Student Response Systems for Formative Assessment: Literature-based Strategies and Findings from a Middle School Implementation

Julia S. Fuller; Kara M. Dawson

doi:10.30935/cedtech/6206

Julia S. Fuller ¹ ^* , Kara M. Dawson ²

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CONT ED TECHNOLOGY, Volume 8, Issue 4, pp. 370-389

https://doi.org/10.30935/cedtech/6206

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Abstract

In this article we share how a district-level technology integration specialist used literature on implementing student response systems (SRS) for formative assessment, based on Desimone’s (2009) core features of professional development design, Guskey’s Levels of Professional Development Evaluation (1998, 2000, 2002), and Danielson’s Observation Cycle (2007), to support 12 middle school teachers in using SRS in their classrooms. The work reported here provides an example of incorporating literature-based best practices to support teachers in effectively using technology in the classroom. The findings of this study indicate that the teachers learned to use the SRS technology and associated strategies to collect formative data and appropriately adjust instruction to meet learners’ needs. This work has implications for SRS in K-12 classrooms, technology integration professional development, and for preservice teacher education.

Keywords: Student response systems, Professional development

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Citation

Fuller, J. S., & Dawson, K. M. (2017). Student Response Systems for Formative Assessment: Literature-based Strategies and Findings from a Middle School Implementation. Contemporary Educational Technology, 8(4), 370-389. https://doi.org/10.30935/cedtech/6206

Fuller, J. S., and Dawson, K. M. (2017). Student Response Systems for Formative Assessment: Literature-based Strategies and Findings from a Middle School Implementation. Contemporary Educational Technology, 8(4), pp. 370-389. https://doi.org/10.30935/cedtech/6206

Fuller JS, Dawson KM. Student Response Systems for Formative Assessment: Literature-based Strategies and Findings from a Middle School Implementation. CONT ED TECHNOLOGY. 2017;8(4), 370-389. https://doi.org/10.30935/cedtech/6206

Fuller, Julia S., and Kara M. Dawson. "Student Response Systems for Formative Assessment: Literature-based Strategies and Findings from a Middle School Implementation". Contemporary Educational Technology 2017 8 no. 4 (2017): 370-389. https://doi.org/10.30935/cedtech/6206

Fuller, Julia S. et al. "Student Response Systems for Formative Assessment: Literature-based Strategies and Findings from a Middle School Implementation". Contemporary Educational Technology, vol. 8, no. 4, 2017, pp. 370-389. https://doi.org/10.30935/cedtech/6206

Fuller JS, Dawson KM. Student Response Systems for Formative Assessment: Literature-based Strategies and Findings from a Middle School Implementation. CONT ED TECHNOLOGY. 2017;8(4):370-89. https://doi.org/10.30935/cedtech/6206