Remove Adaptive Learning Remove Online Assessments Remove Outcomes Remove Personalized Learning
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Data Driven Instruction: How Student Data Guides Formative Assessments

EdTech Magazine

Data Driven Instruction: How Student Data Guides Formative Assessments. As personalized learning becomes a more mainstream pedagogy in K–12 classrooms, teachers have started to adapt assessment processes to get a deeper look at student growth. . What Are Summative Assessments Vs. Formative Assessments.

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Technology Tools for Teaching and Learning

eSchool News

Key points: Technology in K-12 classrooms can revolutionize education Choosing the right edtech requires a thoughtful and strategic approach Learn more about K-12 Tech Innovation News Technology transforms K-12 education by enhancing engagement, personalizing learning, and fostering collaboration.

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AI generated post: Online Tools for Classroom Teachers

Kathy Schrock

From communication and collaboration tools to assessment and curriculum development resources, online tools can help teachers streamline their workload, boost student engagement, and achieve better learning outcomes. These tools can be used to create quizzes, polls, and surveys to assess student understanding.

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Pearson CEO Fallon Talks Common Core, Rise of ‘Open’ Resources

Marketplace K-12

A Pearson business motto is “content plus assessment, powered by technology, equalizes effective learning at scale,” Fallon said, and after years of striving for that goal, “we only feel that it’s really now starting to come together.”. It’s much harder to see that if we go back to the world of paper and pencil, bubble tests….they’re

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The 100 Worst Ed-Tech Debacles of the Decade

Hack Education

Neurocore, a “brain performance company” agreed to “stop advertising success rates for children and adults suffering from maladies such as attention deficit disorder, depression and autism after a review found the company could not support the outcomes it was promoting.” Among Neurocore’s investors: Secretary of Education Betsy DeVos.

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