한국침례신학대학교 도서관

Unpacking the Formative Assessment Processes of Secondary Mathematics Teachers Who Use Wireless Networked Classroom Technology- [e-book]

서명/저자: Unpacking the Formative Assessment Processes of Secondary Mathematics Teachers Who Use Wireless Networked Classroom Technology - [e-book]

초록/해제: 요약 : The use of formative assessment can increase student achievement (Black & Wiliam, 1998a). However, some of the challenges of incorporating formative assessment into instruction include the length of time needed to collect, assess and provide feedback to all students and dealing with students misunderstandings and incorrect answers that are publicly shared with the entire class (Olson et al., 2010). These challenges can be overcome by incorporating the use of Wireless Networked Classroom Technology (WNCT), such as the TI-Nspire(TM) Navigator(TM) System, into instruction. This technology provides anonymity of student responses and allows for quick dissemination and retrieval of information (Olson et al., 2010). The use of WNCT has also led to improvements in student achievement in K-12 and college math and science classrooms as teachers more easily and instantaneously collect, manage, and analyze data received from students (Roschelle, Penuel, & Abrahamson, 2004).

초록/해제: 요약 : In this qualitative case study research, the formative assessment processes of three secondary mathematics teachers who integrated WNCT, specifically the TI-Nspire Navigator System, were studied. The purpose of this study was to provide detailed accounts of the formative assessment processes in each of these classrooms with the technology. This included key strategies of formative assessment present during instruction, the system features used, questions asked, and each teachers use of real-time data. Methods used to collect data included a semi-structured initial teacher interview, non-participant classroom observations, semi-structured pre-and post-observation interviews and where applicable, screen capture of the information displayed to students through an LCD project from the teachers computer during instruction. These methods were analyzed using a conceptual framework that consisted of the formative assessment framework (Black & Wiliam, 2009), Navigator System features used (Texas Instruments, 2014), question types posed by teachers (Boaler & Brodie, 2004), planning continuum (Shavelson et al., 2008) and levels of feedback provided to students (Lee, 2012).

초록/해제: 요약 : Results indicated that each teacher demonstrated their own unique process of formative assessment during instruction, but all three teachers integrated key strategies two, three, and four of the formative assessment framework into their instruction. Each teacher also utilized difference system features to support their use of the Navigator System as a formative assessment tool that included the Quick Polls, Screen Capture, and Send/Receive Documents. The primary purpose for using each of these three features was to gather information from students regarding their ability to complete computations with regards to the mathematical content being learned for the day. The feedback that teachers provided to students after reviewing the real-time data was also unique to each teacher. There were 19 different categories of feedback observed during instruction that ranged from evaluative/normative, corrective/verification, to elaborative/facilitative feedback. The results of this research were then used to create a theoretical framework of formative assessment using the TI-Nspire Navigator System.