The paper aims to investigate why, when and how media and technologies could be used in classroom to assess students’ achievement and learning. It presents an evaluation case study of the Italian project “Cl@ssi 2.0”, addressed to middle schools in order to innovate learning environments trough diffused use of technology and to verify the impacts on educational processes. The essay focuses on data collected from logbooks, a monitoring quali-quantitative tool, administered online, trough which teachers have described technologies’ use in classroom, expressing judgments on their impact on instructional processes. The longitudinal data analysis shows how, how often and for which purposes teachers have applied technologies to enhance assessment practices and methods, collecting their opinions on occurred changes in the assignments and schoolwork and on the impact on students’ behaviours. The research suggests the potential of technologies to realize a variety of effective assessment and evaluation strategies; at the same time, it shows how their availability in classroom doesn’t imply an automatic teaching innovation and provides insights to go beyond a purely technological vision of media toward a deepening of their methodological and educational opportunities.
Assessing students with media and technologies: opportunities and limits from teachers’ point of view
PANDOLFINI, VALERIA SILVIA
2013-01-01
Abstract
The paper aims to investigate why, when and how media and technologies could be used in classroom to assess students’ achievement and learning. It presents an evaluation case study of the Italian project “Cl@ssi 2.0”, addressed to middle schools in order to innovate learning environments trough diffused use of technology and to verify the impacts on educational processes. The essay focuses on data collected from logbooks, a monitoring quali-quantitative tool, administered online, trough which teachers have described technologies’ use in classroom, expressing judgments on their impact on instructional processes. The longitudinal data analysis shows how, how often and for which purposes teachers have applied technologies to enhance assessment practices and methods, collecting their opinions on occurred changes in the assignments and schoolwork and on the impact on students’ behaviours. The research suggests the potential of technologies to realize a variety of effective assessment and evaluation strategies; at the same time, it shows how their availability in classroom doesn’t imply an automatic teaching innovation and provides insights to go beyond a purely technological vision of media toward a deepening of their methodological and educational opportunities.
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