documentation:  teacher observation – students may use Numbers and/or AppleWorks 

Proficiency 5:  Student creates multimedia curriculum projects. 

 The student creates a multimedia project (brochure, Keynote, PowerPoint, newsletter, iMovie, or podcast, etc.). The project needs to contain two or more of the following:  text, images, sound, movies, or animation. 

Documentation:  teacher observation 

Proficiency 6:  Student presents multimedia curriculum projects. 

 The student demonstrates proficiency in presenting multimedia project . The presentation must be a minimum of 5 minutes. 

Documentation:  teacher observation 

Proficiency 7:  Collaborate with peers experts, and others using telecommunications and 

collaborative tools to investigate curriculum-related problems, issues, and information, and to development solutions or products for audiences inside and outside the classroom. 

 The student demonstrates proficiency in the appropriate use of online collaborative tools (blogging and/or email). 

Resources:  Gaggle.Net and EtherPad.com 

Documentation:  teacher documents student’s collaborative project 

Proficiency 8:  Student selects technology tools that enhance the efficiency and output of curriculum projects. 

 The student creates a research project using two or more of the following tools:  Internet, 

multimedia, word processing, spreadsheets, or graphs, etc. 

Documentation: Teacher observation and student research project 

Proficiency 9:  Demonstrate an understanding of concepts underlying hardware, software, and connectivity and of practical applications to learning and problem solving. 

 The student demonstrates proficiency in identifying and discussing terms/concepts associated with safe, effective, and efficient use of the Internet (e.g., password, firewalls, Spam, security, Fair Use, AUP/IUPs). 

 The student demonstrates proficiency in the use of technology terms/concepts to explain the strategies used to collect, organize and present findings for assignments/projects. 

 The student demonstrates proficiency in choosing appropriate technology resources to solve problems and complete assignments. 

 The student demonstrates proficiency in identifying, discussing and using online collaborative tools (e.g., email surveys, videoconferencing) to collect data for content area assignments/projects. 

Documentation:  multiple choice evaluation instrument 

Proficiency 10:  Research and evaluate the accuracy, relevance, appropriateness, 

comprehensiveness, and bias of electronic information sources concerning real-world problems. 

 Student demonstrates proficiency in identifying appropriate online resources for assignments or project-based activities. 

 Student demonstrates proficiency in evaluating online information resources (accuracy, points of view, bias, etc.). 

 Student demonstrates proficiency in identifying information in online resources that is relevant to research questions or problems to be solved. 

Documentation:  Teacher observation and research project. 

Resources:    www.rss.k12.nc.us/erwin/tech/NCDesk