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Current educational policy and training asserts that improved standardized student testing is the key to enhancing student learning and is the most suitable way for holding individual teachers and schools accountable for student learning. Instead, it has become an instrument solely for summarizing what students have learned and for standing students and schools. The problem is standardized tests cannot supply the information about student achievement that educators and pupils need daily. Classroom assessment can offer this kind of information. Formative assessment to inform instruction and direct student learning has been underutilized. Many pupils are not given feedback that is effective in helping them determine where they are in regard to attaining the learning goals or who supplies program for moving them forward to achieve that objective. Pupils aren't always given the chance to take an active role in the learning process by routinely assessing their peers as they work to reach their learning objectives. The purpose of this research is to ascertain how the use of formative assessment with immediate feedback using student response systems will impact student learning. This study will also investigate the effect that student participation in self-evaluation has on learning. Background and Significance of the Problem Working as an Instructional Technology Specialist for the past seven years has provided many opportunities to find teachers and students in a classroom setting. In this time teachers have been in the process of phasing in a fresh standards-based curriculum with an emphasis on student mastery of these standards. New technology tools have also been integrated in several classrooms such as studen...