Teachers' Use of Technology in Formative Assessment Practices: A Systematic Review

• In Event: AERA Poster Session 9
  In Poster Session: Research Use SIG Poster Gallery: Teachers' Use of Research (San Diego)

Abstract

To investigate if technology use enhances the assumed learning potential of formative assessment and motivates student learning, we conducted a systematic review on how teachers use technology to support formative assessment practices. Across the articles, we found lacking or unclear definitions of formative assessment and gaps between intended and implemented technology-use. The review reveals that how formative assessment is defined and operationalised influences studies’ design and findings. We discuss the disconnect between stated intentions and actual findings and ask if a prerequisite for research use is that researchers clarify concepts. Findings indicate that unclear definitions can hinder cumulation of knowledge and research use. Hence, clear definitions can be a prerequisite for teachers’ use of research on technology-supported formative assessment practices.

Authors

• Kristin Børte, University of Bergen

• Jessica Chan, University of Oxford

• Sølvi Lillejord, University of Bergen

• Barbara Wasson, University of Bergen