Abstract:
Contemporary educational theories are calling for assessment practices to be
an integral part of learn ing. They are as well call ing for a shift in our
perceptions abo ut assessment, attributing eq ual place to "assessment for
learning" and "assessment of learning" (Earl, 2003). That is, assessment should
not only measure learn ing but promote learning as well.
A Computer-A ssisted Assessment (CAA) package is used as a platform to
demonstrate that a data- driven decision- mak ing utility regarding formative,
summative and diagnostic evaluation is an essential ingredient for enhancing
instruction, promoting learnin g and mot ivating students.
In addition, the project aims at the development ofa teacher's pedagogical
guide for using the above technology tool in formative assessment settings.
As part of its development phases, inte rviews with se lected teachers were
conducted in an attempt to identify the ir perceptions about formative
assessment and their current practices, difficulties and needs.
