dc.date.accessioned2021-08-23T22:48:52Z
dc.date.accessioned2022-10-19T00:14:09Z
dc.date.available2021-08-23T22:48:52Z
dc.date.available2022-10-19T00:14:09Z
dc.date.created2021-08-23T22:48:52Z
dc.date.issued2017
dc.identifierhttp://hdl.handle.net/10533/250238
dc.identifier1150045
dc.identifierWOS:000398783100005
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4481501
dc.description.abstractThis study demonstrates how the technology used to assist formative assessment in spelling can have an impact on learning. Formative assessment represents a set of student-centered practices, the results of which are not always optimal. Furthermore, different technologies are better suited to certain tasks than to others. The study follows a Design-Based Research approach and was conducted in Chile in two phases. In the first phase of the study, a formative assessment strategy for teaching spelling is developed. In a subsequent phase, the impact of different technologies on this strategy is analyzed. This is achieved by comparing two different technologies: Tablet PCs and the interpersonal computer. The results reveal that a self-paced formative assessment strategy using Tablets is more effective than the same strategy using an interpersonal computer when teaching spelling to primary school students. This therefore highlights the impact of technology on learning when adopting a formative assessment strategy. Keywords Author Keywords:formative assessment
dc.description.abstractinteractive learning environments
dc.description.abstractself-paced learning
dc.description.abstractdesign-based research
dc.description.abstractspelling
dc.description.abstractinterpersonal computer
dc.description.abstracttablet PC
dc.languageeng
dc.relationhttps://docgo.net/view-doc.html?utm_source=investment-disputes-oltre-lo-stato-on-global-administrative-law-and-fair-and-equitable-treatment
dc.relationhandle/10533/111557
dc.relation10.1177/0735633116650971
dc.relationhandle/10533/111541
dc.relationhandle/10533/108045
dc.rightsinfo:eu-repo/semantics/article
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/
dc.titleThe Impact of the Technology Used in Formative Assessment: The Case of Spelling
dc.typeArticulo


Este ítem pertenece a la siguiente institución