Computer-Based Formative Assessment Practices of Core Academics Within a One-To-One Computing Environment

Abstract

This correlational study examined the different types of computer-based formative assessments (CBFA) being utilized, frequency of CBFA use, and differences in CBFA usage rates across specified constructs in middle and high schools located in Georgia. 261 middle school and high school academic teachers were provided a Qualtrics survey and descriptive statistics, an ANOVA, and correlations were utilized to analyse the data. Findings noted a positive correlation between CBFA usage rates and teacher comfort with technology and perceived benefit of using technology, and a negative relationship between teacher autonomy to select teaching methods and CBFA usage rates. Additionally, teacher beliefs about the needs of their students are impacting their decisions to use CBFA. Through building awareness of differences in CBFA usage, researchers recommend for school leaders to encourage professional learning that is purposeful, collaborative, and sustainable, which can address the different perceptions educators have about the implementation of instructional technology. Additionally, it is encouraged for teachers to have a voice in the selection of CBFA applications used with their students and incorporating administrative directive to use CBFA applications.