Teacher Learning of Technology Enhanced Formative Assessment
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The use of formative assessment requires knowledge and skills related to constructing and using a range of assessment instruments, such as paper-and-pencil tests and homework assignments.
“Furthermore, the use of formative assessment requires knowledge and skills related to constructing and using a range of assessment instruments, such as paper-and-pencil tests and homework assignments”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Feldman & Capobianco, 2008
AfL also requires certain ICT skills, for example, with regard to how to use certain digital assessment systems and tools.
“AfL also requires certain ICT skills as indicated in four studies, for example, with regard to how to use certain digital assessment systems and tools”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Feldman & Capobianco, 2008
Collaboration between teachers involves transforming data into information through discussing and making sense of data/assessment results.
“Transforming data into information through discussing and making sense of data/assessment results (Datnow et al., 2012, 2013; Feldman & Capobianco, 2008; Schildkamp & Kuiper, 2010; Schildkamp et al., 2012; Schildkamp, Karbautzki et al., 2014; Young, 2006)”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Feldman & Capobianco, 2008
Collaboration between teachers involves discussing and developing plans for action, for example, instructional plans or strategies.
“Discussing and developing plans for action, for example, instructional plans or strategies (Datnow et al., 2012, 2013; Farley-Ripple & Buttram, 2014; Feldman & Capobianco, 2008; Levin & Datnow, 2012; Park & Datnow, 2009; Schildkamp & Kuiper, 2010; Schildkamp et al., 2012; Schildkamp, Karbautzki et al., 2014; Young, 2006).”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Feldman & Capobianco, 2008
A negative attitude can hinder the use of DBDM or AfL.
“A negative attitude can hinder the use of DBDM or AfL”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Feldman & Capobianco, 2008
Collaboration between teachers involves analyzing and interpreting data.
“Analyzing and interpreting data (Datnow et al., 2013; Farley-Ripple & Buttram, 2014; Feldman & Capobianco, 2008; McNaughton et al., 2012; Schildkamp & Kuiper, 2010; Schildkamp et al., 2012; Schildkamp, Karbautzki et al., 2014)”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Feldman & Capobianco, 2008
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- Authors
- Feldman, A., & Capobianco, B. M.
- Affiliations
- University of Massachusetts Amherst (US)
- Purdue University West Lafayette (US)
- Corresponding author
- Feldman, Allan
- Venue
- Journal of Science Education and Technology
- Published
- 2007-11-20
- Volume
- 17
- Issue
- 1
- Pages
- 82-99
- ISSN
- 1059-0145 (ISSN-L)
- 1573-1839
- OpenAlex
- W2594041198
- Cited by
- 65
- References
- 62
- Citations by year
- 2024: 5 · 2023: 1 · 2022: 3 · 2021: 3 · 2020: 2 · 2019: 2 · 2018: 9 · 2017: 3 · 2016: 6 · 2015: 6 · 2014: 6 · 2013: 2 · 2012: 5
- FWCI
- 7.37
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Journal of Science Education and Technology (publishedVersion)
- Digital Commons - University of South Florida (University of South Florida) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- clickers, teacher learning, high school physics teachers, collaborative action research, teaching methods, curriculum integration, technology integration in teaching
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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