An Examination of the use of computer-based formative assessments
The purpose of this quantitative, correlational study was to investigate the computer-based formative assessment (CBFA) practices of core academic teachers within a one-to-one computing environment to better understand the relationships between CBFA usage rates of teachers and their perceptions of i...
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| Veröffentlicht in: | Computers and education Jg. 173; S. 104274 |
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| Format: | Journal Article |
| Sprache: | Englisch |
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Elsevier Ltd
01.11.2021
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| ISSN: | 0360-1315, 1873-782X |
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| Abstract | The purpose of this quantitative, correlational study was to investigate the computer-based formative assessment (CBFA) practices of core academic teachers within a one-to-one computing environment to better understand the relationships between CBFA usage rates of teachers and their perceptions of instructional technology. Survey data were collected from 261 academic teachers (63% response rate), which quantified teacher CBFA usage rates. The major findings of the study indicated that there were statistically significant correlations between CBFA usage rates and teacher comfort with technology, teacher belief in technology, and teacher autonomy. Significant differences in CBFA usage rates were found between different subjects, class levels, and grade levels. The findings provide insight into how teachers utilize CBFA in their classrooms to aid in developing targeted professional development to support teachers in using technology to formatively assess students. Future research into the effectiveness of increased CBFA usage could demonstrate how student achievement may be related to increased use of this instructional tool.
•Significant correlations between CBFA usage rates and teacher comfort with technology, belief in technology, and autonomy.•Significant differences in CBFA usage rates were found between different subjects, class levels, and grade levels.•Teachers using CBFA could advance of professional development to support using technology to formatively assess students.•Increased CBFA usage on student achievement could further display how achievement may be related to increased use of CBFA. |
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| AbstractList | The purpose of this quantitative, correlational study was to investigate the computer-based formative assessment (CBFA) practices of core academic teachers within a one-to-one computing environment to better understand the relationships between CBFA usage rates of teachers and their perceptions of instructional technology. Survey data were collected from 261 academic teachers (63% response rate), which quantified teacher CBFA usage rates. The major findings of the study indicated that there were statistically significant correlations between CBFA usage rates and teacher comfort with technology, teacher belief in technology, and teacher autonomy. Significant differences in CBFA usage rates were found between different subjects, class levels, and grade levels. The findings provide insight into how teachers utilize CBFA in their classrooms to aid in developing targeted professional development to support teachers in using technology to formatively assess students. Future research into the effectiveness of increased CBFA usage could demonstrate how student achievement may be related to increased use of this instructional tool.
•Significant correlations between CBFA usage rates and teacher comfort with technology, belief in technology, and autonomy.•Significant differences in CBFA usage rates were found between different subjects, class levels, and grade levels.•Teachers using CBFA could advance of professional development to support using technology to formatively assess students.•Increased CBFA usage on student achievement could further display how achievement may be related to increased use of CBFA. |
| ArticleNumber | 104274 |
| Author | Miller, Suzanne Fallon, Katherine Sullivan, Patrick McBrayer, Juliann Sergi |
| Author_xml | – sequence: 1 givenname: Patrick surname: Sullivan fullname: Sullivan, Patrick email: ps02449@georgiasouthern.edu organization: Georgia Southern University, P.O. Box 8131, 3105, Statesboro, College of Education, 30460, Georgia – sequence: 2 givenname: Juliann Sergi surname: McBrayer fullname: McBrayer, Juliann Sergi email: jmcbrayer@georgiasouthern.edu organization: Georgia Southern University, P.O. Box 8131, 3105, Statesboro, College of Education, 30460, Georgia – sequence: 3 givenname: Suzanne surname: Miller fullname: Miller, Suzanne email: smiller@georgiasouthern.edu organization: Georgia Southern University, P.O. Box 8031, Statesboro, College of Education,30460, Georgia – sequence: 4 givenname: Katherine surname: Fallon fullname: Fallon, Katherine email: kf10548@georgiasouthern.edu organization: Georgia Southern University, P.O. Box 8031, Statesboro, College of Education, 30460, Georgia |
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| Cites_doi | 10.1111/jcal.12172 10.1007/s11528-015-0014-3 10.1111/bjet.12344 10.30935/cedtech/6206 10.1016/j.tate.2017.06.021 10.1080/07380569.2017.1305879 10.1016/j.stueduc.2016.10.008 10.1177/0162353214541326 10.1080/00401706.1981.10487680 10.1016/j.stueduc.2011.03.001 10.1016/j.learninstruc.2016.12.006 10.1016/j.compedu.2014.04.013 10.1111/bjet.12265 10.3102/0034654316628645 10.1108/09578231211223356 10.1016/j.compedu.2016.05.003 10.1177/0031721715583967 10.1016/j.compedu.2016.12.001 10.1080/00098650903267784 10.3102/0002831215587754 10.1016/j.stueduc.2016.06.004 10.1080/20004508.2016.1275190 10.1016/j.compedu.2015.12.002 10.1007/s11423-015-9410-9 10.1016/j.compedu.2012.05.014 10.1016/j.stueduc.2014.02.001 10.1007/s11423-017-9509-2 10.1007/s11423-006-9022-5 10.1016/j.stueduc.2011.04.001 |
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| Keywords | Formative assessment Student achievement Instructional technology Professional development Computer-based formative assessment |
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