Collabora'veplanning

Implementa'on

Observa'on

Reflec'on

Feedback

Introduction

Digitaltechnologyinforma1veassessmentExample:Pre-lessonassessment

Summaryofuse Examplesofapps,systems.

Process Assessmentandresponse

Comparisontopaper-basedprocess

Closedresponseques'onsaresenttostudentstocompleteandreturntotheteacher.Thesemayormaynotbeprocessedintosummariesbythesystem.

Forcommunica'on:NearpodShowbie+forques'ondesign:Socra'veMathspace

Teachergainsanoverviewofstudents’facilitywiththecontentpriortolesson.

Teachergainssomeinforma'ononstudentunderstandingtouseinplanningthelesson.Teachermaygroupstudentsaccordingtoresults,forexample,sothatonecanhelpanother.

Advantages:Replacementofpaper-basedmethodswithbenefitofeasyaccessfortheteacher.Summaryinforma'onhasbenefitofthespeedatwhichthisisavailabletotheteacherand'mesaved.Drawbacks:Limitednumberofques'onformatsavailableonsomesoQware.

WheretheLearnerisGoing

WheretheLearnerisRightNow

HowtoGetThere

Teacher Clarifyinglearninginten'onsandsharingcriteriaforsuccess

Engineeringeffec'veclassroomdiscussionsandtasksthatelicitevidenceoflearning

Providingfeedbackthatmoveslearnersforward

Peer Understandingandsharinglearninginten'onsandcriteriaforsuccess

Ac'va'ngstudentsasinstruc'onalresourcesforoneanother

Learner Ac'va'ngstudentsastheownersoftheirownlearning

Formative Assessment Framework ((Wiliam & Thompson, 2007).

References: Black,P.,&Wiliam,D.(2009).Developingthetheoryofforma'veassessment.Educa'onalAssessment,Evalua'onandAccountability,21(1),5-31.Fullan,M.,&Donnelly,K.(2013).Aliveintheswamp:Assessingdigitalinnova'onsineduca'on.London:Nesta.Availableonline:www.nesta.org.uk/library/documents/Alive_in_the_Swamp.pdf.Wiliam,D.,&Thompson,M.(2007).Integra'ngassessmentwithlearning:Whatwillittaketomakeitwork?

Theprojectinvolvedworkingwiththreeschoolsandnineteacherstodesignandtrialatotalofeightlessons.

Intheuseofdigitaltechnologyineduca1ontherearethreeinterlinkedstrandsbuttheseareunequallydeveloped:•  Technology•  Pedagogy•  Systemchange

(FullanandDonnelly,2013)

Prac1ceinaclassroomisforma1vetotheextentthatevidenceaboutstudentachievementiselicited,interpretedandusedbyteachers,learners,ortheirpeers,tomakedecisionsaboutthenextstepsininstruc1onthatarelikelytobebeAer,orbeAerfounded,thanthedecisionstheywouldhavetakenintheabsenceoftheevidencethatwaselicited.”

(Black&Wiliam,2009)

ASKElicit information by

questioning or observing.

ANSWERRespond orally, in

writing or via technology.

ANALYSEInterpret response, offer and interpret

feedback.

ADAPTModify teaching

and learning

Teacher adapts question or

lesson

Processing and feedback

provided by technology

Technologyasks

question

Teacher asks

question

Peer asks

question

Interpretation and feedback

provided by peer

Student responds to

question

Student modifies

response to question

Student interprets feedback

Interpretation and feedback provided

by teacher

Technology adapts question

SENDINGANDDISPLAYING PROCESSINGAND

ANALYSING

PROVIDINGANINTERACTIVELEARNING

ENVIRONMENT

DESIGNRESEARCHCYCLE

KEYFINDINGS1.  Thespeedandaccessibilityofinforma'oncanbebeneficial.2.  Theeffec'veuseofinforma'onprovidedbydigitaltechnology

informa'veassessmentisdependentonappropriateteacherac'on.

3.  Pedagogyisimportant.Teachersneedtounderstandhowtointerpretanduseinforma'on.

4.  Detailedanalysisoftheprocesscanhelphighlightkeydecisionpointsforteachers.

5.  Usingforma'veassessmentprocessesasameansofexaminingtheimpactonlearningofdigitaltechnologyfocusesthestudyofdigitaltechnologyonareaswhereposi'veeffectscanbeexpected.

FrameworkforanalysisKeyarea Examplesusingofdigitaltechnology

Buildingonstudents’priorknowledge

Pre-lessondiagnos'cassessmentandclassoverviewsareusedinlessonplanning.

Iden1fyingandrespondingtostudents’conceptualdifficul1es

Samplestudentworkisselectedanddisplayedtoexposemisconcep'ons.

Usingques1oning

Studentworkisdisplayedandstudentsareques'onedabouttheirmethods.

Increasingstudentcollabora1on

StudentscompareanddiscusstheirworkevenwhenworkingonindividualiPads.

Enablingstudentstobecomeassessors

Peerassessmenttakesplaceduringclassdiscussionandcollabora'vework.

EFFECTSOFDIGITALTECHNOLOGYON

FORMATIVEASSESSMENTPROCESSES

Thedesignresearchapproachinvolvedcollabora'veworkwithteachersinacycleoflessonplanning,observa'on,reflec'onandfeedbackintothenextlesson.

FUNCTIONSOF

TECHNOLOGY

FocusTheresearchfocusesontheuseofiPadsinmathema'cslessonsandhowtheycanbeusedtofacilitateorenhanceforma1veassessment.ThelessonsdesignedandobservedinthisphaseallinvolvedsomeuseiPads(orlaptops)butwithdifferentso_wareandmathema'caltopics.Researchques'ons•  Howdoteachersobtain,processandpresentforma've

assessmentdatafromstudentsusingdigitaltechnology?•  Howdoteachersinformandadapttheirfutureteaching

usingsuchdata?

Malcolm Swan Diane Dalby Geoff Wake