Comparing Two Versions of Professional Development for Teachers Using Formative Assessment in Networked Mathematics Classrooms

2015 ◽  
Vol 47 (1) ◽  
pp. 41-70
Author(s):  
Yue Yin ◽  
Judith Olson ◽  
Melfried Olson ◽  
Hannah Solvin ◽  
Paul R. Brandon
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Mathematics Classrooms ◽  
Professional Development For Teachers

Developing Student Agency to Support Learning-Trajectory-Based Formative Assessment

2020 ◽  
pp. 151-164
Author(s):  
Alison Castro Superfine ◽  
Kathleen Pitvorec ◽  
Timothy Stoelinga
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Professional Learning ◽  
Collaborative Inquiry ◽  
Learning Goals ◽  
Learning Trajectory ◽  
Instructional Decisions ◽  
Student Agency ◽  
Mathematics Classrooms ◽  
Inquiry Approach

High-quality formative assessment practices depend on teachers having a clear sense of learning goals, an understanding of the learning trajectories students progress along toward these goals, criteria for assessing students' progress, and ways of using this information to inform instructional decisions. In this chapter, the authors describe efforts to support teachers' practice with a focus on learning trajectory-based formative assessment. These professional development efforts moved away from delivering professional development to teachers and evolved into professional learning with teachers as co-researchers and co-designers. The authors discuss this collaborative inquiry approach to supporting elementary teachers' understanding and use of learning trajectory-based formative assessment in mathematics classrooms, and share examples of the various forms of inquiry developed, and ways in which teachers engaged in these activities as part of the collaborative inquiry.

Using the AMC Anywhere Web-Based Assessment System to Examine Primary Students' Understanding of Number Sense

2015 ◽  
pp. 365-377 ◽  
Author(s):  
Christie Sullivan Martin ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Assessment Tool ◽  
Lesson Planning ◽  
Assessment System ◽  
Primary Students ◽  
Web Based ◽  
Mathematics Classrooms ◽  
Cyclical Process ◽  
Kindergarten Classroom

This chapter discusses how technology can be used to support formative assessment in primary grades mathematics classrooms. There is a specific focus on how technology can assist teachers in conducting formative assessment, how technology may be used to better understand the data produced from regularly engaging in this type of assessment, and how teachers use the data to individualize lesson planning to increase student learning. The chapter specifically examines the Assessing Mathematics Concepts (AMC) Anywhere Web-based assessment tool. This chapter describes a composite kindergarten classroom. This example is intended to illustrate the entire cyclical process of assessing students, analyzing data, and planning and implementing instruction based on the data. The chapter concludes with a discussion and implications for professional development and future instruction.

The Role of Technology in Higher Education

IJOHMN ◽  
2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. A. SUBRAMANIAN
Keyword(s):  
Professional Development ◽  
Information Systems ◽  
Distance Learning ◽  
Educational Achievement ◽  
Traditional Education ◽  
Developmental Potential ◽  
Professional Development For Teachers ◽  
Paper Technology ◽  
Educational Field

Present status and use for educational purposes, technology is fulfilling an ever increasing role in both the traditional education field, and in other fields which are utilizing technology for educational purposes. Within the educational field we can see technology as a means of removing barriers for students and teachers alike. First, technology can remove financial and geographical barriers through distributed learning. This allows students and teachers to experience educational opportunities that they might have otherwise never been able to encounter. Second, technology is bringing about a new focus on problem and skill based learning. Information databases are being used to assist teachers in the acquisition of new knowledge and provide professional support outside of the traditional professional development seminar. In regards to future action, we should continue to utilize the successful trends in education as a means to fulfil their developmental potential and see increased impacts on our field. In particular, we should continue the use of distance learning as a means of professional development for teachers, by providing more opportunities aimed at improving their job related performance. Distance learning for students should also be an area of focus by providing software that allows for increasing authenticity in simulations, multimedia content, and social connections. We should continue to focus on technology that allows students to interact with other students and environments located outside of their current environment, locality, and culture. Information systems are also in need of continual investment. Information systems perform two important roles for the educational system: Focus on this paper, technology has already served an important role in education in multiple fields. Specifically, technology has been of great use to the educational field in terms of its focus on improving the effectiveness and efficiency of the educational experiences of both students and teachers. Continued use and development of technology can serve to further benefit the educational field and recommendations based on the development of existing trends in education should be pursued for great gains in educational achievement..

scholarly journals University Academics’ Perceptions Regarding the Use of Information Technology Tools for Effective Formative Assessment: Implications for Quality Assessment through Professional Development

2021 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Christian S. Ugwuanyi ◽  
Chinedu I. O. Okeke ◽  
Matseliso L. Mokhele-Makgalwa
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Formative Assessment ◽  
Quality Assessment ◽  
Quantitative Research ◽  
Internal Consistency Reliability ◽  
Research Approach ◽  
Effective Implementation ◽  
Technology Tools ◽  
Descriptive Survey

The study sought the perceptions of university academics on the use of IT tools for the formative assessment (FA) of students’ learning outcomes. This study adopted a quantitative research approach and descriptive survey research design using a sample of 180 university academics. Academics’ perception questionnaire was used for data collection. The instrument with two clusters was properly validated, and its internal consistency reliability indies found to be 0.79 and 0.85 for clusters A and B using the Cronbach alpha method. The obtained data were analysed using mean and t-test of independent samples. The results revealed that university academics perceived the use of information technology tools as veritable tools for effective implementation of FA. Further analysis revealed that the perceptions of the academics differed significantly by gender and qualification. IT tools are indispensable in the effective implementation of formative assessment practices in institutions of higher learning. This finding implies that quality assessment can be achieved using IT tools, but there is a need for professional development of the lecturers. It was therefore recommended that efforts should be made by the Nigerian Education stakeholders in making adequate provisions for the effective implementation of quality assessment using IT tools.

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