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Perceived effects of computer-aided formative assessments on lesson planning and student engagement

The use of computer-aided formative assessments was studied in this work through a case study design, focusing on the implementation of two teachers teaching in an exclusive school for girls. The use of CAFA was made possible by classroom tablets, and a wireless local connection. The teachers designed lessons that implemented CAFA at the beginning of each lesson, with three topics being implemented for three weeks. Results from teacher interviews show that the two teachers have felt more motivated to teach the lesson but saw the need for more focused and dedicated preparation process. They also saw the opportunity and freedom to revise the lesson on the spot, depending on the assessed students' preparedness. Student reflections show that students perceive CAFA as additional work, but a necessary preparation for the summative test. Overall, this research found that the classroom become more interactive and more engaging through the use of CAFA.