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ERIC Number: EJ1158166
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Student Response Systems for Formative Assessment: Literature-Based Strategies and Findings from a Middle School Implementation
Fuller, Julia S.; Dawson, Kara M.
Contemporary Educational Technology, v8 n4 p370-389 2017
In this article we share how a district-level technology integration specialist used literature on implementing student response systems (SRS) for formative assessment, based on Desimone's (2009) core features of professional development design, Guskey's Levels of Professional Development Evaluation (1998, 2000, 2002), and Danielson's Observation Cycle (2007), to support 12 middle school teachers in using SRS in their classrooms. The work reported here provides an example of incorporating literature-based best practices to support teachers in effectively using technology in the classroom. The findings of this study indicate that the teachers learned to use the SRS technology and associated strategies to collect formative data and appropriately adjust instruction to meet learners' needs. This work has implications for SRS in K-12 classrooms, technology integration professional development, and for preservice teacher education.
Descriptors: Formative Evaluation, Literature Reviews, Middle Schools, Program Implementation, Technology Integration, Audience Response Systems, Middle School Teachers, Faculty Development, Best Practices, Technological Literacy, Pedagogical Content Knowledge, Classroom Techniques, Teaching Skills, Classroom Observation Techniques, Interviews, Student Behavior, Student Participation, Learner Engagement, Instructional Effectiveness, Teaching Methods
Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: email@example.com; Web site: http://www.cedtech.net
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A