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Technology to Support Next-Generation Classroom Formative Assessment for Learning

TitreTechnology to Support Next-Generation Classroom Formative Assessment for Learning
Type de publicationMiscellaneous
Année de publication2013
AuteursQuellmalz, E. S.

Technology has the potential to play a powerful role in formative assessment practices that support the kind of learning favored by next-generation standards and bolstered by cognitive science research—learning that focuses on integrated, conceptual knowledge and problem-solving skills. Classroom-based assessments that are used in formative ways have been shown to significantly benefit student learning through providing feedback on the status of students’ conceptual knowledge and problem-solving practices and by informing decisions about subsequent instructional support (Black & Wiliam, 1998). In recognition of the powerful role classroom assessments can play in state assessment systems, the Council of Chief State School Officers (CCSSO) state collaborative on formative assessment for students and teachers (FAST SCASS) developed a definition of formative assessment based on the research literature: “Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes” (FAST SCASS, 2008, p. 1). 

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