The purpose of this quantitative, correlational study was to investigate the computer-based formative assessment (CBFA) practices of core academic teachers within a one-to-one computing environment to better understand the relationships between CBFA usage rates of teachers and their perceptions of instructional technology. Survey data were collected from 261 academic teachers (63% response rate), which quantified teacher CBFA usage rates. The major findings of the study indicated that there were statistically significant correlations between CBFA usage rates and teacher comfort with technology, teacher belief in technology, and teacher autonomy. Significant differences in CBFA usage rates were found between different subjects, class levels, and grade levels. The findings provide insight into how teachers utilize CBFA in their classrooms to aid in developing targeted professional development to support teachers in using technology to formatively assess students. Future research into the effectiveness of increased CBFA usage could demonstrate how student achievement may be related to increased use of this instructional tool.

这项定量相关研究的目的是调查核心学术教师在一对一计算环境中的基于计算机的形成性评估 (CBFA) 实践，以更好地了解教师的 CBFA 使用率与其对教学的看法之间的关系。技术。调查数据来自 261 名学术教师（63% 的回应率），量化了教师 CBFA 的使用率。研究的主要发现表明，CBFA 使用率与教师对技术的舒适度、教师对技术的信念和教师自主权之间存在统计学上的显着相关性。CBFA 使用率在不同学科、班级和年级之间存在显着差异。研究结果深入了解教师如何在课堂上利用 CBFA 来帮助发展有针对性的专业发展，以支持教师使用技术对学生进行形成性评估。未来对增加 CBFA 使用有效性的研究可以证明学生的成绩如何与增加使用这种教学工具有关。