Welcome to the InfoSci Platform
Technology-Based Activities as Formative Assessments in the Higher Education Classroom

Technology-Based Activities as Formative Assessments in the Higher Education Classroom

Diana Tang-En Chang, Jennie L. Jones, Danielle E. Hartsfield
Copyright: © 2020 |Pages: 21
ISBN13: 9781799840367|ISBN10: 1799840360|ISBN13 Softcover: 9781799855934|EISBN13: 9781799840374
DOI: 10.4018/978-1-7998-4036-7.ch012
Cite Chapter Cite Chapter

MLA

Chang, Diana Tang-En, et al. "Technology-Based Activities as Formative Assessments in the Higher Education Classroom." Optimizing Higher Education Learning Through Activities and Assessments, edited by Yukiko Inoue-Smith and Troy McVey, IGI Global, 2020, pp. 233-253. https://doi.org/10.4018/978-1-7998-4036-7.ch012

APA

Chang, D. T., Jones, J. L., & Hartsfield, D. E. (2020). Technology-Based Activities as Formative Assessments in the Higher Education Classroom. In Y. Inoue-Smith & T. McVey (Eds.), Optimizing Higher Education Learning Through Activities and Assessments (pp. 233-253). IGI Global. https://doi.org/10.4018/978-1-7998-4036-7.ch012

Chicago

Chang, Diana Tang-En, Jennie L. Jones, and Danielle E. Hartsfield. "Technology-Based Activities as Formative Assessments in the Higher Education Classroom." In Optimizing Higher Education Learning Through Activities and Assessments, edited by Yukiko Inoue-Smith and Troy McVey, 233-253. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-4036-7.ch012

Export Reference

Mendeley
Favorite

Abstract

Instructors across a variety of contexts and levels utilize formative assessments to measure students' progress toward meeting learning outcomes. Formative assessments are how instructors gauge whether their students have mastered content or skills or if they require additional practice and support. The purpose of this chapter is to explain how three elementary education professors utilize technology-based activities as formative assessments within their classrooms. In this chapter, the authors address the importance of using formative assessment in higher education classrooms and provide illustrative examples of how various technologies can be used as assessment tools. These examples will include game-based activities (e.g., Kahoot), presentation platforms (e.g., Nearpod), and organizational tools (e.g., Padlet). The goal of this chapter is to help support instructors in higher education who wish to incorporate technological activities while using them as formative assessments when teaching students.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.