RHIANN WILLIAMSON, 3098 5475SPECIAL INTEREST GROUP RESEARCH

Integrating ICT in Formative Assessment

Why focus on formative assessment?

“Assessment is an essential component of learning and teaching, as it allows the quality of both

teaching and learning to be judged and improved.”Redecker & Johannessen (2013) p 79

“Formative assessment is a central feature of the learning environment of the 21st century. Learners

need substantial, regular and meaningful feedback; teachers need it in order to understand who is learning and how to orchestrate the learning

process.”Redecker & Johannessen (2013) p 79

AITSL Standard 5

Assess, provide feedback and report on student learning 5.1 Assess student learning 5.2 Provide feedback to students on their learning 5.3 Make consistent and comparable judgements 5.4 Interpret student data 5.5 Report on student achievement

Why focus on ICT?

“Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching

and learning practices.”Sang, Valcke, van Braak, & Tondeur (2010) p. 103

“... the way in which students are using computers in schools... [has] a stronger effect

on scientific literacy than how often computers are accessed”

Luu & Freeman (2011) p. 1072

AITSL Standards - ICT

2.6 Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand

curriculum learning opportunities for students.

3.4 Select and use resources Demonstrate knowledge of a range of resources,

including ICT, that engage students in their learning.

4.5 Use ICT safely, responsibly and ethically Demonstrate an understanding of the relevant issues

and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Key themes for pre-service teachers

Key themes that need to be taught to preservice teachers about integrating ICT:

1. Aligning theory with practice2. Using teacher educators as role models3. Reflecting on attitudes about the role of technology

in education4. Learning technology by design5. Collaborating with peers6. Scaffolding authentic technology experiences7. Moving from traditional assessment to

continuous feedbackTondeur et al (2012) pp. 138-140

School Environment

“the local conditions of schooling impact on teachers’ attempts to integrate these technologies in their classrooms... successful integration of ICT requires fundamental shifts in the core activities of schools.”

Hayes (2007) p.385

“Evaluation of current use and integration level of technology in schools is important for policy-

makers, school administrators and educators to make decisions about budget allocation, staff

development and personnel development.”Summak, Samancioglu, & Baglibel (2010) p 1725

School Environment

“There are six computing labs and 120 laptops on five trolleys...”

My School (2014) para. 1

In our department there is one trolley with 32 laptops. On any given period of the day we can have every room teaching, which is approximately 5 classes. This means sharing. One trolley for one class in a week is not enough.

Programs You Can Use When You Have Access

I will now quickly demonstrate to the group how to use these programs I plan on utilising more when I become a graduate: Bitesize Oxford Digital Socrative

Benefits of ICT Formative Assessment

The benefits include:1. Improvement of learner engagement2. Development of a learning community3. Foster a learner and assessment centred focus

Gikandi, Morrow, & Davis (2011) p. 2333

4. Creating records that can help make consistent and comparable judgements (AITSL 5.3) through for example:

self-test quiz tools (Socrative) discussion forums (AITSL 4.3) e-portfolios

Final Thoughts

“What is key is not how we assess but what we do with the data we generate as a result of interventions which can be supported by

technologies.”Pachler, Daly, Mor & Mellar, 2010, p719

“…no technology-based assessment is in itself formative, but almost any technology can be

used in a formative way…” Pachler, et al. 2010, p720

References

Australian Institute for Teaching and School Leadership Ltd (2014). Australian Professional Standards for Teachers. Education Services Australia. Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Berte, B., West, M., & Duncan, C. (2014) Socrative. Mastery Connect. Retrieved from: http://www.socrative.comBritish Broadcasting Corporation. (2014) GSCE Bitesize. BBC. Retrieved from:

http://www.bbc.co.uk/schools/gcsebitesize/Cash, S. (2012). Oxford Big Ideas Science 8: Australian Curriculum. Oxford University Press. Retrieved from Oxford

Digital: https://obook2.oxforddigital.com.au/teacher/OB021/chunks/C0208.htmlDonnelly, D., McGarr, O., & O'Reilly, J. (2011). A framework for teachers’ integration of ICT into their classroom

practice. Computers & Education. 57(1), 1469-1483. doi: 10.1016/j.compedu.2011.02.014Gikandi, J. W., Morrow, D. & Davis, N. E. (2011). Online formative assessment in higher education: A review of the

literature. Computers & Education, 57(1), 2333-2351. doi:10.1016/j.compedu.2011.06.004Hayes, D. N. A. (2007). ICT and learning: Lessons from Australian classrooms. Computers & Education, 49(1), 385-

395. doi:10.1016/j.compedu.2005.09.003Luu, K., & Freeman, J. G. (2011). An analysis of the relationship between information and communication technology

(ICT) and scientific literacy in Canada and Australia. Computers & Education, 56(1), 1072-1082. doi:10.1016/j.compedu.2010.11.008

Pachler, N., Daly, C., Mor, Y., & Mellar, H. (2010). Formative e-assessment: Practitioner cases. Computers & Education, 54(1), 715-721. doi:10.1016/j.compedu.2009.09.032

Redecker, C. & Johannessen, O. (2013). Changing Assessment —Towards a New Assessment Paradigm Using ICT. European Journal of Education, 48(1), 79-96. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/ejed.12018/full

Sang, G., Valcke M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112. doi:10.1016/j.compedu.2009.07.010

Summak, M. S., Samancioglu, M., & Baglibel, M. (2010). Technology integration and assesment in educational settings. Procedia Social and Behavioral Sciences, 2(1), 1725-1729. doi:10.1016/j.sbspro.2010.03.973

Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012) Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144. doi:10.1016/j.compedu.2011.10.009