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

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

Zachary B. Warner
Copyright: © 2011 |Volume: 13 |Issue: 4 |Pages: 12
ISSN: 1548-7717|EISSN: 1548-7725|EISBN13: 9781613509906|DOI: 10.4018/jcit.2011100102
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MLA

Warner, Zachary B. "Adoption of Computer-Based Formative Assessment in a High School Mathematics Classroom." JCIT vol.13, no.4 2011: pp.9-20. http://doi.org/10.4018/jcit.2011100102

APA

Warner, Z. B. (2011). Adoption of Computer-Based Formative Assessment in a High School Mathematics Classroom. Journal of Cases on Information Technology (JCIT), 13(4), 9-20. http://doi.org/10.4018/jcit.2011100102

Chicago

Warner, Zachary B. "Adoption of Computer-Based Formative Assessment in a High School Mathematics Classroom," Journal of Cases on Information Technology (JCIT) 13, no.4: 9-20. http://doi.org/10.4018/jcit.2011100102

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Abstract

This case follows a high school mathematics teacher who is new to the classroom and is looking to adopt computer-based formative assessment as a part 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 computer-based formative assessment systems and weigh the pros and cons to insure the best academic outcomes for his students.

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