Part 2: Digital Age Assessment--A Look at How Technology Use in Formative Assessments Improves Feedback and Reporting Opportunities
Once teachers have identified and shared the standards with students, instructed them via meaningful learning experiences, monitored their progress, and diagnosed learning strengths and gaps, they are ready to give feedback and report on student growth. This formative feedback directly helps student...
Gespeichert in:
| Veröffentlicht in: | Technology & learning 2008-04, Vol.28 (9), p.22 |
|---|---|
| 1. Verfasser: | |
| Format: | Magazinearticle |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | 9 |
| container_start_page | 22 |
| container_title | Technology & learning |
| container_volume | 28 |
| creator | Tuttle, Harry Grover |
| description | Once teachers have identified and shared the standards with students, instructed them via meaningful learning experiences, monitored their progress, and diagnosed learning strengths and gaps, they are ready to give feedback and report on student growth. This formative feedback directly helps students improve their performance. Ultimately, through the use of technology, teachers gain many tools that help them give students formative feedback and report on their progress. These students grasp that their teachers sincerely want them to succeed and are empowered with strategies to become successful learners. [For Part 1, see EJ793830.] |
| format | Magazinearticle |
| fullrecord | <record><control><sourceid>gale_eric_</sourceid><recordid>TN_cdi_gale_infotracmisc_A178898430</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A178898430</galeid><ericid>EJ798709</ericid><sourcerecordid>A178898430</sourcerecordid><originalsourceid>FETCH-LOGICAL-e2660-3e1ee54bc43ed88da9f295a3c58d6773d7488abf1419e3907b152f24ad60e3973</originalsourceid><addsrcrecordid>eNqN0M9PwyAUB_AeNHFO_wMPJJ481LSlLeCtzv0yizO6nRtGXyvawgJsurP_uDXbwSWLGe8AvHy-L4ETrxMGCfZTEtEz79za96BdlLGO9_3MjUPRHXqQlXS8RlkFKLMWrG1AOd_P0ETrD8QdGulPNAPxpnStqw2aW0BSoYE2DXdy_Tdl0bhZGr0GiwYAxYKLdoAq0AsstXFSVWi6_D2tlHQS7IV3WvLawuVu73rzQX_WG_mT6XDcyyY-RGka-BhCgCReiBhDQWnBWRmxhGOR0CIlBBckppQvyjAOGWAWkEWYRGUU8yIN2jvBXe96O7fiNeRSldoZLhppRZ6FhFJGYxy0yj-gKlBgeK0VlLJt7_nbA76tAhopDgZu9gKtcfDlKr6yNh-_Ph1v74dHWzqc_PfInRW6rqGCvP323nTfX209GCnypZENN5u8_0gYJQHDP6Q9vAQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>magazinearticle</recordtype></control><display><type>magazinearticle</type><title>Part 2: Digital Age Assessment--A Look at How Technology Use in Formative Assessments Improves Feedback and Reporting Opportunities</title><source>Education Source</source><creator>Tuttle, Harry Grover</creator><creatorcontrib>Tuttle, Harry Grover</creatorcontrib><description>Once teachers have identified and shared the standards with students, instructed them via meaningful learning experiences, monitored their progress, and diagnosed learning strengths and gaps, they are ready to give feedback and report on student growth. This formative feedback directly helps students improve their performance. Ultimately, through the use of technology, teachers gain many tools that help them give students formative feedback and report on their progress. These students grasp that their teachers sincerely want them to succeed and are empowered with strategies to become successful learners. [For Part 1, see EJ793830.]</description><identifier>ISSN: 1053-6728</identifier><language>eng</language><publisher>NewBay Media</publisher><subject>Academic Achievement ; Educational assessment ; Educational evaluation ; Evaluation ; Feedback (Electronics) ; Feedback (Response) ; Formative Evaluation ; Learning Experience ; Measurement ; Methods ; Teacher Student Relationship ; Teachers ; Technology Uses in Education</subject><ispartof>Technology & learning, 2008-04, Vol.28 (9), p.22</ispartof><rights>COPYRIGHT 2008 Future US Holdings Inc. d/b/a Future US LLC</rights><rights>COPYRIGHT 2008 Future US, Inc.</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>780,784</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ798709$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Tuttle, Harry Grover</creatorcontrib><title>Part 2: Digital Age Assessment--A Look at How Technology Use in Formative Assessments Improves Feedback and Reporting Opportunities</title><title>Technology & learning</title><addtitle>Technology & Learning</addtitle><description>Once teachers have identified and shared the standards with students, instructed them via meaningful learning experiences, monitored their progress, and diagnosed learning strengths and gaps, they are ready to give feedback and report on student growth. This formative feedback directly helps students improve their performance. Ultimately, through the use of technology, teachers gain many tools that help them give students formative feedback and report on their progress. These students grasp that their teachers sincerely want them to succeed and are empowered with strategies to become successful learners. [For Part 1, see EJ793830.]