Document Type
Thesis
Publication Date
5-3-2019
Disciplines
Life Sciences | Secondary Education
Advisor
Diana Fenton, Education
Abstract
As more schools begin to phase in technology to classrooms, teachers are faced with a new task. Technology-based assessments allow teachers and students to get immediate feedback on the level of understanding of a certain topic. Using the Technological Pedagogical Content Knowledge (TPACK) framework gives insight to the knowledge base of teachers in various categories. A survey was conducted with Minnesota high school science teachers on their perceptions and practices of implementing technology-based assessments in their classrooms. Data analysis showed a difference between the beliefs and practices of teachers in their use of this type of assessment. Participants described a number of barriers and changes to integrating technology-based assessments in their classrooms including access, time, training, and software. The data suggests that more training and access is needed for technology-based assessments to be utilized to their full capacity in secondary science education.
Recommended Citation
Weis, Hannah, "Beliefs and Practices of High School Science Teachers on the Integration of Technology-Based Assessments in the Classroom" (2019). All College Thesis Program, 2016-2019. 64.
https://digitalcommons.csbsju.edu/honors_thesis/64