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Designing and Evaluating Technology-Based Formative Assessments

Designing and Evaluating Technology-Based Formative Assessments

Emtinan Alqurashi, Ariel R. Siegelman
Copyright: © 2019 |Pages: 23
ISBN13: 9781522584766|ISBN10: 1522584765|ISBN13 Softcover: 9781522585039|EISBN13: 9781522584773
DOI: 10.4018/978-1-5225-8476-6.ch012
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MLA

Alqurashi, Emtinan, and Ariel R. Siegelman. "Designing and Evaluating Technology-Based Formative Assessments." Handbook of Research on Faculty Development for Digital Teaching and Learning, edited by Alev Elçi, et al., IGI Global, 2019, pp. 222-244. https://doi.org/10.4018/978-1-5225-8476-6.ch012

APA

Alqurashi, E. & Siegelman, A. R. (2019). Designing and Evaluating Technology-Based Formative Assessments. In A. Elçi, L. Beith, & A. Elçi (Eds.), Handbook of Research on Faculty Development for Digital Teaching and Learning (pp. 222-244). IGI Global. https://doi.org/10.4018/978-1-5225-8476-6.ch012

Chicago

Alqurashi, Emtinan, and Ariel R. Siegelman. "Designing and Evaluating Technology-Based Formative Assessments." In Handbook of Research on Faculty Development for Digital Teaching and Learning, edited by Alev Elçi, Linda L. Beith, and Atilla Elçi, 222-244. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8476-6.ch012

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Abstract

Formative assessments aligned with learning goals can improve student learning. Integrating technology into formative assessments can further enhance and transform the learning experience. This chapter focuses on how instructors can design and evaluate formative assessment activities that incorporate technology. It provides a practical guide for understanding how to apply the revised Bloom's taxonomy framework and the substitution, augmentation, modification, redefinition (SAMR) model to create meaningful technology-based formative assessments. This chapter includes evaluations of example technology-based formative assessments that align with learning goals based on Bloom's taxonomy. It determines if the technology used to either substitute or improve the functionality of the activity, enables the redesign of an entire activity, or yields a new activity that is impossible without the technology. This information can be applied to ensure the integrity of technology-based formative assessments and to determine if using a technology tool in a formative assessment is worthwhile.

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