student achievement where increases in student engagement typically resulted in

Student achievement where increases in student

This preview shows page 12 - 15 out of 47 pages.

student achievement, where increases in student engagement typically resulted in increases in student achievement. Contradictory findings to this were attributed to the lack of change in assessment practices. Dawson, Cavanaugh & Ritzhaupt’s (2008) work indicates that changes in instructional practices resulted in changes in student engagement and student achievement, two factors that this study explores. Their research emphasizes how stagnant assessment practices can affect measures of student achievement, further evidence that assessment methods must be re-evaluated
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MOBILE DEVICE IMPACT ON STUDENT PERFORMANCE 11 to ensure that they are measuring students on what they are actually learning. The changes in teaching practices that are sought after from 1:1 implementations focus on using technology to develop critical thinking skills and higher order thinking. However, not all assessments provide an accurate means for measuring these new skills. An alternative to traditional assessment methods are web-based learning portfolios (Chang & Wu, 2012). Chang and Wu (2012) concluded that the results of a teacher assessment of student performance using web-based portfolios are reliable when quality rubrics are created for student learning outcomes. Chang and Wu’s research (2012) was conducted to determine if teacher assessment of web portfolios provide a reliable and valid method of assessment for student learning outcomes. As a non-traditional student performance assessment method, web portfolios provide benefits over traditional paper-based portfolios; however, teacher assessment of the portfolios may not be aligned with well-constructed scoring criteria, such as assessment rubrics. In order to determine the validity of these concerns, Chang and Wu’s (2012) study consisted of teacher assessment, student self-assessment, and peer-assessment on a group of eleventh graders in a computer applications course. Students completed a web-portfolio and then took achievement tests that were aligned to the learning outcomes of the portfolio. A strong correlation was found between the scores, indicating the portfolio assessment was appropriate for reflecting learning achievements. Chang and Wu’s research provides insight into different ways that student performance can be measured and possible methods for developing non-traditional assessment methods. This study measures student performance after introducing a 1:1 computing device for each student. Though a pretest posttest model was used to gather results for this study, consideration must be given to the potential role that the leaf notebook plays in the learning process and potentially the assessment process for students. The use of mobile devices
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MOBILE DEVICE IMPACT ON STUDENT PERFORMANCE 12 allows teachers new methods of instruction and students new ways of demonstrating what they have learned. This opens the door to potentially more accurate student assessment instruments; however, as pointed out by Chang and Wu (2012) the web-based learning portfolios are limited
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