Teachers’ Knowledge, Beliefs, and Assessment Practices: Using Technology Tools for Assessing Elementary Students’ Learning

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Howland, J. (2009). Teachers’ Knowledge, Beliefs, and Assessment Practices: Using Technology Tools for Assessing Elementary Students’ Learning. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 55-63). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30563.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Jane Howland, University of Missouri, United States

Abstract

A four-year completed project included elementary teachers who assessed individual students’ learning using technology as an assessment tool. Specifically, the study focused on 1) teachers’ knowledge, beliefs, and practices related to teaching and assessment, 2) the context of the principal setting, which was a rural Midwest elementary school and, 3) the technology, which included an electronic portfolio system (Foliotek) and handheld computers. Teachers did not change the frequency of most of the teaching practices they employed prior to the project. By the end of the project, classroom teachers significantly increased their usage of a computer-based system for maintaining student assessment information (p < .01). They significantly increased their usage of some conventional strategies commonly associated with performance on a standardized test, due perhaps to the heightened focus on test performance engendered by the evaluation and accountability requirements of No Child Left Behind Legislation.

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