Abstract The popularity of interactive whiteboards (IWBs) has grown and, in many countries, are nearly ubiquitous. Nevertheless, a lack of training, among other factors, has led to teachers misusing, or even abandoning this technology. While IWBs should improve learning outcomes, few studies have evaluated the impact of long-term IWB-based instruction. The purpose of this study is to track changes in the mathematical performance through formative assessment (FA) for primary school students participating in an IWB Formative Assessment (FA) system, characterized by elements including feedback, social learning through discussions, agentive learning through personalized options, and game-based learning featuring among-group competition and within-group collaboration. A convenience sample of 178 s-grade students from the same grade (four classes) participated in the study, which lasted one school year. Hierarchical linear modeling (HLM) was utilized to analyze data from the IWB system, revealing the following: (1) a significant correlation between students’ involvement in formative IWB activities and mathematics achievement (t = 6.52; p = 0.00); (2) no effect of gender on initial mathematics performance; (3) a significant role of student motivational goals on initial mathematics performance, with higher mastery-avoidance associated with better initial assessments (t = 2.02, p = 0.04) and higher performance-avoidance associated with lower initial assessments (t = −2.60, p = 0.03); (4) interaction between gender and linear change, with girls outperforming boys (t = −2.57, p = 0.01) in FA performance over time (although boys made advances on summative assessments); and (5) a negative interaction of mastery-avoidance with linear change, where higher levels of mastery-avoidance were associated with a greater decline in FA performance over time (t = −2.57, p = 0.01). In short, the research findings suggest that if teachers use IWB-based FA over a relatively long time, they must pay special attention to boys and those who hold high mastery-avoidance goals.

中文翻译：

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交互式白板形成性评估：对小学生数学表现的一年纵向研究

摘要 交互式白板 (IWB) 越来越流行，并且在许多国家几乎无处不在。然而，缺乏培训等因素导致教师滥用甚至放弃这项技术。虽然 IWB 应该提高学习成果，但很少有研究评估基于 IWB 的长期教学的影响。本研究的目的是通过参与 IWB 形成性评估 (FA) 系统的小学生通过形成性评估 (FA) 跟踪数学表现的变化，其特征包括反馈、通过讨论进行社交学习、通过个性化选项进行主动学习，以及以组间竞争和组内协作为特征的基于游戏的学习。来自同一年级（四个班级）的 178 名 s 级学生的便利样本参与了这项研究，该研究持续了一个学年。分层线性模型 (HLM) 被用来分析来自 IWB 系统的数据，揭示了以下内容： (1) 学生参与形成性 IWB 活动与数学成绩之间存在显着相关性 (t = 6.52; p = 0.00)；(2) 性别对初始数学成绩无影响；(3) 学生动机目标对初始数学成绩的重要作用，较高的掌握回避与更好的初始评估相关（t = 2.02，p = 0.04）和较高的成绩回避与较低的初始评估相关（t = -2.60， p = 0.03); (4) 性别与线性变化之间的相互作用，女孩的表现优于男孩（t = -2.57，p = 0. 01）随着时间的推移在 FA 的表现（尽管男孩在总结性评估方面取得了进步）；(5) 精通-回避与线性变化的负相互作用，其中更高水平的精通-回避与 FA 性能随时间的下降更大有关（t = -2.57，p = 0.01）。总之，研究结果表明，如果教师使用基于 IWB 的 FA 的时间相对较长，他们必须特别关注男孩和那些拥有高掌握避免目标的人。