Complex interactions between formative assessment, technology, and classroom practices

Abstract

Interactive engagement (IE) methods provide instructors with evidence of student thinking that can guide instructional decisions across a range of timescales: facilitating an activity, determining the flow of activities, or modifying the curriculum. Thus, from the instructor's perspective, IE activities can function as formative assessments. As a practical matter, the ability to utilize this potential depends on how the activities are implemented. This paper describes different tools for small group problem solving, including whiteboards, Tablet PCs, digital cameras, and photo-sharing websites. These tools provide the instructor with varying levels of access to student work during and after class, and therefore provide a range of support for formative assessment. Furthermore, the tools differ in physical size, ease of use, and the roles for students and instructor. These differences lead to complex, often surprising interactions with classroom practices.