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Teachers’ Knowledge, Beliefs, and Assessment Practices: Using Technology Tools for Assessing Elementary Students’ Learning
PROCEEDINGS

, University of Missouri, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

A four-year completed project included elementary teachers who assessed individual students’ learning using technology as an assessment tool. Specifically, the study focused on 1) teachers’ knowledge, beliefs, and practices related to teaching and assessment, 2) the context of the principal setting, which was a rural Midwest elementary school and, 3) the technology, which included an electronic portfolio system (Foliotek) and handheld computers. Teachers did not change the frequency of most of the teaching practices they employed prior to the project. By the end of the project, classroom teachers significantly increased their usage of a computer-based system for maintaining student assessment information (p < .01). They significantly increased their usage of some conventional strategies commonly associated with performance on a standardized test, due perhaps to the heightened focus on test performance engendered by the evaluation and accountability requirements of No Child Left Behind Legislation.

Citation

Howland, J. (2009). Teachers’ Knowledge, Beliefs, and Assessment Practices: Using Technology Tools for Assessing Elementary Students’ Learning. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 55-63). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2019 from .