ICT-Integrated Formative Assessments: A Literature Review for K-12

Abstract

Assessment is an important part of teaching and learning as it informs about learners’ learning. Summative assessment has been dominant for many years and have been used mainly for categorizing or certification. Using assessments to inform teachers about their teaching and learners about their learning have gained much attention in recent years as more focus has been placed on student-centric classrooms. Black and William (2009) proposed 5 key aspects of formative assessment (FA) to guide teachers in their practice of making better use of assessments in the classroom. This paper aims to review studies done with respect to technology-integrated FA in the K-12 classrooms based on the 5 key aspects. It is found that most K-12 studies lacked the consideration of “clarifying and sharing learning intentions and criteria for success” (aspect 1) and “activating students as instructional resources for one another” (aspect 4) which are important enablers for technology-based formative assessments. Areas of related topics or studies that could be explored will be discussed as well.



Author Information
Low Tan Ying, Ministry of Education, Singapore

Paper Information
Conference: ECTC2015
Stream: e-Assessment and new Assessment Theories and Methodologies

This paper is part of the ECTC2015 Conference Proceedings (View)
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