Designing and Evaluating Technology-Based Formative Assessments

View Sample PDF

Author(s): Emtinan Alqurashi (Temple University, USA)and Ariel R. Siegelman (Temple University, USA)
Copyright: 2019
Pages: 23
Source title: Handbook of Research on Faculty Development for Digital Teaching and Learning
Source Author(s)/Editor(s): Alev Elçi (Aksaray University, Turkey), Linda L. Beith (Roger Williams University, USA)and Atilla Elçi (Hasan Kalyoncu University, Turkey)
DOI: 10.4018/978-1-5225-8476-6.ch012

Keywords: Business & Management / Business Science Reference / Educational Administration and Leadership / Professional Development

Purchase

View Designing and Evaluating Technology-Based Formative Assessments on the publisher's website for pricing and purchasing information.

Abstract

Formative assessments aligned with learning goals can improve student learning. Integrating technology into formative assessments can further enhance and transform the learning experience. This chapter focuses on how instructors can design and evaluate formative assessment activities that incorporate technology. It provides a practical guide for understanding how to apply the revised Bloom's taxonomy framework and the substitution, augmentation, modification, redefinition (SAMR) model to create meaningful technology-based formative assessments. This chapter includes evaluations of example technology-based formative assessments that align with learning goals based on Bloom's taxonomy. It determines if the technology used to either substitute or improve the functionality of the activity, enables the redesign of an entire activity, or yields a new activity that is impossible without the technology. This information can be applied to ensure the integrity of technology-based formative assessments and to determine if using a technology tool in a formative assessment is worthwhile.

The IRMA Community

Research IRM

Designing and Evaluating Technology-Based Formative Assessments

Purchase

Abstract

Related Content

IRMA Sponsors