Abstract:

The aim of this study is to investigate the impact of in-class technology-assisted formative assessment skills, one of the innovative educational practices, on teachers’ classroom management skills by using the phenomenological research method, one of the qualitative research methods, in order to describe the experiences of teachers and to understand their common experiences. The study population consisted of teachers working in public secondary schools in İzmir, Türkiye in the 2021/22 academic year, with the study sample consisting of volunteer teachers who participated in a TUBITAK 4005 project organized in 2021 for professional development to the extent of possessing necessary knowledge, skills, as well as being creative about technology-assisted formative assessment skills in line with the purposive sampling method. The researcher prepared a semi-structured interview form, aiming to reveal the participants’ experiences in classroom practices on the dimensions of technology-assisted formative assessment and classroom management. A descriptive analysis was conducted on the participants opinions collected via an online interview form. After the answers received in the interviews were transcribed into text, they were sent back to the participants to ensure data reliability and verification. In conclusion, teachers have been found to have perceptions that technology-assisted formative assessment and evaluation skills have positive effects on teachers’ professional competencies in the five dimensions of classroom management. According to the results obtained: Their professional competencies improved in terms of knowledge and skills considering the dimensions of “physical layout of the classroom environment”, “establishment of relationships in the classroom”, “regulation of behaviour” and “use of time”, which make up the four dimensions. In fact, their professional competencies turned out to have improved in a positive sense in the dimension of “making plans and programs”. Despite the improvement, that development remained at the level of knowledge, and it was never reflected in the annual and daily lesson plans, but only included in the weekly lesson plans.

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