the NETS for Students
In researching what schools, districts, and states were doing to evaluate the NETS for Students (NETS•S), it was interesting, but not surprising, to discover that many organizations are struggling with the same issue: how to better define the performance expectations implicit in the standards and performance indicators and make them stated objectives specific enough to be used as the basis for an assessment program. The discovery of this problem was an important step toward the evolution of an assessment program for student technology achievement as defined by the NETS•S.
The NETS•S were originally created as educational standards, focusing on what needed to be taught. As such, educators have used the NETS•S to define and explore better ways to teach and use technology in the classroom. The NETS•S has also been invaluable in defining curricular approaches to advancing ICT literacy nationwide, having been adopted or adapted by 49 of our 50 states. However, as states and districts have sought ways to assess student achievement of the NETS•S, they've encountered a familiar problem: educational standards and assessment standards aren't necessarily the same thing. Educational standards that guide curriculum development focus on what can be taught. Assessment standards, on the other hand, must focus on what can be measured.