In the process of schooling teachers have placed increasingly greater stress on the qualitative performance of formative assessment during the teaching process in order to gather information about knowledge, meant for both pupils and teachers. It can serve as a good help for more efficiently organised lessons and gaining knowledge in a different way. The process of formative assessment can, however, be even more effective if available digital tools or online applications are used.
Formative assessment was defined in the first part of my master’s degree thesis, we looked at conditions that must be completed for such assessment, presented its forms, his advantages and disadvantages, and justify the importance of feedback when assessing formatively and described its function in different countries.
In the second part of the master’s degree thesis the selection of digital tools and online applications was presented. They can be used as a teaching accessory when formative assessment is used at work with pupils in a classroom. After that we presented and described criteria for evaluating digital tools and online applications. After that were presented and described and were later also used to analyse them.
Based on the analysis and evaluation of the aforementioned set of tools for the on-going assessment, the key differences in the utility value of the mentioned tools for formative assessment with pupils in a classroom were established.
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