(Introduction Paper) The Impact of Formative Assessment and Feedback on Student Learning Using the Student Response System

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Current educational policy and practice asserts that increased standardized student testing is the key to improving student learning and is the most appropriate means for holding individual schools and teachers accountable for student learning. Instead, it has become a tool solely for summarizing what students have learned and for ranking students and schools. The problem is standardized tests cannot provide the information about student achievement that teachers and students need day-to-day. Classroom assessment can provide this kind of information. Formative assessment to inform instruction and guide student learning is being underutilized. Many students are not given feedback that is effective in helping them see where they are in…show more content…
Few classrooms have successfully implemented high quality, effective formative assessments that drive instruction, provide immediate feedback to student to inform them of their progress, or involve students in self-reflection of learning. Many of the observations are of teachers who have been a part of state Title II-D grants that provide a team of teachers with technology tools, 100 hours of on-site instructional and technical support, and 100 hours of professional learning over a two year period. The state grant has slightly different guidelines each year, but the goal of the grant is always the same; to improve student learning. Because the learning needs are not the same for each school, the school is able to customize the grant based on needs specific to that school. Thus the support and professional learning are tailored to the team and individual teachers’ needs. Georgia has 13 Educational Technology Centers (ETCs) that manage Title II-D grants. This includes providing professional learning and onsite support for grant schools. The participants for this study were selected from an ETC with two elementary schools who are currently involved in the two year Title II-D grant, Teachers, Teamwork, and Technology (T3). This group was selected because these teachers received training and implemented SRS during the first year of the grant. Having acquired the skills needed to use SRS, these teachers will focus on the use
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