Enhancing the formative assessment environment through the use of mobile technologies

Anita Backhouse, Ian Wilson, Daniel Mackley

The Research

• An 8 month practitioner research study;• A collaboration between tutors (Anita and Ian), second year

undergraduate students and the Technology Enhanced Learning (TEL) Adviser (Daniel);

• Focus on enhancing peer review and feedback.

Research questions• 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?

The Formative Assessment Model

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Science-themed school assembly

30 min science lesson

Science-themed classroom display

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Peer assessment and feedback using

Notability

Peer assessment and feedback using

eClicker or Socrative

Peer assessment and feedback using

eClicker or Socrative

Organisation

• 140 student participants in 5 teaching groups• 20 iPads• Notability , eClicker and Socrative applications pre-

installed on the iPads

Data was collected and analysed from observation and discussion notes and questionnaires across the period of the study.

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.

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 – they became more reflexive;

• However, the students felt that receiving peer feedback had less impact on the quality of their own work.

Considerations

• The ownership model for management and deployment of the iPads has an impact on usability in the classroom;

• The quality of wifi connection has a significant impact on the time it takes to provide feedback and this in turn impacts on the level of student engagement;

• It is important to listen to student feedback about how well they feel the technology is meeting their needs;

• In order to foster critical engagement with the technology, it is important for all the users to be given time to explore and investigate the hardware and applications.

References and acknowledgements

Big 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.