Scientific Reasoning Research Institute - formative assessment en beatty-2009tef <div class="pub-title">Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology</div> <div class="pub-authors">Beatty, Ian D. <br />Gerace, William J.</div> <div class="pub-year">(2009)</div> <div class="pub-citation"><p><em>Journal of Science Education and Technology</em>, <em>18</em>(2) 146.</p> </div> <div class="pub-abstract"> <p><em>Classroom response systems</em> (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. <em>Technology-Enhanced Formative Assessment</em> (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational research. In TEFA, 4 principles enjoin the practice of <em>question-driven instruction</em>, <em>dialogical discourse</em>, <em>formative assessment</em>, and <em>meta-level communication</em>. These are enacted via the <em>question cycle</em>, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and help teachers "bridge the gap" between educational research findings and practical, flexible classroom strategies for science instruction.</p> </div> <div class="pub-permalink"><span class="pub-field-label">Permalink(s):</span> <a href="" title="permalink">SpringerLink</a></div> <div class="pub-doi"><span class="pub-field-label">DOI(s):</span> 10.1007/s10956-008-9140-4</div> <table id="attachments" class="sticky-enabled"> <thead><tr><th>Attachment</th><th>Size</th> </tr></thead> <tbody> <tr class="odd"><td><a href="">Reprint (PDF)</a></td><td>245.8 KB</td> </tr> </tbody> </table> classroom response systems formative assessment pedagogy question-driven instruction Thu, 04 Dec 2008 19:47:47 +0000 ibeatty 356 at