Technology-Enhanced Formative Assessment: Does Changing the Way Students Confront Their Views Change Their Behaviour and Outcomes?
Résumé
Tsaap-Notes and Elaastic are two web platforms designed to help teachers orchestrate formative assessment sequences based on a two-votes approach. The second vote is carried out by students after they have had the opportunity to compare their points of view. Elaastic has been designed with new requirements to improve the Tsaap-Notes process: to shorten the number of phases in the process and to collect information on misconceptions provided by students. These requirements have changed the process significantly: the students' activities during the phase of confrontation of points of view of each process are substantially different. In this paper we present the results of the comparison of the two processes on the basis of the same questions that were asked by the same teachers either with Tsaap-Notes or with Elaastic in the same courses but in different school years. The results indicate that there are no significant differences between the two processes regarding the transitions between the first and second vote and the outcomes obtained by the students at the second vote. These results encourage us to continue our research on Technology-Enhanced Formative Assessment using the data collected by the Elaastic platform.
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