Cited by 65Student Assessment and FeedbackInnovative Teaching MethodsScience Education and Pedagogy

Teacher Learning of Technology Enhanced Formative Assessment

Feldman, Allan, Capobianco, Brenda M.·2008·Journal of Science Education and Technology

Integrity signals

Registry

Crossref · 10.1007/s10956-007-9084-0

Cites

62 of 62 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • 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”
  • 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”
  • 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)”
  • 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).”
  • A negative attitude can hinder the use of DBDM or AfL.

    “A negative attitude can hinder the use of DBDM or AfL”

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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
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

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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.

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