Buy an essay on Formative assessment and technology use to improve student achievement

Impact of technology on all spheres of life and on learning in particular is considered. Section 1 discusses the influence of new technologies on learning achievement. Here educational initiatives aimed at introducing new technologies into education, including EETT, are discussed; risk groups of students with respect to technology and ways to overcome risk factors are mentioned, and conditions necessary for learning improvement through technological advance are analyzed.
Section 2 describes the concept and benefits of formative assessments with proper examples. In section 3 perspectives of using formative assessments in technologically developed learning environments are considered and factors necessary for introducing formative assessments are studied. Finally, section 4 contains recommendations for administration and teachers on efficient use of technology for improving learning achievement, and discusses limitations of using technology in schools.

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The changes in all spheres of human life caused by rapid technological development urge to adjust learning system in order to enable students to become successful in future and to maintain the nation’s well-being. Alarming symptoms of inefficiency of current educational system have already been witnessed, such as poor results of US students on international assessments and contests (Mullis, Martin, Gonzalez, & Chrostowski, 2004) and decreasing ability of US workforce to compete internationally (Kagan & Stewart, 2004). Moreover, Prensky (2001) states that modern students, being greatly accustomed to technological novelties since childhood, “are no longer the people our educational system was designed to teach” (Prensky, 2001). All these symptoms show that there exists a growing gap between skills required by current environment and skills cultivated by educational system (Partnership for 21st Century Skills, 2005).
The aim of this essay is discussing the perspectives of improving learning achievements and changing educational paradigm by the use of computer technologies in education and by applying the concept of formative assessment for the purpose of enhancing learning process.
1. Computer technologies and learning achievements
1.1. Impact of technology on education
In the context of the proclaimed need for using new technologies for learning and the importance of ICT skills for children, it is reasonable to determine whether integrating computer technologies into learning does show positive results, which activities are enhanced by computerized learning, and what changes might follow as a result of technological progress.
Positive correlation between the use of educational software and achievements in reading and mathematics was found, especially for students at early grades (Murphy et al, 2001); according to O’Dwyer, Russell, Bebell, and Tucker-Seeley (2005), fourth grade students more exposed to computer technologies are likely to have better results in language studies and writing. The suggestion to enable middle school students with wireless laptops resulted in reading proficiency increase (eSchool News, 2005). Distance educational programs lead to better results due to individualized approach compared to traditional classroom learning.
Nevertheless, using new technologies does not always lead to improved skills: Wenglinsky (1998) found out that computerized learning provided negative results for low order thinking skills, but enhanced problem solving and comprehension. Some researchers suggest that new approach to measuring student achievements has to be accepted, with focus on the abilities to find, interpret and synthesize information. Interactive learning environments and collaborative methods of learning create a diversified learning space, and provide additional educational stimuli.
Finally, Roschelle, Pea, Hoadley, Gordin, & Means (2000) have determined four key characteristics in learning environments shaped by technology: active individual engagement, collaborative and group learning, constant feedback and interactions, and connections to real practical contexts. Also, it has been found that technological improvements are more efficient when they represent an integral part of global educational reform. Moreover, it is impossible to implement new technologies without changing the whole system: the functions of teachers shift from lecturing to coaching, teachers’ perception of students and level of individual approach also changes. Thus, measuring educational achievements only is a complicated task, since technological changes affect the whole system.
1.2. EETT initiative
As an attempt to foster integration of learning environment and technological advance, the program called Enhancing Education Through Technology (EETT), mostly known as NCLB, title II, D, was signed in 2002 (Bramble & Panda, 2008). Its main goals are to improve student achievement via introducing new technologies, assist students in crossing the “digital divide” and stimulate technological integration in education. Under this program, grants may be given to those individuals who introduce programs complying with 12 criteria of EETT. However, its funding decreased every year; this decision was explained by the fact that schools were already equipped with necessary technological innovations, and it was necessary to focus on achievements. Critically reviewing this statement, it is possible to conclude that the approach to integrating technology without changing other fundamentals of educational system will not lead to significant results. Moreover, several researchers state that the whole NCLB program is damaging the quality of education (Meier & Wood, 2004). Thus, a more complex and systematic approach is needed.
1.3. Risk factors and possible solutions
Implementing new technologies does not only offer educational benefits, but also creates a number of challenges. There are certain groups of students who appear to be at risk if technologies are extensively used for learning purposes. First of all, minority students and students from families with low socioeconomic situation are at risk (Becker & Ravitz, 1997). More than half of the teachers use computer and Internet; however, there are 13% (3 million of young people) without Internet access (Lenhart, Rainie & Lewis, 2001). Meanwhile, better IT-skills provided at school for students at risk increase their marketable skills (Lau & Lazarus, 2002) and economic perspectives. Thus, these risk groups should be specifically addressed, e.g. by providing additional time in computer classrooms, Internet access at their free time at school etc.
Language learners can also be at risk since new technologies pose extra challenges into learning process, in addition to language difficulties. However, their academic advance may be fostered by using online translation means and other educational software aimed at eliminating language gap.
Disabled learners also are a group of risk, since they may not have access to common technologies, or may be unable to use it. However, according to (Rose & Meyer, 2002), technologies provide more solutions for disabled learners than challenges: new means of communication, flexible methods of teaching and multiple methods of presenting learning material create new environment and better perspectives for disabled learners. Also, technological advance makes it easier for disabled students to gain access to testing (Nagle, 2005).