Enhancing the formative assessment environment through the use of mobile technologies
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Enhancing the formative assessment environment through the use of mobile technologies
Anita Backhouse, Ian Wilson & Daniel MackleyYork St John University
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Context
• The investigation was part of an institution wide initiative to explore the potential benefits of using iPads for group work and collaborative learning activities
• An 8 month practitioner research study;
• A collaboration between tutors, second year undergraduate students and the Technology Enhanced Learning (TEL) Adviser;
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Investigation
• Could the use of mobile technology applications enhance the peer-review and feedback process?
• Could a practitioner-research approach enhance the students’ pedagogical awareness and engagement with peer-review and feedback?
Data was collected and analysed from observation and discussion notes and questionnaires across the period of the study.
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Organisation
• 140 student participants in 5 teaching groups
• Each teaching group was split into 5 sub-groups of 6 students
• 20 iPads (with applications)
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The Formative Assessment Model
^ĞĐŽŶĚLJĞĂƌƵŶĚĞƌŐƌĂĚƵĂƚĞ ƐƚƵĚĞŶƚƚĞĂĐŚĞƌ
ĂƐƐĞƐƐĞĚ ŐƌŽƵƉ ĂĐƚŝǀ ŝƚŝĞƐ
Science-themed school assembly
30 min science lesson
Science-themed classroom display
^ŵĂůůŐƌŽƵƉĨĞĞĚďĂĐŬ͕,ƌĞĨůĞĐƚŝŽŶĂŶĚƐĞůĨ -
ĂƐƐĞƐƐŵĞŶƚǁ ŝƚŚƚƵƚŽƌ
Peer assessment and feedback using
Notability
Peer assessment and feedback using
eClicker or Socrative
Peer assessment and feedback using
eClicker or Socrative
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The Formative Assessment Model
^ĞĐŽŶĚLJĞĂƌƵŶĚĞƌŐƌĂĚƵĂƚĞ ƐƚƵĚĞŶƚƚĞĂĐŚĞƌ
ĂƐƐĞƐƐĞĚ ŐƌŽƵƉ ĂĐƚŝǀ ŝƚŝĞƐ
Science-themed school assembly
30 min science lesson
Science-themed classroom display
^ŵĂůůŐƌŽƵƉĨĞĞĚďĂĐŬ͕,ƌĞĨůĞĐƚŝŽŶĂŶĚƐĞůĨ -
ĂƐƐĞƐƐŵĞŶƚǁ ŝƚŚƚƵƚŽƌ
Peer assessment and feedback using
Notability
Peer assessment and feedback using
eClicker or Socrative
Peer assessment and feedback using
eClicker or Socrative
![Page 7: Enhancing the formative assessment environment through the use of mobile technologies](https://reader035.fdocuments.us/reader035/viewer/2022070315/554e6c09b4c9054a698b477c/html5/thumbnails/7.jpg)
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An image is taken of the display and imported into Notability ready to be annotated.
After annotation the file is saved as a pdf and exported to Dropbox.
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The Formative Assessment Model
^ĞĐŽŶĚLJĞĂƌƵŶĚĞƌŐƌĂĚƵĂƚĞ ƐƚƵĚĞŶƚƚĞĂĐŚĞƌ
ĂƐƐĞƐƐĞĚ ŐƌŽƵƉ ĂĐƚŝǀ ŝƚŝĞƐ
Science-themed school assembly
30 min science lesson
Science-themed classroom display
^ŵĂůůŐƌŽƵƉĨĞĞĚďĂĐŬ͕,ƌĞĨůĞĐƚŝŽŶĂŶĚƐĞůĨ -
ĂƐƐĞƐƐŵĞŶƚǁ ŝƚŚƚƵƚŽƌ
Peer assessment and feedback using
Notability
Peer assessment and feedback using
eClicker or Socrative
Peer assessment and feedback using
eClicker or Socrative
![Page 11: Enhancing the formative assessment environment through the use of mobile technologies](https://reader035.fdocuments.us/reader035/viewer/2022070315/554e6c09b4c9054a698b477c/html5/thumbnails/11.jpg)
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The Formative Assessment Model
^ĞĐŽŶĚLJĞĂƌƵŶĚĞƌŐƌĂĚƵĂƚĞ ƐƚƵĚĞŶƚƚĞĂĐŚĞƌ
ĂƐƐĞƐƐĞĚ ŐƌŽƵƉ ĂĐƚŝǀ ŝƚŝĞƐ
Science-themed school assembly
30 min science lesson
Science-themed classroom display
^ŵĂůůŐƌŽƵƉĨĞĞĚďĂĐŬ͕,ƌĞĨůĞĐƚŝŽŶĂŶĚƐĞůĨ -
ĂƐƐĞƐƐŵĞŶƚǁ ŝƚŚƚƵƚŽƌ
Peer assessment and feedback using
Notability
Peer assessment and feedback using
eClicker or Socrative
Peer assessment and feedback using
eClicker or Socrative
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Key Findings
• Students’ level of engagement with peer review and feedback increased significantly when using the iPads (100% engagement when iPads were used);
• The students became critical reflectors of the technology and of the peer assessment process;
• The students valued the impact that giving feedback had on their own assessment attitudes and practice.
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Impact
• 87% of students made use of peer assessment and feedback with children during their second year placement
• Several other disciplines in the ITE programme are now engaging with iPad to enhance their own learning, teaching and assessment
• Students are now using the iPads and other technology in other modules as a result of being involved in the investigation.
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Future plans
• Students to create their own success criteria for the assembly and lesson activities
• Students are now asked to incorporate a QR code to that links to the rationale for display
• Students to provide support to their peers on the use of the technology and applications.
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Questions?
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References and acknowledgementsBig Nerd Ranch (2012) eClicker Presenter (version 1.0.13) [Mobile application software] Available from: http://itunes.apple.com [Accessed 30 September 2012]
Big Nerd Ranch (2012) eClicker Audience (Version 1.0.4) [Mobile application software] Available from: http://itunes.apple.com [Accessed 30 September 2012]
Gingerlabs (2012) Notability (Version 4.42) [Mobile application software] Available from: http://itunes.apple.com [Accessed 30 September 2012]
Socrative (2013) Socrative Teacher [Mobile application software] Available from http://www.socrative.com [Accessed 15 March 2013]
Socrative (2013) Socrative Student [Mobile application software] Available from http://www.socrative.com [Accessed 15 March 2013]
Vu, T. T. and Dall'Alba, G. (2007) Students’ experience of peer assessment in a professional course. Assessment & Evaluation in Higher Education, 32 (5), pp. 541-556.
Many thanks to Abi Sowerby, Naomi Richardson, Louise Connelly, Beth Millar, Mollie Benefer, Bryony Cunningham, Rachel Rawcliffe and Nicole King for allowing us to show their work.
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Contact Details
Daniel MackleyTechnology Enhanced Learning AdvisorYork St John [email protected] @danielmackley
http://blog.yorksj.ac.uk/ipadproject