</description><subject>Academic Achievement</subject><subject>Educational assessment</subject><subject>Educational evaluation</subject><subject>Evaluation</subject><subject>Feedback (Electronics)</subject><subject>Feedback (Response)</subject><subject>Formative Evaluation</subject><subject>Learning Experience</subject><subject>Measurement</subject><subject>Methods</subject><subject>Teacher Student Relationship</subject><subject>Teachers</subject><subject>Technology Uses in Education</subject><issn>1053-6728</issn><fulltext>true</fulltext><rsrctype>magazinearticle</rsrctype><creationdate>2008</creationdate><recordtype>magazinearticle</recordtype><recordid>eNqN0M9PwyAUB_AeNHFO_wMPJJ481LSlLeCtzv0yizO6nRtGXyvawgJsurP_uDXbwSWLGe8AvHy-L4ETrxMGCfZTEtEz79za96BdlLGO9_3MjUPRHXqQlXS8RlkFKLMWrG1AOd_P0ETrD8QdGulPNAPxpnStqw2aW0BSoYE2DXdy_Tdl0bhZGr0GiwYAxYKLdoAq0AsstXFSVWi6_D2tlHQS7IV3WvLawuVu73rzQX_WG_mT6XDcyyY-RGka-BhCgCReiBhDQWnBWRmxhGOR0CIlBBckppQvyjAOGWAWkEWYRGUU8yIN2jvBXe96O7fiNeRSldoZLhppRZ6FhFJGYxy0yj-gKlBgeK0VlLJt7_nbA76tAhopDgZu9gKtcfDlKr6yNh-_Ph1v74dHWzqc_PfInRW6rqGCvP323nTfX209GCnypZENN5u8_0gYJQHDP6Q9vAQ</recordid><startdate>200804</startdate><enddate>200804</enddate><creator>Tuttle, Harry Grover</creator><general>NewBay Media</general><general>Future US Holdings Inc. d/b/a Future US LLC</general><general>Future US, Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>8GL</scope><scope>IBG</scope><scope>ISN</scope></search><sort><creationdate>200804</creationdate><title>Part 2: Digital Age Assessment--A Look at How Technology Use in Formative Assessments Improves Feedback and Reporting Opportunities</title><author>Tuttle, Harry Grover</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-e2660-3e1ee54bc43ed88da9f295a3c58d6773d7488abf1419e3907b152f24ad60e3973</frbrgroupid><rsrctype>magazinearticle</rsrctype><prefilter>magazinearticle</prefilter><language>eng</language><creationdate>2008</creationdate><topic>Academic Achievement</topic><topic>Educational assessment</topic><topic>Educational evaluation</topic><topic>Evaluation</topic><topic>Feedback (Electronics)</topic><topic>Feedback (Response)</topic><topic>Formative Evaluation</topic><topic>Learning Experience</topic><topic>Measurement</topic><topic>Methods</topic><topic>Teacher Student Relationship</topic><topic>Teachers</topic><topic>Technology Uses in Education</topic><toplevel>online_resources</toplevel><creatorcontrib>Tuttle, Harry Grover</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Gale In Context: High School</collection><collection>Gale In Context: Biography</collection><collection>Gale In Context: Canada</collection><jtitle>Technology & learning</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Tuttle, Harry Grover</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ798709</ericid><atitle>Part 2: Digital Age Assessment--A Look at How Technology Use in Formative Assessments Improves Feedback and Reporting Opportunities</atitle><jtitle>Technology & learning</jtitle><addtitle>Technology & Learning</addtitle><date>2008-04</date><risdate>2008</risdate><volume>28</volume><issue>9</issue><spage>22</spage><pages>22-</pages><issn>1053-6728</issn><abstract>Once teachers have identified and shared the standards with students, instructed them via meaningful learning experiences, monitored their progress, and diagnosed learning strengths and gaps, they are ready to give feedback and report on student growth. This formative feedback directly helps students improve their performance. Ultimately, through the use of technology, teachers gain many tools that help them give students formative feedback and report on their progress. These students grasp that their teachers sincerely want them to succeed and are empowered with strategies to become successful learners. [For Part 1, see EJ793830.]</abstract><pub>NewBay Media</pub><tpages>2</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1053-6728 |
| ispartof | Technology & learning, 2008-04, Vol.28 (9), p.22 |
| issn | 1053-6728 |
| language | eng |
| recordid | cdi_gale_infotracmisc_A178898430 |
| source | Education Source |
| subjects | Academic Achievement Educational assessment Educational evaluation Evaluation Feedback (Electronics) Feedback (Response) Formative Evaluation Learning Experience Measurement Methods Teacher Student Relationship Teachers Technology Uses in Education |
| title | Part 2: Digital Age Assessment--A Look at How Technology Use in Formative Assessments Improves Feedback and Reporting Opportunities |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-15T06%3A35%3A42IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Part%202:%20Digital%20Age%20Assessment--A%20Look%20at%20How%20Technology%20Use%20in%20Formative%20Assessments%20Improves%20Feedback%20and%20Reporting%20Opportunities&rft.jtitle=Technology%20&%20learning&rft.au=Tuttle,%20Harry%20Grover&rft.date=2008-04&rft.volume=28&rft.issue=9&rft.spage=22&rft.pages=22-&rft.issn=1053-6728&rft_id=info:doi/&rft_dat=%3Cgale_eric_%3EA178898430%3C/gale_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_galeid=A178898430&rft_ericid=EJ798709&rfr_iscdi=true |