Using Digital Formative Assessment within a Personalised Learning…
Using Digital Formative Assessment within a Personalised Learning Framework
educating staff and moving them out of their current mental modes of teacher-centric learning.
New types of outcomes are now seen as desirable, and hence new forms of assessment are needed.
One of the challenges surrounding personalization and digital technology is how to promote learners’ cognitive processes at a deeper level
All students should be taught and assessed in ways that allow them to access the full breadth of the curriculum. However, students with specific learning needs are frequently invisible in assessment data.
Technology resources and support are the main issues for problems and challenges that teachers faced. Teachers do not integrate technology in their teaching activities unless they have been provided with just-in-time technical support.
Technology has its limitations in terms of personalizing learning for individual learners.
Digital Formative Assessment
assessment should reflect what is valued in the curriculum
digital technology that support learners’ deep cognitive processes in learning
21st Century skills
improving students engagement
The changing nature of knowledge
Self determined learning
renewing inclusiveness and increasing student participation.
culturally responsive pedagogy
Questions to Research
‘What type of leadership do we need in this school to secure the best outcomes for young people and how do we change our structures to make this happen?’
If distributed leadership is to be authentic then the skills of professional collaboration are critically important. How can you share leadership if teachers cannot work together?
Who is the relationship between digital technology, deep process and personalized learning central to child centered learning
Whether or not heutagogy has the capacity to challenge and change the script for educators.
What and how does digital technology influence and change learners’ behaviour in personalised learning?
Is an increased choice of learning methods negatively correlated with students' investment in their education?
How can aspects of teacher
knowledge and thinking build self and peer assessment capabilities in students?