Using Mathematics Digital Interactive Notebooks as Authentic Integrated Online Assessments

Abstract

In response to the global health crisis, K-12 mathematics teachers were forced to rapidly transition to online learning and assessment. The mathematics teacher educators in this study identified an unprecedented opportunity to design and facilitate more equitable assessments that leveraged emergent collaborative technologies. They replaced traditional written reflections with a digital interactive notebook (dINB) in a graduate synchronous online geometry and measurement course for practicing teachers. This prototype of an authentic integrated online assessment model emphasized cycles of reflection and revision based on instructor and peer feedback. While the K-12 teachers enrolled in this course valued the dINB as evaluative of their own progress toward content mastery, they faced challenges in realizing the full potential of this model to integrate formative, summative, and ipsative assessment functions in their own classrooms. Implications for the development of K-12 teachers' TPACK (Technological Pedagogical Content Knowledge) and their readiness to use more innovative forms of assessment in virtual learning are presented.