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ERIC Number: EJ1153447
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1475-939X
EISSN: N/A
Views and Practices from the Chalkface: Development of a Formative Assessment Multimedia Learning Environment
Zhan, Ying; So, Winnie Wing Mui
Technology, Pedagogy and Education, v26 n4 p501-515 2017
Recently, technology-supported formative assessment has caught researchers' increasing attention. Most of the relevant studies have been carried out in experimental situations to demonstrate the effectiveness of technology-supported formative assessment for learning. However, little is still known about how technology-supported formative assessment is viewed and experienced by teachers in their classrooms. To fill this gap, this study investigated teachers' voices and practices when they used a formative assessment multimedia learning environment (FAMLE) in their classrooms during three semesters, which involved continuous platform refinement. The findings show that the teachers encountered a number of problems in four major aspects, namely students' engagement, assessment task design, feedback and follow-up issues. FAMLE went through corresponding refinement in two rounds. A change was evident in teachers' pedagogical practice of FAMLE from summative and revision use, diagnostic use, to integrative use.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A