On this page
Teacher Learning of Technology-Enhanced Formative Assessment (TEFA-TL)
Prior research suggests great potential for classroom response technology in providing teachers with real-time, actionable formative assessment data to improve instruction and learning. Teacher Learning of Technology-Enhanced Formative Assessment (TEFA-TL) is a 5-year, National Science Foundation (NSF)-funded research project investigating secondary school teachers' learning and mastery of question-driven instruction and formative assessment strategies using classroom response technology.
Researchers at SRI International are collaborating with researchers in the Physics Education Research Group (PERG) at the University of Massachusetts, Amherst, and Department of Physics and Astronomy, University of North Carolina at Greensboro, who have conducted research and teacher training on the use of classroom response technology in science education for more than 10 years (http://umperg.physics.umass.edu/projects/tefa/). The team is investigating teachers' learning and mastery of formative assessment and “agile teaching” strategies that use feedback data collected through the classroom response systems in real time instructional decision making.
The study will document both teachers' learning and changes in classroom practice over time. Ultimately, this study will contribute to our understanding of teachers' learning trajectories in developing TEFA mastery and optimal professional development approaches for supporting teachers' mastery of student-centered instruction with classroom response technology.
The study uses a longitudinal, repeated measures design, collecting data on teachers' instructional practices and the classroom environment over time. Teachers begin their participation with a year-long course in TEFA and continue to conduct action research in school-based teams for 3 years over the course of the study to deepen their professional development and link their learning to their own classroom practice.
4/2005 - 3/2010 (current)
Funders & Clients
National Science Foundation, Teacher Professional Continuum Program
Partners
-
Allan Feldman
University of Massachusetts, Amherst, Center for Teaching
-
Dr. Ian Beatty
University of North Carolina at Greensboro, Department of Physics and Astronomy
-
Dr. William J. Gerace
University of North Carolina at Greensboro, Department of Physics and Astronomy
-
Dr. William J. Leonard
University of North Carolina at Greensboro, Department of Physics and Astronomy
Research Areas
Assessment
Evaluation
Teacher Learning
Keywords
evaluation research
networked classrooms
science education
teacher professional development
teachers