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Exploring the relationship between t...

Richards, Reshan Benedict,

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Exploring the relationship between teachers' formative assessment beliefs and practices through integration of mobile screencasting /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the relationship between teachers' formative assessment beliefs and practices through integration of mobile screencasting // Reshan Benedict Richards.
作者:	Richards, Reshan Benedict,
面頁冊數:	1 electronic resource (243 pages)
附註:	Source: Dissertations Abstracts International, Volume: 76-01, Section: A.
Contained By:	Dissertations Abstracts International76-01A.
標題:	Educational tests & measurements. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621791
ISBN:	9781303931819

Exploring the relationship between teachers' formative assessment beliefs and practices through integration of mobile screencasting /
Richards, Reshan Benedict,

Exploring the relationship between teachers' formative assessment beliefs and practices through integration of mobile screencasting /Reshan Benedict Richards. - 1 electronic resource (243 pages)

Source: Dissertations Abstracts International, Volume: 76-01, Section: A.

The success or failure of an educational technology implementation does not always depend on the technology itself. Contexts, environments, and the deeply held belief systems of practitioners can be more influential on the effectiveness of an intervention using an emerging educational technology than the novelty or sophistication of the new tool. Broad-brush research sometimes fails to capture or recognize the importance of these contexts. This dissertation presents three scenarios that were part of an iterative case study project. The purpose of this research was to explore the relationship between teachers' beliefs on formative assessment and their practices when integrating mobile screencasting into their classes. This qualitative research did not try to prove the efficacy of the screencasting technology or imply any kind of causality. Instead, it revealed contextual themes and theories that describe what happened, why it happened, and why it is important to understand. Findings that emerged include descriptions of the factors that were either unintentional or unexpected for each teacher but contributed to their putting beliefs into practice such as students' self-assessment without prompting, students' working independently and receiving individual feedback, ongoing engagement despite the diminishing novelty of the tool, and the teachers' intrinsic desire to extract positive value out of the experience. Factors that were expected for the teachers also emerged as playing a role in putting beliefs into practice. These include the importance of small teacher to student ratios at each site, teachers' curricular and instructional autonomy, time for open-ended play and exploration, and strong educational technology support and infrastructure at each site. This research revealed some contextual elements that contributed to the effectiveness of teachers' ability to put beliefs into practice when integrating educational technology. In these cases, screencasting alone would not have been able to create the formative assessment environments that materialized. Significantly, however, the formative assessment environments that materialized in these cases would not have been possible without the screencasting technology. The research design utilized in this study is replicable and scalable. It was designed to support the ability of a practitioner-researcher, as the author was at the time of the study, to conduct timely yet bounded educational technology research in authentic teaching and learning settings. Policy makers, school administrators, educational technology practitioners and researchers, and software developers can benefit from the stories and information presented in this dissertation.

English

ISBN: 9781303931819Subjects--Topical Terms:

3168483
Educational tests & measurements.
Subjects--Index Terms:

Assessment beliefs

Exploring the relationship between teachers' formative assessment beliefs and practices through integration of mobile screencasting /
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