Bridging the Gap: Investigating Teachers' Experiences With Assessment, Learning, and Educational Technology (Poster 49)

• In Event: AERA Poster Session Six
  In Poster Session: Tools and Strategies in Classroom Assessment

Abstract

The increase in educational technology due to the COVID-19 pandemic required teachers to alter their assessment strategies. To explore assessment practices with technology without increasing the strain or demands teachers experienced during the pandemic, this study used secondary analysis with data collected pre-pandemic. Puentedura’s (2006) Substitution, Augmentation, Modification, and Redefinition framework was used as a heuristic to explore how teachers leveraged technology to support their assessment practices. Data sources included pre/post surveys, discussion board posts, and arts-informed data. Findings from the analysis identified three themes: expanding assessment practices, seeking professional development, and developing core competencies for 21st-century learners. Data showed that after the completion of the PLC, participants were craving opportunities to extend their assessment and technology learning.

Authors

• Katrina Carbone, Queen's University - Kingston
  Presenting Author

• Michelle J. Searle, Queen's University - Kingston
  Presenting Author

• Lori C. Kirkpatrick, Western University
  Presenting Author