Informing Instruction Through Formative E-Assessment

• In Event: 60.083 - Roundtable Session 19
  In Roundtable Session: 60.083-6 - Adaptivity, Flipped Learning, Attention, and Formative Assessment

Abstract

Teachers sporadically use systematic formative assessment (FA) to plan and deliver instruction. Moreover, few FAs are technology-based or allow for ‘localization’ or assessment content adaption to match recent instruction. Pilot data from a year-long investigation of an innovative online formative assessment system in which teachers create and administer preK – grade one literacy and numeracy skills suggests promise for increased teacher effectiveness resulting in increased child learning outcomes. Initial pilot data reflect experiences of 140 children Head Start children and a follow-up implementation study (in-process) in 10 schools with 200 children. A mixed-methodology includes pre-post analysis of child-performance on a series of literacy/numeracy measures, qualitative analysis of structured interviews and reflections measuring instructional modifications, teacher attributions, and levels of acceptance.

Authors

• Karen Burstein, University of Louisiana Lafayette

• Ingrid Zamudio, Arizona State University - Tempe

• Renee M. Casbergue, Louisiana State University - Baton Rouge

• Catherine Otto, Southwest Intitute for Families and Children

• Mi-Jung Song, Arizona State University