The best little test generators on the web!
David Jones is the proprietor of Innovation Assessments. He has been a public school teacher in New York State since 1991. He holds permanent teaching certifications for French 7-12, Social Studies 7-12, and Elementary (N-6). He taught French for thirteen years, then switched to teaching social studies in 2004. His teaching experience also includes other related subjects and computer courses elementary through college level. Since the early 1990s David has had an interest in computers and computer programming. He is a certified computer network technician (CompTIA Network+ Certified) and has taught high school and community college level computer courses.
Post links to lessons, resources, assessments, etc. in the playlist for each of your classes. Re-order the playlist in any order you would like. Hide and reveal playlist elements as you need them. Easily build an entire course and show-hide units as they are needed. This is a full content management system suitable for teaching a complete course online.
Import students from Google Classroom so they can quickly log in to TeachersWebHost.com using their Google credentials. Post links to assessments and activities to your Google Classroom in four clicks. Post links to scoresheets and digital classroom badges to Google Classroom. Share Google docs, sheets, and slides right in TeachersWebHost.com class playlists. TeachersWebHost.com is the perfect companion for Google products, having been developed with classes in a 1:1 environment using ChromeBooks.
Full-featured multiple-choice test generators include: practice apps, richly detailed item analysis, automated progress monitoring charts, security to impede cheating, and efficient management apps for test question banks which you can download and share with others. Comprehension app creates auto-corrected multiple-choice assessment on either a reading, a sound file, and/or an embedded video.
Mark up student writing errors right in the text. The writing app tabulates error rates for over a dozen common types of errors and automatically generates progress charts and item analyses. An ever-growing collection of grading rubrics for all writing types across K-12 grade levels is fully integrated in each task and assessment report, making it obvious to students why their work scored as it did.
Automate badge awards for assessments based on criteria you set. Create badge-award offers so students can exchange badges for some reward in your classroom. Maintain an organized library of badges for your students to reward achievement and/or grant permissions.
Students can record themselves reading right through their browser. Teachers can assess their student's recording of text using standard running record markup. The app automatically adds results to a progress monitoring chart for each student. This app was develped in consultation with two NYS certified reading teachers.
Automated or manual progress monitoring charts enrich our teaching by bringing us data to inform decision-making. Line charts, bar charts, reading charts are all available and can be integrated in custom reports.
Moderate online discussion forums that have integrated grading systems. Apply choice of rubric to student contributions to discussion threads. Students can practice good discussion etiquette and exercise their logical reasoning abilities in moderated online discussion for debatable subjects. The forums can also be useful places to share resources in a class project, for example, witness affadavits in a class mock trial or resource sharing in a group research project.
Developed in consultation with a NYS certified reading teacher, the report generator lets busy teachers create customized reports for progress monitoring or just letters home. Construct form letters with elements customized for individual families. Embed progress charts on reports with your school letterhead.
Streamline textbook loan management and classroom inventory. Once the textbook inventory is installed, students can borrow classroom materials and sign them out from the TeachersWebHost.com control panel using single-use permission codes provided by teacher.
Students can sign in and out of your classroom using an app on the control panel that saves student in and out times to database. Every student activity on the web site is logged in an extensive audit. The auditor app notes activities like login, startup of an activity, page view, assessment scoring, etc. It's important to hold students accountable and the auditor can be used to verify accounts students give of their online work.
Your account comes with a "Front Page" which you can customize. Each teacher is assigned a "virtual classroom number" by the system. Your web site is TeachersWebHost.com/Room/[number]. The front page comes with a blog and space for whatever you would like.
David Jones, 2018-04-22 06:42:22
This is a redacted version of a district plan to provide training for elementary teachers in technology integration. The plan was administered at Schroon Lake Central School in New York state in the 2017-2018 school year. David Jones served as the consultant computer job coach. This framework was developed during the summer of 2017 and describes how the service was delivered. It may be an effective model other districts might consider and so in that spirit is presented here.
Imagine this scenario: A student of yours is walking down the hall with a new student to the school. As they pass me by, the new student asks “Who is that?”. If your student replies “That’s our computer teacher.”, then we have done this wrong. If your student replies “That’s our teaching computer coach”, then we have done this right. Serving in this capacity, it is not appropriate for me to be your students’ computer teacher. My services are directed toward supporting and empowering teachers during which they become their students’ primary computer teacher.
By June 2018, preK through grade 5 classrooms are computer integrated such that teachers use technology to introduce, reinforce, extend, enrich, assess, and remediate students’ mastery of curricular targets1. I propose (see below) to promote developing this gradually in four phases.
Integrating computer technology in my classroom did not entail adding more work, except maybe at first as I learned and transitioned. Things I now do digitally have replaced and automated many things I used to do “manually”. While paper and pencil still hold a place of respect in my room, they no longer hold center stage.
