scholarly journals Exploring and conceptualizing teacher formative assessment practices and digital applications within a technology-enhanced high school classroom

2017 ◽  
Author(s):  
◽  
Nilay Muslu
Keyword(s):  
High School ◽  
Formative Assessment ◽  
Technology Use ◽  
Assessment Process ◽  
Assessment Practices ◽  
Sociocultural Learning ◽  
Classroom Norms ◽  
Impact Of Technology ◽  
Ipad Applications ◽  
The Impact

Formative assessment is essential for improving student learning. Formative assessment research has predominantly used cognitive learning theories. In this dissertation study, I used sociocultural learning perspectives to understand how formative assessment supported student learning during interaction and how it empowered students. This dissertation included three manuscripts. The first manuscript was a conceptual study. I developed a new formative assessment cycle that was built on sociocultural perspectives and prior formative assessment cycles. The model included four steps: building community, monitoring community, community mediation, and redefining goals. These steps were described in detail with examples, and the roles of the teacher, learners, and peers were discussed. Future researchers may potentially use the model to understand formative assessment practices. Practicing teachers and teacher educators may benefit from the provided examples for classroom implementation of the model. In the empirical part of the dissertation, Chapter Three and Chapter Four, the participant teacher, who was a high school physics teacher, was selected from teachers that had been actively using iPads in their classrooms. This study was conducted at a public high school in the Midwest United States that had a diverse student population. Data were collected across eighteen class sessions. Primary data sources included video recorded observation of class sections, iPad applications, and teacher interviews. Supporting secondary sources included pictures taken during observations, lesson plans, assessment examples, student-works, and student interviews. In the second manuscript, I examined a high school physics teacher's technology enhanced classroom to understand the impact of technology on the teacher's formative assessment practices, and how the iPad influenced the formative assessment process, by using sociocultural learning perspectives. The participant teacher's formative assessment practices were described (members, tools, and classroom norms). Results showed that influences of the iPad on the formative assessment process were: 1) transforming classroom community, 2) empowering students, and 3) facilitating evidence-based discussions. This study shed light on: the impact of technology use on the teacher's formative assessment practice, how the impact rebuilt the classroom norms, and how technology use impacted student identity development. In the third manuscript, I focused on the most important aspect of formative assessment - feedback. I examined how well iPad applications (apps) supported providing feedback. Then, I compared the app affordances with teacher practice. To enable analysis of data, I enhanced Hatzipanagos and Warburton's (2009) feedback dimensions. Analysis revealed app diversity in supporting different feedback dimensions, and the teacher, through additional discussion and interactions with students, was able to support dimensions that an app did not. The provided examples of app affordances and teacher practices may be beneficial to prospective and practicing teachers. Application designers may benefit from this study towards improving their apps to support effective feedback.

scholarly journals Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

2022 ◽  
Vol 10 (1) ◽  
pp. 25-41
Author(s):  
Anita Muho ◽  
Gentjana Taraj
Keyword(s):  
High School Students ◽  
Formative Assessment ◽  
Student Motivation ◽  
English Language ◽  
Peer Assessment ◽  
Assessment Practices ◽  
School Students ◽  
Self Assessment ◽  
Motivation For Learning ◽  
The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

scholarly journals Windows of Opportunity: Family Systems Theory and Developmental Considerations for Supporting Youth, Parents and Clinicians in the Digital Age

2014 ◽  
Vol 9 (1) ◽  
pp. 14-28
Author(s):  
Steven Barreto ◽  
Sue K. Adams ◽  
Jennifer Daly
Keyword(s):  
Systems Theory ◽  
Family Systems ◽  
Technology Use ◽  
Family System ◽  
Rapid Evolution ◽  
Family Systems Theory ◽  
Daunting Task ◽  
Evolution Of Technology ◽  
Impact Of Technology ◽  
The Impact

Digital technology use is an integral part of children’s and adolescent’s lives. With the rapid evolution of technology, adult caregivers can easily feel overwhelmed by the daunting task of setting boundaries on technology use. Family systems theory offers a unique perspective for understanding how external factors (i.e., technology) can impede or enhance the family system, particularly when integrated into a developmental framework. Five clinical concepts are presented that weave together developmental tasks and family systems theory. This paper offers recommendations for clinicians to help parents understand the potentially harmful consequences of technology use across the developmental spectrum. We also provide recommendations for how to support parents in discussing technology use with their children and adolescents. Lastly, we offer suggestions for how the impact of technology use on development can be integrated into human service courses at the university level.

scholarly journals 0366 Power Off is Better Off: The Impact of Technology Use on Sleep Among University Students

SLEEP ◽  
2018 ◽  
Vol 41 (suppl_1) ◽  
pp. A140-A140
Author(s):  
L M Repa ◽  
N Rodriguez ◽  
S N Garland
Keyword(s):  
University Students ◽  
Technology Use ◽  
Impact Of Technology ◽  
The Impact

