Adoption of Computer-Based Formative Assessment in a High School Mathematics Classroom

被引：1

作者：

Warner, Zachary B. ^{[1
]}

机构：

[1] SUNY Albany, Educ Psychol, Albany, NY 12222 USA

来源：

JOURNAL OF CASES ON INFORMATION TECHNOLOGY | 2011年 / 13卷 / 04期

关键词：

Classroom Assessment; Computer-Assisted Assessment; Computer-Based Assessment; Education; Educational Technology; Feedback in Learning; Formative Assessment; Self-Regulation; Social Science;

D O I：

10.4018/jcit.2011100102

中图分类号：

TP [自动化技术、计算机技术];

学科分类号：

0812 ;

摘要：

This case follows a high school mathematics teacher who is new to the classroom and is looking to adopt computer-based formative assessment as a part of his curriculum. Working within the confines of the school environment, this requires navigating a shrinking budget, colleagues that do not share his value of technology, restricted time, student issues, and limited resources. He must examine all aspects of the available computerbased formative assessment systems and weigh the pros and cons to insure the best academic outcomes for his students.

引用

页码：9 / 20

页数：12

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