Pedagogical guide for using technology in formative assessment. (c2008)

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.