Educational Theory into Practice Software (ETIPS): The Learning Impact and Design of Digital Cases with Formative Assessment Features

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Dexter, S. (2008). Educational Theory into Practice Software (ETIPS): The Learning Impact and Design of Digital Cases with Formative Assessment Features. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 50-57). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27129.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Sara Dexter, University of Virginia, USA

Abstract

Digital learning environments offer much promise for increasing feedback to learners through formative assessment features, but are challenging to design. The Educational Theory in Practice Software (ETIPS) has two unique features that are used for formative assessment purposes: One is automated essay scoring, which learners can use to improve their work before submitting it. The second is PlanMap, a graphical interface designed to increase metacognition and schema development. The topics of ETIPS cases currently include technology integration, digital equity, and technology leadership. Through qualitative and quantitative research methods the project staff established that these cases develop students' technology knowledge, their awareness of schools and the related structures and issues they'll encounter in them as working professionals, and through controlled experiments that the formative assessment features contribute to student learning in the cases.

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