Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Ian D. Beatty, Assistant Professor (Creator)
- William Gerace, Helena Gabriel Houston Distinguished Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-enhanced formative assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational research. In TEFA, four principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and help teachers "bridge the gap" between educational research findings and practical, flexible classroom strategies for science instruction.
Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology
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Created on 3/30/2011
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Additional Information
- Publication
- Journal of Science Education & Technology 18(2) 146.
- Language: English
- Date: 2009
- Keywords
- Classroom response system, Pedagogy, Educational technology, Formative assessment