An examination of the use of computer-based formative assessements

Location

Influences on K-12 Student Achievement (Session 3 Breakouts)

Proposal Track

Practice Report

Session Format

Presentation

Abstract

The purpose of this study was to evaluate the current usage rates, training in, and perceptions of computer-based formative assessments (CBFA) by educators in a one-to-one computing environment. This quantitative study utilized a collection of survey data from 261 academic, K-12 teachers in a mid-sized suburban school district. Findings supported previous research noting that in one-to-one computing settings, educator’s attitudes and internal beliefs influence the rate of technology usage as a tool to advance student learning. Findings noted that teacher perceived comfort levels with technology, former beliefs regarding technology is the classroom, and teacher’s perceived autonomy impacted the readiness to use and implementation of CBFAs in the classroom environment. More specifically, findings uncovered significant differences within teacher usage of CBFA by teaching grade level, class levels, and study subjects. These findings support the need for targeted purposeful, collaborative, and sustainable professional development activities to encourage use of CBFA within the classroom to aide in student achievement. Further, additional research on a wider, national spread, long-term evaluations of usage, and effectiveness of increased CBFA usage on student achievement will assist in a more comprehensive understanding of the benefits of CBFA in the classroom.

Keywords

computer-based formative assessment, formative assessment, instructional technology, professional development, student achievement

Professional Bio

Patrick Sullivan, Ed.D., is a Principal in Coweta County School System where he has been for 24 years. He began his career teaching mathematics and served as a high school Assistant Principal (winning the 2018 Assistant Principal of the year) before becoming middle school Principal. His research interests include instructional technology, specifically computer-based formative assessment in a one-to-one computer setting.

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Oct 2nd, 11:00 AM Oct 2nd, 12:00 PM

An examination of the use of computer-based formative assessements

Influences on K-12 Student Achievement (Session 3 Breakouts)

The purpose of this study was to evaluate the current usage rates, training in, and perceptions of computer-based formative assessments (CBFA) by educators in a one-to-one computing environment. This quantitative study utilized a collection of survey data from 261 academic, K-12 teachers in a mid-sized suburban school district. Findings supported previous research noting that in one-to-one computing settings, educator’s attitudes and internal beliefs influence the rate of technology usage as a tool to advance student learning. Findings noted that teacher perceived comfort levels with technology, former beliefs regarding technology is the classroom, and teacher’s perceived autonomy impacted the readiness to use and implementation of CBFAs in the classroom environment. More specifically, findings uncovered significant differences within teacher usage of CBFA by teaching grade level, class levels, and study subjects. These findings support the need for targeted purposeful, collaborative, and sustainable professional development activities to encourage use of CBFA within the classroom to aide in student achievement. Further, additional research on a wider, national spread, long-term evaluations of usage, and effectiveness of increased CBFA usage on student achievement will assist in a more comprehensive understanding of the benefits of CBFA in the classroom.