Term of Award

Summer 2020

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

College of Education

Committee Chair

Juliann McBrayer

Committee Member 1

Bryan Griffin

Committee Member 2

Suzanne Miller

Abstract

In one-to-one computing settings, the teacher's own internal beliefs and attitudes will primarily determine how often and in what ways they will use technology with their students. Although a great deal of literature addresses the barriers that teachers face when utilizing technology, the majority of these studies investigated technology use very broadly. The purpose of this quantitative, correlational study was to investigate the computer-based formative assessment (CBFA) practices of 414 core academic teachers within a one-to-one computing environment in a mid-sized suburban school district to better understand the relationships between CBFA usage rates of teachers and their background and perceptions of instruction technology. Survey data were collected from 261 of the academic teachers (63% response rate), which quantified teacher CBFA usage rates and collected information on teacher demographic factors, class factors, and teacher perceptions about technology as well as teacher autonomy. The major findings of the study indicated that there were statistically significant correlations between CBFA usage rates and teacher comfort with technology, teacher belief in technology as well as forms of teacher autonomy. Significant differences in CBFA usage rates were found between different subjects, class levels, grade levels, and for teachers that have a state-mandated end of course assessments. The findings from this study provide more insight into how teachers are utilizing CBFA in their classrooms and can aide in developing targeted professional development activities to support teachers in using technology to formatively assess students. Future research into the effectiveness of increased CBFA usage on student achievement could extend this research to demonstrate how student achievement may be related to increased use of this instructional tool.

INDEX WORDS: Formative assessment, Computer-based formative assessment, Barriers to technology, Teacher beliefs, One-to-one computing

OCLC Number

1190589806

Research Data and Supplementary Material

No

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