Leveraging Technology to Augment Teachers’ Capacity for Implementing Classroom Formative Assessment

The overarching goal of the project is to seek insights into how teachers use assessment to gather information about student learning and to inform their instruction, and the challenges that teachers face in consistently implementing these assessments in their classrooms. It aims to explore how technologies can be leveraged to address the challenges and obstacles teachers face in implementing classroom formative assessment. In Phase 1, the intern will conduct a systematic review to synthesize the existing research on the effective strategies of formative assessment and challenges faced by teachers in consistently implementing it in their classrooms. In Phase 2, the intern will engage K-6 teachers who have experience with classroom formative assessment. CTC will benefit from the research by gaining a better understanding of teacher processes and obstacles when implementing formative assessment. This will help guide CTC in their development of web-based solutions that can help teachers overcome the obstacles.

Faculty Supervisor:

Eunice Eunhee Jang

Student:

Partner:

CTC/Canadian Test Centre Inc.

Discipline:

Sociology

Sector:

Education

University:

University of Toronto

Program: