Chapter 5: Teaching with Software Tools: Beyond The Basic Programs

This chapter is filled with software tools which assist teachers and students in many ways. I have used many of these and believe they are valuable. Many of my students also benefit from the affordances of technology tools. There is a question in the our textbook which states, "Some educators object to the use of tools such as test generators and worksheet generators, saying that they encourage teachers to use technology to maintain current methods, rather than using technology in more innovative ways." I believe as with any new tool, new curriculum or new program it needs to be used cautiously and wisely.
Presently I am reading a book called Fair Isn't Always Equal by Rick Wormeli. He reiterates constantly about fairness in testing. These are some of the important aspects I gleaned from the book. First, one needs to create good test questions using a variety of types of questions such as true and false, multiple choice, essay and short answer. Second, make sure questions assess what you want to assess. Third, make sure questions are authentic to the instruction. Fourth, make sure you are testing what you taught. Fifth, make sure questions are developmentally appropriate. Lastly, make sure you are able to differentiate test questions for those students with IEP's and modified instruction. If you keep these types of things in mind while creating a test, I believe the test generators are tremendous teaching tools.
I used a test generator software with a science text book when I taught sixth grade. As stated in our book the test generator programs offer many features. The teacher is able to create a test using a variety of types of questions. She/he is able to select test questions from a test bank and is also able to create own questions and import them form a word processor. I was able to create test which reflected what was taught and how I wanted to assess the objectives. This tool made creating test easier and more proficient because the stated objectives and standards were addressed in the test bank. I was also able to delete any questions I felt were not appropriate. I was also able to differentiate the test for particular students. I was able to altere the original test by eliminating answers choices or creating other types of questions which were more appropriate for such students. I could make modifications to test and the other students in the class were unaware of such changes. Making these test by hand or using a word processor would take more time. As stated in the beginning I believe if these new and innovative tools are used judicially and wisely then they could be a valuable tool for educators.