Factors that Affect Science and Mathematics Teachers’ Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System

Abstract

The purpose of this study is to uncover and understand the factors that affect secondary science and mathematics teachers' initial implementation of Technology-Enhanced Formative Assessment (TEFA), a pedagogy developed for teaching with classroom response system (CRS) technology. We sought to identify the most common and strongest factors, and to understand the general process of how teachers adopt TEFA. We identified ten main hindering factors reported by teachers, and found that time limitations and question development difficulties are reported as the most problematic. In this paper we provide five vignettes of teachers' initial implementation experiences, illustrating different courses that TEFA adoption can follow. We classify our ten factors into four groups: contextual factors that directly hinder teachers' attempts to implement TEFA (extrinsic type I); circumstances that affect teachers' teaching in general (extrinsic type 0); gaps that teachers have in the knowledge and skills they need to adopt TEFA (intrinsic type I); and ways of being a teacher that describe teachers' deeper perspectives and beliefs, which may be consonant or dissonant with TEFA (intrinsic type II). Finally, we identify four general categories that describe the teachers' initial TEFA implementation.

A systematic review of prerequisites for implementing assessment for learning in classroom practice

“…Although only four studies explicitly used the term 'assessment literacy', many studies referred to assessment literacy in general; that is, the knowledge and skills teachers need to collect, analyse and interpret evidence from assessment and adapt instruction accordingly (Birenbaum, Kimron, & Shilton, 2011;Bryant & Carless, 2010;Gottheiner & Siegel, 2012;Lee, 2011;Lee, Feldman, & Beatty, 2012).…”

“…Other studies specifically found that 'discussion' is a pedagogy often used in AfL. Teachers should be able to foster the participation of students in discussions about their answers, expertise or feedback (Aschbacher & Alonzo, 2006;Bryant & Carless, 2010;Feldman & Capobianco, 2008;Fox-Turnbull, 2006;Gamlem & Smith, 2013;Gottheiner & Siegel, 2012;Hargreaves, 2013;Havnes, Smith, Dysthe, & Ludvigsen, 2012;Lee et al, 2012;Penuel et al, 2007). Discussion can give teachers valuable insight into students' thinking, difficulties and understanding.…”

“…This information can be used in adjusting instruction and providing feedback. Because AfL takes place in everyday classroom practice, such as during discussions, it was also noted that teachers need the ability to interpret information about student learning on the spot (Birenbaum et al, 2011;Feldman & Capobianco, 2008;Lee, 2011;Lee et al, 2012).…”

“…The need for teachers to have knowledge and skills regarding the use of hardware and software related to computer-based assessment has also been reported as vital (Feldman & Capobianco, 2008;Lee et al, 2012). This is not specific to AfL, but is important for formative assessment in general now that ICT and assessment have become more integrated.…”

“…After a histogram of responses is displayed, whole class discussion can take place. Teachers use the responses collected with the CRS and the classroom discussion for adjusting their teaching plan on the spot or revisit them for later use (Lee et al, 2012).…”