Growth in Assessment Practices: Teacher Experiences with Summative Assessment When Working with Grades 7 to 9 Students Using One-to-One iPads

Autor/inn/en	Searle, Michelle J.; Kirkpatrick, Lori C.; Smyth, Rachael E.; Paolini, Michela
Titel	Growth in Assessment Practices: Teacher Experiences with Summative Assessment When Working with Grades 7 to 9 Students Using One-to-One iPads
Quelle	In: Assessment Matters, 12 (2018), S.4-33 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-7839
Schlagwörter	Summative Evaluation; Handheld Devices; Grade 7; Grade 8; Grade 9; Blended Learning; Technology Integration; Program Effectiveness; Teacher Attitudes; Rural Schools; Foreign Countries; Early Adolescents; Elementary School Teachers; Secondary School Teachers; Student Role; Feedback (Response); Access to Computers; Canada + Suchen Sie Ihr Suchwort? School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kanada
Abstract	This study examines the summative-assessment practices used for a one-to-one programme where all teachers and students in grades 7 to 9 across an entire district were provided with iPads. Data were gathered from 61 teachers who participated in a blended-learning case study. This article addresses how the presence of one-to-one technology, in the form of iPads, shapes summative-assessment practices. Key themes relate to the technology itself, enhanced communication, and the broad and variable assessment practices themselves. A need for ongoing support for educators and for the possible roles that students can play are both identified. The crucial findings are that effective summative assessment using technology is believed to be of value for student learning when combined with more traditional forms of assessment. We speculate that technology may be a catalyst for rethinking assessment practices and offer considerations for future research. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01