Is Technology Always Helpful?: A Critical Review of the Impact on Learning Outcomes of Education Technology in Supporting Formative Assessment in Schools

Autor/inn/en	See, Beng Huat; Gorard, Stephen; Lu, Binwei; Dong, Lan; Siddiqui, Nadia
Titel	Is Technology Always Helpful?: A Critical Review of the Impact on Learning Outcomes of Education Technology in Supporting Formative Assessment in Schools
Quelle	In: Research Papers in Education, 37 (2022) 6, S.1064-1096 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (See, Beng Huat) ORCID (Gorard, Stephen) ORCID (Lu, Binwei) ORCID (Siddiqui, Nadia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2021.1907778
Schlagwörter	Educational Technology; Formative Evaluation; Outcomes of Education; Technology Uses in Education; Foreign Countries; Program Effectiveness; Computer Assisted Testing; Mathematics Tests; Reading Tests; Academic Achievement; Evidence; Student Evaluation; Audience Response Systems; United Kingdom (England) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Lernleistung; Schulerfolg; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Lesetest; Schulleistung; Evidenz; Schulnote; Studentische Bewertung
Abstract	While education technology has been widely used in classrooms, and considerable investments have been made to support its use in the UK, the evidence base for many such rapidly changing technologies is weak, and their efficacy is unclear. The aim of this paper is to systematically review and synthesise empirical research on the use of technology in formative assessment, to identify approaches that are effective in improving pupils' learning outcomes. The review involved a search of 11 major databases, and included 55 eligible studies. The results suggest promising evidence that digitally delivered formative assessment could facilitate the learning of maths and reading for young children, but there is no good evidence that it is effective for other subjects, or for older children, or that it is any more effective than formative assessment without technology. The review found no good evidence that learner response systems work in enhancing children's academic attainment, and there is no evidence supporting the effectiveness of such technologies that embed gaming features. Much research in this area is of poor quality. More rigorous studies using causal designs are thus urgently needed. Meantime, there should be no rush to use technology on the basis of improving attainment. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01