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Using teacher inquiry to support technology-enhanced formative assessment: a review of the literature to inform a new method

Luckin, R; Clark, W; Avramides, K; Hunter, J; Oliver, M; (2016) Using teacher inquiry to support technology-enhanced formative assessment: a review of the literature to inform a new method. Interactive Learning Environments , 25 (1) pp. 85-97. 10.1080/10494820.2015.1121152. Green open access

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Abstract

In this paper we review the literature on teacher inquiry (TI) to explore the possibility that this process can equip teachers to investigate students’ learning as a step towards the process of formative assessment. We draw a distinction between formative assessment and summative forms of assessment [CRELL. (2009). The transition to computer-based assessment: New approaches to skills assessment and implications for large-scale testing. In F. Scheuermann & J. Björnsson (Eds.), JRC Scientific and technical reports. Ispra: Author; Webb, M. (2010). Beginning teacher education and collaborative formative e-assessment. Assessment & Evaluation in Higher Education, 35, 597–618; EACEA. (2009). National testing of pupils in Europe: Objectives, organisation and use of results. Brussels: Eurydice; OECD. (2010b). Assessing the effects of ICT in education (F. Scheuermann & E. Pedró, Eds.). Paris: JRC, OECD]. Our review of TI is combined with a review of the research concerning the way that practices with technology can support the assessment process. We conclude with a comparison of TI and teacher design research from which we extract the characteristics for a method of TI that can be used to develop technology-enhanced formative assessment: teacher inquiry into student learning. In this review, our primary focus is upon enabling teachers to use technology effectively to inquire about their students’ learning progress.

Type: Article
Title: Using teacher inquiry to support technology-enhanced formative assessment: a review of the literature to inform a new method
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/10494820.2015.1121152
Publisher version: http://dx.doi.org/10.1080/10494820.2015.1121152
Language: English
Additional information: This is an Accepted Manuscript of an article published by Taylor & Francis in Interactive Learning Environments on 19 Jan 2016, available online: http://www.tandfonline.com/10.1080/10494820.2015.1121152.
Keywords: Formative assessment, teacher inquiry, technology-enhanced learning, design research, learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/1475488
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