An examination of technology-based formative assessment feedback and the impact on student learning
Although researchers have provided evidence to support the effectiveness of collaborative and cooperative learning (Magana & Marzano, 2014; Marzano, 2006) and embedding formative assessment within instruction (Black & Wiliam, 2009; Wiliam, 2011), researchers (Chu, 2013; Hwang & Chang, 2011; Sung, Chang & Liu, 2016) further identified the need for research related to the impact of mobile devices on student learning. Purposefully selected for this study was the school district, as it is a highly innovative school district with regard to technology initiatives. Utilized during the process of collecting data for this case study, several sources were utilized. These included interviews with building and district administrators, focus groups with mathematics teachers and district instructional support staff, analysis of district and building documents, and observation of daily activities. Qualitative analysis of interviews of district and site leaders, focus groups with instructional specialist and teacher focus groups, observation of meetings, and analysis of documents from the district resulted in three emerging reoccurring themes: The impact of mobile learning on mastery learning; The Impact of Mobile Learning on the Quality and Timeliness of Data; Lack of fidelity, training and accountability. Research from this study shows infusion of technology-based formative assessment applications has a positive effect on student learning. Further considerations when embedding technology-based formative assessment strategies within the teaching and learning cycle are to provide common training, resources, and accountability for implementation.
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