Tuesday, March 3
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Teachers’ Knowledge, Beliefs, and Assessment Practices: Using Technology Tools for Assessing Elementary Students’ Learning

Brief Paper ID: 25497
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    Jane Howland
    University of Missouri

Abstract: A four-year completed project included elementary teachers who assessed individual students’ learning using technology as an assessment tool. Specifically, the study focused on 1) teachers’ knowledge, beliefs, and practices related to teaching and assessment, 2) the context of the principal setting, which was a rural Midwest elementary school and, 3) the technology, which included an electronic portfolio system (Foliotek) and handheld computers. Teachers did not change the frequency of most of the teaching practices they employed prior to the project. By the end of the project, classroom teachers significantly increased their usage of a computer-based system for maintaining student assessment information (p < .01). They significantly increased their usage of some conventional strategies commonly associated with performance on a standardized test, due perhaps to the heightened focus on test performance engendered by the evaluation and accountability requirements of No Child Left Behind Legislation.

Presider: Clement Lambert, University of the West Indies

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