Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology
Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology
复制标题
技术增强的形成性评估：利用课堂反应技术教授科学的研究型教学法
DOI：
--
复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
W. Gerace
中科院分区：
文献类型：
--
作者：
Ian D. Beatty;W. Gerace
课堂反应系统（CRS）是一种很有前途的教学技术，但大多数关于CRS使用的文献未能区分技术和教学法，无法定义和证明教学观点，也无法区分教学法。技术增强的形成性评估（TEFA）是我们基于crs的科学教学的教学方法，由经验和几个教育研究传统提供信息。在TEFA中，四个原则要求实践问题驱动型教学、对话式话语、形成性评估和元层面交流。这些是通过问题循环制定的，这是一种基于crs的问题的迭代模式，可以满足多种教学需求。TEFA应该改善CRS的使用，帮助教师“弥合”教育研究成果与科学教学中实用、灵活的课堂策略之间的差距。
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, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and help teachers “bridge the gap” between educational research findings and practical, flexible classroom strategies for science instruction.