%0 Journal Article
%T Bridge the Gap¡ªIncorporating Classroom Response Systems for Classroom-Embedded Formative Assessment
%A Weihua Shi
%A Jace Hargis
%J Open Access Library Journal
%V 10
%N 2
%P 1-19
%@ 2333-9721
%D 2023
%I Open Access Library
%R 10.4236/oalib.1109829
%X Research on the topic of summative assessments has attracted a large audience. The latest trend of a ¡°process-oriented view of learning¡± has given rise to a heated discussion about assessment as a facilitative instrument to scaffold learning rather than being regarded solely as a ¡°high-stake¡± measurement tool. Black and Wiliam contributed heavily to theorizing about the pedagogical use of assessment in the classroom with their widely read papers ¡°Assessment and classroom learning (1998)¡± and ¡°Classroom assessment and pedagogy¡¯ (2018).¡± Other scholars in the field also contributed their expertise and experience enormously to further exploration in this field. But there still exists a gap between the ideal theoretical model of assessment for learning (AfL) and the actual practices in a real classroom learning environment. This paper discusses how a solution to the problem can be achieved by incorporating a web-based mobile technology¡ªClassroom Response Systems (CRSs) to implement ¡°Web-based Formative Assessment¡± in secondary schools. A literature review on the topics of formative assessment and technology-enhanced pedagogy is synthesized. A research project on using CRSs to facilitate classroom learning is presented in terms of 1) the effectiveness of CRSs as instructional instruments for adolescent learners in secondary schools; 2) secondary school students¡¯ preference over CRS question types and response formats; and 3) secondary school students¡¯ reflection on and attitudes towards CRSs as a way of formative assessments and instruction. This research provides evidence that the web-based interactive tasks involving the use of CRSs serve to enable learners to develop learner agency and effective learning strategies.
%K Classroom Response System (CRS)
%K Formative Assessment
%K Assessment for Learning (AfL)
%K Sociocultural Interaction
%K Web-Based Applications
%U http://www.oalib.com/paper/6788872