Adoption of Computer-Based Formative Assessment in a High School Mathematics Classroom

摘要

This case follows a high school mathematics teacher who is new to the classroom and is looking to adopt computer-based formative assessment as apart of his curriculum. Working within the confines of the school environment, this requires navigating a shrinking budget, colleagues that do not share his value of technology, restricted time, student issues, and limited resources. He must examine all aspects of the available computerbased formative assessment systems and weigh the pros and cons to insure the best academic outcomes for his students.