How Teachers Evolve Their Formative Assessment Practices When Digital Tools Are Involved in the Classroom
How Teachers Evolve Their Formative Assessment Practices When Digital Tools Are Involved in the Classroom
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当数字工具介入课堂时，教师如何发展他们的形成性评估实践
DOI：
10.1007/s40751-016-0012-x
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Gilles Aldon
中科院分区：
文献类型：
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作者：
Monica Panero;Gilles Aldon
形成性评估是一个过程，可以告知教师和学生他们对知识的理解。技术可以使有关学生理解的数据以新颖的方式收集，组织和共享。FaSMEd项目旨在研究技术如何在形成性评估过程中发挥有效作用。本文介绍了一个案例研究，使我们能够更好地了解教师如何处理学生使用技术的数据（例如，平板电脑、学生响应系统、交互式白板），以及他如何使用它来通知他的教学。我们在9年级使用平板电脑的教室中的观察表明，技术可以被视为促进形成性评估过程的课堂环境的一个元素。教师和学生都利用了对数据的解释：教师根据学生的反应修改了他的教学，而学生则根据教师的反馈改进了他们的学习。
Formative assessment is a process that can inform both teachers and students of their understanding of knowledge at stake. Technology can enable data about student understanding to be collected, organised and shared in novel ways. The FaSMEd project aims to study how technology can play an effective role within a formative assessment process. This article presents a case study that allows us to understand better how a teacher processes data from student use of technology (e.g., tablets, a student response system, interactive whiteboards) and how he uses it to inform his teaching. Our observations in a grade 9 tablet-using classroom show that technology can be considered as an element of the classroommilieufacilitating the process of formative assessment. Both the teacher and the students took advantage of the interpretation of data: the teacher modified his teaching regarding students’ responses, while the students improved their learning in response to the teacher’s feedback.