Preservice Teachers in Action: Formative Assessment with Handhelds PROCEEDINGS
Kristin Redington Bennett, Ann Cunningham, Wake Forest University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Faced with the need to ensure that their students are prepared for standardized tests, assessment is an increasingly important task for teachers, and it is imperative that teachers possess the knowledge and skills necessary to implement a variety of effective assessment strategies in the classroom. Moreover, appropriate classroom assessment now tends to utilize formative measures with greater frequency, especially in the early grades and with learner groups at risk of not passing state-mandated standardized tests. In this two-year pilot study, preservice teachers were given handheld computers equipped with data collection software to assess the effectiveness of their tutoring sessions with students identified with special needs. As part of the action research project, students designed and implemented handheld based surveys of each tutoring session, and were asked to analyze the data over time. Results indicate that despite many hardware issues, preservice teachers found the reflective process a beneficial teaching tool.
Redington Bennett, K. & Cunningham, A. (2008). Preservice Teachers in Action: Formative Assessment with Handhelds. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 2798-2803). Chesapeake, VA: AACE.
© 2008 AACE