| 1 |
Doctoral Candidacy Examination Scores and Time to Degree Completion
|
|
|
|
In: Leadership, Technology, and Human Development Faculty Publications (2020)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
An examination of the use of computer-based formative assessements
|
|
|
|
In: Georgia Educational Research Association Conference (2020)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
The Lived Experiences of First-Generation College Students of Color Integrating into the Institutional Culture of a Predominantly White Institution
|
|
|
|
In: Leadership, Technology, and Human Development Faculty Publications (2020)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
An Examination of the Use of Computer-Based Formative Assessments
|
|
|
|
In: Leadership, Technology, and Human Development Faculty Presentations (2020)
|
|
Abstract:
Presentation given at Georgia Educational Research Association Conference (GERA). The purpose of this study was to evaluate the current usage rates, training in, and perceptions of computer-based formative assessments (CBFA) by educators in a one-to-one computing environment. This quantitative study utilized a collection of survey data from 261 academic, K-12 teachers in a mid-sized suburban school district. Findings supported previous research noting that in one-to-one computing settings, educator’s attitudes and internal beliefs influence the rate of technology usage as a tool to advance student learning. Findings noted that teacher perceived comfort levels with technology, former beliefs regarding technology is the classroom, and teacher’s perceived autonomy impacted the readiness to use and implementation of CBFAs in the classroom environment. More specifically, findings uncovered significant differences within teacher usage of CBFA by teaching grade level, class levels, and study subjects. These findings support the need for targeted purposeful, collaborative, and sustainable professional development activities to encourage use of CBFA within the classroom to aide in student achievement. Further, additional research on a wider, national spread, long-term evaluations of usage, and effectiveness of increased CBFA usage on student achievement will assist in a more comprehensive understanding of the benefits of CBFA in the classroom.
|
|
Keyword:
and Research; Educational Administration and Supervision; Educational Assessment; Educational Leadership; Evaluation
|
|
URL: https://digitalcommons.georgiasouthern.edu/leadership-facpres/195
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/39/
|
|
BASE
|
|
Hide details
|
|
|
|
|
