The Nexus between Formative Assessment and Technology in Networked Classrooms. What have we learned?
Thursday, March 10 11:30 AM-12:30 PM
This paper reports on a three-year project funded by the National Science Foundation that investigated feasible models of implementing formative assessment using networked technology in seventh-grade mathematics classrooms. It compares the effects of two different sequences of professional development that focused on both formative assessment and networked technology. Data were collected on student achievement and teacher’s content knowledge for teaching, knowledge and self-efficacy of formative assessment, and knowledge and use of technology. While there were no differences in student achievement between the two models, there were significant differences found in other variables that are of interest to and use for those designing professional development programs.