id: 06621672
dt: j
an: 2016e.00475
au: Soto, Melissa; Ambrose, Rebecca
ti: Screencasts: formative assessment for mathematical thinking.
so: Technol. Knowl. Learn. 21, No. 2, 277-283 (2016).
py: 2016
pu: Springer Netherlands, Dordrecht
la: EN
cc: D60 U50 U70
ut: screencasts; formative assessment; mathematical explanations; mobile
devices
ci:
li: doi:10.1007/s10758-015-9272-6
ab: Summary: Increased attention to reasoning and justification in mathematics
classrooms requires the use of more authentic assessment methods.
Particularly important are tools that allow teachers and students
opportunities to engage in formative assessment practices such as
gathering data, interpreting understanding, and revising thinking or
instruction. Screencast applications on mobile devices enable teachers
to collect multiple modes of communications, which students use to
generate mathematical explanations. As studentsâ€™ explanations are
recorded in the moment and contain verbalizations, written notations,
and virtual gestures, teachers are able to gain insights into
studentsâ€™ understanding in greater depth than any one mode
individually. Additionally, misconceptions and mistakes, which are
often lost in written work, are documented and can be identified to
specifically target interventions. In this report, a student-generated
screencast example will highlight how this technology can be used as a
formative assessment tool. Also discussed are potential limitations
when using the technology in classrooms and possible solutions.
rv: