Current educational policy and practice asserts that increased standardized testing of students is the key to improving student learning and is the most appropriate means to Hold individual schools and teachers accountable for student learning. Instead, it has become a tool solely for summarizing what students have learned and for ranking students and schools. The problem is that standardized tests cannot provide the information about student achievement that teachers and students need on a daily basis. Classroom assessment can provide this type of information. Formative assessment to inform instruction and guide student learning is underutilized. Many students are not provided feedback that is effective in helping them see where they are toward achieving their learning goals or that provides a plan to move them forward toward achieving that goal. Students are not always given the opportunity to take an active role in the learning process by regularly evaluating themselves and their peers as they work to achieve their learning goals. The purpose of this study is to determine how the use of formative assessment with immediate feedback using student response systems will impact student learning. This study will also investigate the effect that engaging students in self-assessment has on learning. Context and Significance of the Problem Working as an educational technology specialist for the past seven years has provided many opportunities to observe teachers and students in a classroom setting. During this time teachers were in the process of gradually introducing a new standards-based curriculum with an emphasis on student mastery of these standards. New technological tools have also been incorporated into many classrooms, including studen...... middle of paper ......essment for learning. Upper Saddle River, NJ: Prentice Hall.Stiggins, R.J. (2006, November/December). Assessment for learning: A key to motivation and success. Edge, 2, 3-19. Stiggins, R., & Chappuis, J. (2008). Improve student learning. Retrieved July 2009 from http://www.districtadministration.com/viewarticlepf.aspx?articleid=1362.Stiggins, R. J., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it well, using it well. Portland, OR: Assessment Training Institute.Wiliam, D. (2007). Keeping learning on track: Classroom assessment and regulating learning. In: Lester FK (ed) Second handbook of teaching and learning mathematics. Information Age Publishing, Greenwich, pp 1051–1098Zhu, E. (2007). Teaching with clickers. CRLT Occasional Papers, n. 22. Ann Arbor: University of Michigan.