Technology-Assisted Formative Assessment

2015 ◽  
pp. 380-398 ◽  
Author(s):  
Karen E. Irving
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Formative Feedback ◽  
First Century ◽  
Assessment Process ◽  
Just In Time ◽  
Assessment Practices ◽  
Present Information ◽  
Electronic Technologies ◽  
Share Information

Reliable just-in-time assessments are the foundation of informed teaching and learning. Modern electronic technologies assist in the formative assessment process by supporting classroom environments that allow students and teachers to assess learning and providing mechanisms to present information about student learning during instructional sequences. To implement formative assessment practices, students and teachers benefit from rich educational tasks that invite students to share information about their understanding of the lesson while the lesson is occurring in order to nurture productive learning by both teacher and student. Formative feedback is facilitated by technologies such as connected classrooms, videography, online formative quizzes, and manuscript multi-draft editing. Technology-assisted formative assessment represents a powerful option to promote improved classroom communications that support formative assessment practices for teachers in twenty-first century classrooms.

The Impact of the Technology Used in Formative Assessment

2016 ◽  
Vol 54 (8) ◽  
pp. 1142-1167 ◽  
Author(s):  
Andrea Vásquez ◽  
Miguel Nussbaum ◽  
Enzo Sciarresi ◽  
Tomás Martínez ◽  
Camila Barahona ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Research Approach ◽  
School Students ◽  
Student Centered ◽  
Assessment Strategy ◽  
Tablet Pcs ◽  
Subsequent Phase ◽  
Two Phases ◽  
Impact Of Technology ◽  
The Impact

This study demonstrates how the technology used to assist formative assessment in spelling can have an impact on learning. Formative assessment represents a set of student-centered practices, the results of which are not always optimal. Furthermore, different technologies are better suited to certain tasks than to others. The study follows a Design-Based Research approach and was conducted in Chile in two phases. In the first phase of the study, a formative assessment strategy for teaching spelling is developed. In a subsequent phase, the impact of different technologies on this strategy is analyzed. This is achieved by comparing two different technologies: Tablet PCs and the interpersonal computer. The results reveal that a self-paced formative assessment strategy using Tablets is more effective than the same strategy using an interpersonal computer when teaching spelling to primary school students. This therefore highlights the impact of technology on learning when adopting a formative assessment strategy.

scholarly journals Technophobia as emerging risk factor in aging: Investigation on computer anxiety dimension

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Dina Di Giacomo ◽  
Federica Guerra ◽  
Enrico Perilli ◽  
Jessica Ranieri
Keyword(s):  
Risk Factor ◽  
Technology Use ◽  
Computer Anxiety ◽  
Low Frequency ◽  
Digital Native ◽  
Use Of Technology ◽  
Management Of Technology ◽  
Emerging Risk ◽  
Impact Of Technology ◽  
The Impact

Digital innovation changed the daily living impacting Quality of Life of individuals. Our study was focused on adult and elder behavioural approach to the technology. Out study aimed to investigate the impact of technology use in not digital native in order to investigate the behavioural degree of adaptation. An observational study was conducted on adult and old subjects (age range 50–67 years) measuring computer anxiety and technology use ability variables identifying the indexes for technophobia risk in digital living. Not digital native subjects and more older ones appeared being influenced by technophobia features because of feeling themselves as inadequate in the management of technology. Oneway ANOVA and then Bonferroni’s post-hoc analysis showed that non-autonomous (p<0.01), low-frequency (p<0.01), and feelingneed- for-help users (p<0.01) had higher levels of computer anxiety. No significant effect was in gender distribution. Finally, social networking seems related better use of technology and lower anxiety for digital solutions. Our findings highlight technophobia as a possible new risk factor for not digital native because it can affect their daily life through lower adherence to digital solutions; rather than aging successfully, they could develop fragile ageing. More, they seemed inadequate to use the digital solutions for better living in aging.

The Impact of Technology on Assessment and Evaluation in Higher Education

2011 ◽  
pp. 222-235 ◽  
Author(s):  
James P. Van Haneghan
Keyword(s):  
Higher Education ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Organizational Assessment ◽  
Assessment And Evaluation ◽  
Summative Assessments ◽  
The Social ◽  
Technological Tools ◽  
Impact Of Technology ◽  
The Impact

This chapter explores the impact of technology on assessment and evaluation in higher education. The impacts on classroom, program, and organizational assessment are discussed. Both formative and summative assessments in classrooms have been impacted by emerging technologies. However, the impact of many of the technological tools developed by measurement specialists has not been as widespread as one would expect given the age of many assessment technologies. Nevertheless, there remains a great potential for new measurement technologies to significantly improve classroom assessment practices. Technology for organizational assessment has continued to boom in light of the dual push for both accountability and continuous improvement by accreditors. The social impacts and burden of organizational assessment and evaluation are discussed. Overall, it is concluded that in order to evaluate the impact of technology, attention needs to be paid to the consequences of both classroom and organization assessment.

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