Adoption of Computer-Based Formative Assessment in a High School Mathematics Classroom

Authors:
Zachary B. Warner
Affiliations:
University at Albany - SUNY, USA
Venue:
Journal of Cases on Information Technology
Year:
2011

Citing 3
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Abstract

This case follows a high school mathematics teacher who is new to the classroom and is looking to adopt computer-based formative assessment as a part of his curriculum. Working within the confines of the school environment, this requires navigating a shrinking budget, colleagues that do not share his value of technology, restricted time, student issues, and limited resources. He must examine all aspects of the available computer-based formative assessment systems and weigh the pros and cons to insure the best academic outcomes for his students.