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High School Mathematics Teachers 'Us...

Slingerland, Kelly,

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High School Mathematics Teachers 'Use of Online Formative Assessment to Inform Instruction at a Northeast Regional High School District Project Study /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	High School Mathematics Teachers 'Use of Online Formative Assessment to Inform Instruction at a Northeast Regional High School District Project Study // Kelly Slingerland.
作者:	Slingerland, Kelly,
面頁冊數:	1 electronic resource (111 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
標題:	Curriculum development. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31301443
ISBN:	9798382761411

High School Mathematics Teachers 'Use of Online Formative Assessment to Inform Instruction at a Northeast Regional High School District Project Study /
Slingerland, Kelly,

High School Mathematics Teachers 'Use of Online Formative Assessment to Inform Instruction at a Northeast Regional High School District Project Study /Kelly Slingerland. - 1 electronic resource (111 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

The problem addressed through this study was the inconsistent implementation of online formative assessment to inform instruction by high school mathematics teachers in a Northeast Regional High School District (NRHSD). The purpose of this basic qualitative study was to investigate how high school mathematics teachers in a NRHSD use online formative assessment to inform instruction. Identification of successful online formative assessment can be used to inform the training, resources, and supports teachers need to promote student achievement. The technology acceptance model (TAM) was used as the conceptual framework to ground the project study. Interviews with 12 high school mathematics teachers were conducted to gather descriptive data on how teachers use online formative assessment to inform instruction. The data from the interviews were used to answer two research questions: "What are teachers' perspectives on ease of use, usefulness, and attitudes towards online formative assessment to inform high school mathematics instruction", and "What are high school mathematics teachers' recommendations regarding the training, resources, and support they need to consistently use formative assessment to inform their instruction." The results of the study indicated that using online formative assessment data to inform instruction could promote positive social change in high school mathematics classes by increasing student engagement and academic achievement. Data collected from interviews indicated that teachers need to focus on one program with professional development targeted to user level. Furthermore, putting mathematics teachers' perceptions and use of technology data into action could lead to graduating students with the skills needed to positively contribute to society.

English

ISBN: 9798382761411Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Assessment

High School Mathematics Teachers 'Use of Online Formative Assessment to Inform Instruction at a Northeast Regional High School District Project Study /
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520 $a The problem addressed through this study was the inconsistent implementation of online formative assessment to inform instruction by high school mathematics teachers in a Northeast Regional High School District (NRHSD). The purpose of this basic qualitative study was to investigate how high school mathematics teachers in a NRHSD use online formative assessment to inform instruction. Identification of successful online formative assessment can be used to inform the training, resources, and supports teachers need to promote student achievement. The technology acceptance model (TAM) was used as the conceptual framework to ground the project study. Interviews with 12 high school mathematics teachers were conducted to gather descriptive data on how teachers use online formative assessment to inform instruction. The data from the interviews were used to answer two research questions: "What are teachers' perspectives on ease of use, usefulness, and attitudes towards online formative assessment to inform high school mathematics instruction", and "What are high school mathematics teachers' recommendations regarding the training, resources, and support they need to consistently use formative assessment to inform their instruction." The results of the study indicated that using online formative assessment data to inform instruction could promote positive social change in high school mathematics classes by increasing student engagement and academic achievement. Data collected from interviews indicated that teachers need to focus on one program with professional development targeted to user level. Furthermore, putting mathematics teachers' perceptions and use of technology data into action could lead to graduating students with the skills needed to positively contribute to society.
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590 $a School code: 0543
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650 4 $a Mathematics education. $3 641129
650 4 $a Higher education. $3 641065
650 4 $a Educational technology. $3 517670
653 $a Assessment
653 $a Instruction
653 $a Mathematics teachers
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653 $a Technology acceptance model
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