Educational Theory into Practice Software (ETIPS): The Learning Impact and Design of Digital Cases with Formative Assessment Features
Sara Dexter, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Digital learning environments offer much promise for increasing feedback to learners through formative assessment features, but are challenging to design. The Educational Theory in Practice Software (ETIPS) has two unique features that are used for formative assessment purposes: One is automated essay scoring, which learners can use to improve their work before submitting it. The second is PlanMap, a graphical interface designed to increase metacognition and schema development. The topics of ETIPS cases currently include technology integration, digital equity, and technology leadership. Through qualitative and quantitative research methods the project staff established that these cases develop students' technology knowledge, their awareness of schools and the related structures and issues they'll encounter in them as working professionals, and through controlled experiments that the formative assessment features contribute to student learning in the cases.
Dexter, S. (2008). Educational Theory into Practice Software (ETIPS): The Learning Impact and Design of Digital Cases with Formative Assessment Features. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 50-57). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).
Cited ByView References & Citations Map
Lily Ki Lo Compton, Iowa State University Center for Technology in Learning and Teaching, United States; Niki Davis & Julie Mackey, University of Canterbury College of Education, New Zealand
Journal of Technology and Teacher Education Vol. 17, No. 4 (October 2009) pp. 459–477
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