Computer-Adaptive Language Assessment Tool for Formative Uses: Teacher Experiences

• In Event: AERA Poster Session 12
  In Poster Session: Advancements, Issues, and Considerations in Classroom Assessment

Abstract

The use of a computer-adaptive assessment tool is increasingly becoming an efficient way of enhancing classroom assessment practices, which promote student learning and improve teaching quality. However, the potential of a computer-adaptive assessment largely depends on its practicality and on the trustworthiness of the data being utilised by teachers. The purpose of this paper is to explore the usefulness of a large-scale assessment tool for formative purposes from the teacher perspective. The participants in the study comprised K-12 teachers in government schools, selected through a purposeful sampling technique. Data generated through semi-structured interviews was subjected to content analysis. The paper reports the findings and the implications for classroom assessment and teacher use of assessment data to improve teaching and learning.

Authors

• Oluwaseun Olasunkanmi Ijiwade, University of New South Wales

• Chris Davison, University of New South Wales

• Dennis Antonio Alonzo, University of New South Wales