As one adds digital features to one’s class through the year, consider what they will replace. All things being equal, choose the digital procedure. Reserve pencil and paper for the places they serve better than digital. Integrating computer technology in our classrooms should not represent an additional burden.
PreK - grade 2
represents a somewhat different set of goals for computer integration
than 3-5. This is one way in which the program will be
differentiated. Keyboarding will be formally taught in grades 3 and
4. The program can also be differentiated to teacher needs. Some may
need more support than others.
Computer integration in grades preK-2 will be more teacher-focused than student, moreso for younger ones, for two reasons: as a matter of principle, youngsters’ digital experiences in school should be carefully guided by adults and secondly because they are not yet sufficiently literate to do many computer-related tasks.
Aug. - Oct.
Oct. - Nov.
Dec. - Feb.
Update 25 October 2017: See draft “Information and Communication Technology Objectives for K-2” document and appendix.
Mar. - May
My afternoon schedule has reservations for a specific time each week for each teacher.
These are reservations in the sense that if more than one request is made for my services at these times, these classes get first right of refusal. These are not times where I come teach your students computers.
In some cases, I can be “on call” for you. During periods 2, 4, 8, 9, and 10, you can text me for quick assistance and I will come right away to assist with a computer issue (if I am not otherwise engaged.)
I will review research and write literature reviews on best practice. I will post the papers in the web site (TeachersWebHost.com). Please take some time to read these (admittedly unexciting) papers. They will provide the answer to anyone who says “Why are you doing this?” or “Why aren’t you doing that?”. At this writing there are two papers there that I have written, one on 1:1 laptops in schools and one on listening to music while studying.
Coming this fall are two important papers. The first one will address gaming in education. There is good reason to be suspicious of the “gamification” of learning on computers in some cases. The second literature review will be focused on the effects of digital experiences on youngest learners (ages 4-6). This paper will guide development of a preK-2 computer skill objectives list.
I will meet with you individually or in small groups to provide computer lessons. Depending on what suits your own schedule best, this can be during period 2, period 4, period 8, period 9, period 10. I will also be staying after school most Mondays until 4pm for anyone who wishes.
I will record custom video “how-to” lessons for you. As the year progresses, when you get stuck on something, you can send me an email asking how to do something. I will produce a 3-8 minute video showing you how, send you a link, and post it in the web site where I maintain resources for the job coaching.
I am an amateur programmer and I write apps as a hobby. I will try to write custom computer web programs for you at your request if you can’t find an app out there to do exactly what you want.
When considering what information technology skills to request in tutorial, teachers in grades preK to 2 could consider the skill sets I through V listed in Elementary Level -- Information Technology Skill Sets (pasted in below). Teachers of grades 3 to 4 could consider skill sets I through VI. In grade 5 perhaps skill set VII in spreadsheets would be helpful for lessons in math and science.
Recommended: Ten weeks of daily keyboarding in grades 3 / 4.
Google Suite Skill Sets, Grades 3-5
The following skill sets are goals for grades 3-5 to be mastered by grade 6. These would be mastery goals of teachers as well.
file naming practices
manners and “netiquette”
Google Docs file management
Access Google Drive.
Upload a file.
Create a folder.
Move file into folder.
Set share permissions.
Create two browser windows side-by-side to fill screen.
Word Processing in Google Docs
Create a new Google Doc and entitle it.
Select text and copy using keyboard shortcut.
Paste into document using keyboard shortcuts.
Undo and redo using keyboard shortcuts.
Change document line spacing.
Add page numbers to a document.
Number a list.
Bullet a list.
Add an “add-on”
Sort a list.
Change indent of list elements.
Align text to left, right, center, or “justified”.
Find - Replace text.
Insert a table.
Insert image and set text wrap.
Insert Page break.
Format table background color.
Align table text position to left, right, center.
Make a functional hyperlink in a document.
Download the document as a different file type.
Presentations in Google Slides
Create a new presentation and entitle it.
Add a title to the presentation.
Rename the title of presentation.
Create new slide.
Choose from the different slide formatting templates.
Change background of a slide.
Change the theme of the slides.
Insert and format images.
Add transitions to the slides.
Change the slide order.
Launch a presentation.
Organizing in Google Calendar
Create a calendar.
Add, edit, delete an event.
Edit event details.
Obtain embed code of a calendar.
Image Manipulation in Google Draw
Create a new Google Drawing and entitle it.
Set drawing dimensions.
Format text of inserted textbox.
Set position and dimensions of inserted shape.
Adjust image transparency.
Arrange images using align tools.
Group and ungroup images.
1 Hamilton, B. (2007). IT’s Elementary! Integrating Technology in the Primary Grades [excerpt]. International Society for Technology in Education. Retrieved 5 May 2017 from https://www.iste.org/images/excerpts/ITSELE-excerpt.pdf.