The use of learner response systems in the classroom enhances teachers' judgment accuracy

Zhu, Chunjie; Urhahne, Detlef

doi:10.1016/j.learninstruc.2018.07.011

Cited by 33 publications

(18 citation statements)

References 48 publications

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“…At the intermediate level, technology integration helps realizing more efficient teaching methods and serves to augment traditional teaching methods (e.g., using a livesynchronized collaborative digital whiteboard). At the highest level, the use of technology may allow teachers to redefine or transform current teaching methods which would not be possible without technology integration, such as providing multi-media information (Moreno & Mayer, 2007;Renkl & Scheiter, 2017) or adaptive support (e.g., Lachner, Burkhart, & Nückles, 2017;Ma, Adesope, Nesbit, & Liu, 2014;Zhu & Urhahne, 2018). Nevertheless, such models only focus on the types of technology use and ignore the potential impact on learning processes (Hamilton et al, 2016) and more precisely the impact on teaching quality (Backfisch et al, 2020).…”

Section: Technology Integration Into Classroom Practicementioning

confidence: 99%

“…Researchers as well as politicians attribute educational technologies to have great potential in contributing to the quality of teaching and thus to the learning of students (Chauhan, 2017;Mayer, 2019;OECD, 2015;Zhu & Urhahne, 2018). However, research shows that teachers tend to rarely use technologies and to exploit only to a limited extent the distinct potential technologies offer (Fraillon, Ainley, Schulz, Friedman, & Duckworth, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Variability of teachers’ technology integration in the classroom: A matter of utility!

Backfisch

Lachner

Stürmer

et al. 2021

Computers & Education

124

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We would like to thank Kathleen Preikschas for the support with programming the teacher diary and Anna Rosenträger for her assistance in conducting the study. Iris Backfisch is a doctoral student at the LEAD Graduate School & Research Network [GSC1028], funded by the Excellence Initiative of the German federal and state governments. The research reported in this article was supported by the Federal Ministry of Education and Research in Germany (BMBF) under contract number 01JA1611.

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Section: Technology Integration Into Classroom Practicementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Variability of teachers’ technology integration in the classroom: A matter of utility!

Backfisch

Lachner

Stürmer

et al. 2021

Computers & Education

124

View full text Add to dashboard Cite

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“…Although CBA tools, such as Clickers, Kahoot and RecaP, are used widely in schools the research evidence on their impact is mixed (Zhu and Urhahne 2018;Lasry 2008). Both the ad hoc nature with which they are deployed in classrooms and the limitations of their affordance capabilities as tools rather than systems are undoubtedly constraining factors.…”

Section: Computer-based Assessment (Cba)mentioning

confidence: 99%

Covid 19, school closures and the uptake of a digital assessment for learning pilot project during Ireland’s national lockdown

Judge

2021

Irish Educational Studies

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DALDIS is a three-year EU-funded Erasmus+ Project on Digital Assessment for Learning (2019)(2020)(2021)(2022) involving five European countries. DALDIS is pilot testing a digital assessment for learning solution focused on Science and Modern Foreign Language Learning in years 5-9. Underpinned by the Study Quest technology, which is designed to drive students' learning progression using well-designed question-sets and student feedback, DALDIS is built on the principle that formative assessment is one of the best methods to encourage student achievement. Although Assessment for Learning (AFL) using technology has great potential for learning, it is not widely used in Europe. As the project lead Ireland was responsible for the first adaptation of StudyQuest, known as JCQuest for its Junior Cycle science and French curriculum. Unexpectedly, the commencement of DALDIS coincided with school closures due to Covid-19 and this appears to have influenced the uptake in student usage of JCQuest to support online learning and exam preparation. This paper provides an insight into how students engaged with JCQuest, key usage patterns and types of devices used based on Google Analytics data during two crucial school closure periods during Ireland's pandemic.

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“…В рассмотренных нами публикациях в качестве факторов, обусловленных свойствами личности учителя, указывается мотивация учителя как к организации учебной деятельности, так и к оцениванию [26]. К профессиональным характеристикам были отнесены уровень профессионализма учителя [31,38]; профессиональные знания [26,41]; представления об оценочной деятельности [26]; умения осуществлять мониторинг и диагностику [36,39]; опыт профессиональной деятельности [41]. Ситуативные факторы указывают на состояние учителя непосредственно во время ситуации оценки: исследователи относят к этой группе состояние стресса [26], эмоциональное напряжение [26].…”

Section: результаты исследованияunclassified

The problem of the reliability of the teachers’ assessment judgments in formative assessment

Bodony

2020

Vestn. Mininskogo univ.

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Introduction. The organization of the educational process involves the implementation of ongoing assessment, which provides support for students’ educational activities and the impact on the educational process to improve its effectiveness. One of the elements of the teacher's assessment activity is an assessment judgment, which is formulated by the teacher in the current process of monitoring, diagnosing, analyzing and interpreting the results of students' learning activities and is aimed at informing students about the degree of the planned result achievement, students’ motivation, approval, remark, etc. The study of the teacher's assessment judgments in the context of formative assessment correlates with the problem of reliability, which ensures the consistency, objectivity, fairness and stability of the results of assessment activities.Materials and Methods. The material for the research includes 20 articles published from 2017 to 2020 and devoted to the problems of teachers’ assessment judgments during the process of formative assessment. They were collected by using keywords in the full-text databases of published scientific research which were ScienceDirect and Wiley Online Library. The selected articles were analyzed and summarized from the point of view of considering the factors that influence the teacher's assessment judgments and create conditions for reducing reliability.Results. As a result of the analysis of publications, we identified the following groups of factors that affect the reliability of the teacher's assessment judgments: factors caused by the components of the assessment situation, which include factors related to the subject and object of the assessment, assessment target, scope of the assessment, the basis of the assessment, as well as the use of the assessment tool; factors related to the assessment judgment; external factors.Discussion and Conclusions. The study of the factors influencing the reliability of the teacher's assessment judgments determines the possibilities of increasing the effectiveness of the assessment activities in the process of formative assessment. Understanding the role of each factor creates conditions for preparing recommendations for the teacher to improve the reliability of the current assessment. In addition, on the basis of the classification under consideration, it is possible to conduct empirical studies to clarify the specifics of activating certain factors depending on the goals, conditions and individual characteristics of all participants of the educational process in order to increase the effectiveness of monitoring the achievements of planned educational results and support the educational process.

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The use of learner response systems in the classroom enhances teachers' judgment accuracy

Cited by 33 publications

References 48 publications

Variability of teachers’ technology integration in the classroom: A matter of utility!

Variability of teachers’ technology integration in the classroom: A matter of utility!

Covid 19, school closures and the uptake of a digital assessment for learning pilot project during Ireland’s national lockdown

The problem of the reliability of the teachers’ assessment judgments in formative assessment

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