Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology

@article{Beatty2009TechnologyEnhancedFA,
  title={Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology},
  author={Ian D. Beatty and William J. Gerace},
  journal={Journal of Science Education and Technology},
  year={2009},
  volume={18},
  pages={146-162}
}
Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-enhanced formative assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational research. In TEFA, four principles enjoin the practice of question-driven instruction… 

Technology-Enhanced Formative Assessment Question-Driven Instruction Using Student Response Systems in High School Life Science Classes

TLDR
This project offers TEFA lessons aligned to the core ideas of the Next Generation Science Standards (NGSS) for high school life science that can be readily implemented in most classrooms with existing technology.

Student Response Systems for Formative Assessment: Literature-Based Strategies and Findings from a Middle School Implementation.

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)

Technology-Assisted Formative Assessment

  • K. E. Irving
  • Education
    Learning and Performance Assessment
  • 2020
Reliable just-in-time assessments are the foundation of informed teaching and learning. Modern electronic technologies assist in the formative assessment process by supporting classroom environments

The effectiveness of a classroom response system as a method of formative assessment in a middle school science classroom

Formative assessments are a great tactic to determine the level of student understanding of particular concepts taught in the classroom. However, this type of assessment may take time to plan,

Technology Enhanced Formative Assessment for Students’ Motivation in Mathematics at Elementary Level

Technology Enhanced Formative Assessment (TEFA) is an advanced and evidence-based pedagogical approach for science and mathematics teaching using a classroom response system. Question-driven

Viewing teacher transformation through the lens of cultural-historical activity theory (CHAT)

Technology-Enhanced Formative Assessment (TEFA) is an innovative pedagogy for science and mathematics instruction. The ‘Teacher Learning of TEFA’ research project studies teacher change as in-service

Technique efficacy when using a student response system in the reading classroom

Although studies using student response systems (SRSs) within the English as a foreign language (EFL) classroom are relatively rare, there is increasing evidence from a range of disciplines to

Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration

“Learner centered” term points out environments that attention to the learners brings to the educational setting. This term includes teaching practices: effort to uncover what learners think in a

The Use of Polls to Enhance Formative Assessment Processes in Mathematics Classroom Discussions

This contribution addresses the theme of technology for formative assessment in the mathematics classroom and in particular the ways connected classroom technology may support formative assessment

Towards A Systematic Pedagogy-Oriented Model of CRS Research: Efficacy of Classroom Response System-Facilitated Peer Instruction in Psychology Lecture Classes

The main purpose of this mixed method study is 1) to investigate to what extent students perceive the way Classroom Response System-facilitated Peer Instruction (CRS-PI) is used as a positive
...

References

SHOWING 1-10 OF 88 REFERENCES

Teacher Learning of Technology Enhanced Formative Assessment

This study examined the integration of technology enhanced formative assessment (FA) into teachers’ practice. Participants were high school physics teachers interested in improving their use of a

Classroom Response and Communication Systems: Research Review and Theory

TLDR
The research on classroom response system technology and the related pedagogy and more advanced, but related technologies are reviewed, particularly with regard to the popular use of these systems to enhance questioning and feedback.

Assessing-To-Learn: Formative Assessment in Physics Instruction

Assessment designed to enhance teaching and learning is called “formative assessment.” During formative assessment, teachers and students seek information about the state of student learning and then

The Characteristics of Formative Assessment in Science Education.

Formative assessment, in this article, is defined as "the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning."

Assessment and Classroom Learning

ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students

QUESTION DRIVEN INSTRUCTION: TEACHING SCIENCE (WELL) WITH AN AUDIENCE RESPONSE SYSTEM

TLDR
This chapter appears in the book, Audience Response Systems in Higher Education: Applications and Cases edited by David A. Banks © 2006, Idea Group Inc.

Formative assessment: raising standards inside the classroom

This article draws on a recent review of the relevant literature published over the past ten years. It gives a brief overview of the evidence, both quantitative and qualitative, about the quality of

Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports.

This monograph examines the nature of active learning at the higher education level, the empirical research on its use, the common obstacles and barriers that give rise to faculty resistance, and how

ASK-IT/A2L: Assessing student knowlede with instructional technology

The ASK-IT/Assessing-to-Learn (A2L) project is an attempt to bring a strategic approach to learning, instruction, and communication. ASK-IT/A2L seeks to integrate formative assessment and classroom

Classroom Response Systems: A Review of the Literature

TLDR
There is a need for a concerted research effort that rigorously explores conditions of use across diverse settings and pedagogies to define the affordances and limitations of Classroom Response Systems.
...