Adoption of Computer-Based Formative Assessment in a High School Mathematics Classroom

Zachary B. Warner (University at Albany - SUNY, USA)
Copyright: © 2011 |Pages: 20
EISBN13: 9781466603615|DOI: 10.4018/JCIT.2011100102
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This case follows a high school mathematics teacher who is new to the classroom and is looking to adopt computer-based formative assessment as a part of his curriculum. Working within the confines of the school environment, this requires navigating a shrinking budget, colleagues that do not share his value of technology, restricted time, student issues, and limited resources. He must examine all aspects of the available computer-based formative assessment systems and weigh the pros and cons to insure the best academic outcomes for his students.
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