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.
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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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