Custom essays on Formative assessment and technology use to improve student achievement

1.4. Necessary conditions for learning improvement
Researchers (ISTE, 2002; Byrom & Bingham, 2001) have outlined several important conditions necessary to reach effective use of technology. First of all, proper educational goals and a consistent vision of learning using technology have to be developed, and the technology should not be used just for its own sake. Secondly, ongoing professional development for teachers needs to be maintained; it has been shown (Wenglinsky, 1998) that for teachers, the main reason for not using new technologies is the lack of experience. Also, conditions for collaboration of teachers have to be created (Kanaya & Light, 2005). There is third condition of successful use of technologies related to previous one: structural changes in school planning (Becker, 2000) and more time devoted to research activities, both for teachers and students. Furthermore, adequate technical infrastructure and support have to be provided at schools. Finally, various qualitative and quantitative evaluations of student outcomes have to take place, with previously set educational goals in vision, and timely adjustment of learning changes should be done.
2. Concept and benefits of formative assessment
2.1. The concept of formative assessment
Under formative assessment, the form of assessment is meant which represents an interactive process of measuring the level of students’ progress and understanding; ideologically, formative assessments may be used for identifying issues that need improvement and for creating a culture of evaluation in the whole educational system (Centre for Educational Research and Innovation, 2005). Thus, the purpose of formative assessment is mostly to evaluate quality and efficiency of instruction rather than students’ results. In general, the distinctive feature of formative assessment is its focus on adapting instruction and learning to students needs.
After analyzing the effect of formative assessments, Black and Wiliam (1998) have found out that using this type of assessments increases academic standards and results in significant learning gains. In the context of the need for reforming educational system, use of formative assessments in combination with technological advance can be very efficient.
2.2. Examples of formative assessment
There is a variety of activities that might be used as formative assessments. First of all, these are activities aimed at identifying efficiency of instruction such as teacher observations, classroom discussions, analysis of homework and tests etc. In order to promote discussion and reflective answers of students, such methods as discussion in pairs with further presentation to the public, voting for different opinions, and brainstorming may be used.
Addressing students’ understanding of vocabulary or level of understanding the problem also belongs to formative assessment. Such activities as interviewing students about their ideas, asking them to summarize learning material, writing short assignments on selected problems in class represent a formative approach to learning as well. Feedback on tests and homework as well as discussion of student portfolios or sets of work with analysis of the dynamics and growth offer benefits both for instructors and for students.
2.3. Benefits of formative assessment
Comparison of learning achievements of students receiving a lot of formative assessments and traditionally instructed showed (Black & Wiliam, 1998) that significant improvement of learning gains was the result of integrating formative assessments. Also, such approach gave better results for low-achieving students and for those with disabilities than for other groups of students. Bangerdt-Drowns, Kulick, and Morgan (1991) found out that use of formative assessments such as feedback on tests and homework allowed students to concentrate on the problem thoughtfully.
Another benefit of formative assessments is its perspectives for learners’ self-evaluation, which has been proved to enhance learning achievements (Fontana & Fernandes, 1994; Frederikson & White, 1997). Moreover, formative assessment allows to form the skills of “learning to learn” (Centre for Educational Research and Innovation, 2005), which are far more important that precise areas of knowledge in modern rapidly changing information environment.
3. Formative assessment and new technologies
3.1. Technological background for implementing formative assessment
There are various types of technology that can be used in learning environment. For teachers, it is necessary to distinguish between these technologies and realize what types of them are being used and for what purposes (Becker, 2000). While there are many ways of learning “from computer”, i.e. via the use of various software as a replacement of textbooks and tutors, this paper will mainly focus on learning “with computer”, when technology is used to increase creativity, problem solving skills and self-improvement (Reeves, 1998).
Bruce and Levin (1997) explored the methods and applications of technology which can help to engage students in exploring, researching and experiencing the world. They developed the idea of four focuses: media for inquiry, media for communication, media for construction and media for expression.
In general, virtually all new technologies provide favorable conditions for introducing formative assessments. Even the integrated learning systems and computer-aided instruction software gives opportunities for self-studying and creates a learning medium (Murphy et al, 2001). Given that access to technologies taken place almost everywhere, learning activities are no longer bounded by classroom tasks.
3.2. New perspectives of formative assessment approach
Systems of computer-based learning most often use a learner-centered model, with individual learning goals and individual pace of learning (Bramble & Panda, 2008). This approach creates new perspectives for integrating formative approach into the whole learning system. In the context of formative assessment, open learner models which can be easily accessed by the student are of great use. However, these models require educating all users of such systems: teachers, students, employers, parents etc.
A new trend in computer-based learning is the creation of personal learning environment (PLE) (Wheeler, 2009). In such environments, formative assessments are the basis of learning, and serve also as the means of generating feedback and increasing motivation. Greater flexibility on conceptual levels as well as flexible technologies are used for PLEs, such as Web services, flexible data models etc. Also, it should be taken into account that these environments will be reshaped towards collaboration and sharing by “digital natives”, who possess a different perception of information. It is likely that Internet services will be integrated into PLEs in the near future (Lee, 2008); impact of the Web will finally shift the focus of education towards the learners; learner networks, multimedia sharing and variety of means for producing new thoughts and ideas will be available for learners.