Enhancing the formative assessment environment through theuse of mobile technologies
The Research• An 8 month practitioner research study;• A collaboration between tutors (Anita and Ian), second yearundergra...
Year 2 student teacherscience modulegroup assessmentsScience-themedschool assembly30 min sciencelessonScience-themedclassr...
Organisation• 140 student participants in 5 teaching groups• 20 iPads• Notability , eClicker and Socrative applications pr...
Year 2 student teacherscience modulegroup assessmentsScience-themedschool assembly30 min sciencelessonScience-themedclassr...
An image is taken of the display andimported into Notability ready to beannotated.After annotation the file is saved asa p...
Year 2 student teacherscience modulegroup assessmentsScience-themedschool assembly30 min sciencelessonScience-themedclassr...
eClicker SocrativeUser friendly Facility for open-endedquestionsImmediate analysis andpresentation of resultsCross-platfor...
Year 2 student teacherscience modulegroup assessmentsScience-themedschool assembly30 min sciencelessonScience-themedclassr...
Findings• Students’ level of engagement with peer review andfeedback increased significantly when using the iPads(100% eng...
Considerations• The ownership model for management and deploymentof the iPads has an impact on usability in the classroom;...
Evaluating the session
Questions
References and acknowledgementsBig Nerd Ranch (2012) eClicker Presenter (version 1.0.13) [Mobile application software] Ava...
Higher York e-Learning Network Conference
Higher York e-Learning Network Conference
Higher York e-Learning Network Conference
Higher York e-Learning Network Conference
Higher York e-Learning Network Conference
Higher York e-Learning Network Conference
Higher York e-Learning Network Conference
Higher York e-Learning Network Conference
Higher York e-Learning Network Conference
Higher York e-Learning Network Conference
Higher York e-Learning Network Conference
Higher York e-Learning Network Conference
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Higher York e-Learning Network Conference

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  • Anita and Ian are Senior Lecturers in Initial Teacher Education at York St John University in York, England. Daniel Mackley is a Technology Enhanced Learning Adviser working in the Learning and Teaching Development Department, also at York St John University.
  • AB
  • Formative assessment model
  • The collaborative, dialogic nature of the investigation produced a wide range of opportunities for feedback and comments from both students and tutors. The limitations of this approach were that comments might be fleeting and highly contextualised. However, analysis and grouping of the types of comments facilitated the production of a more structured questionnaire that was administered to the whole cohort towards the end of the investigation. Image annotations using Notability and the eClicker voting reports were considered and observation and discussion notes were collated and coded to help build a picture of the students’ engagement with the feedback process.
  • Daniel to lead on Notability
  • Daniel to do a short training input on the use of Notability
  • All of us. Jack and Chloe guide the delegates through the process. Delegates to take a photo and annotate.
  • One of the classroom displays produced by the students. AB
  • An example of one of the Notability files produced by the students. Sections of the display have been captured, text boxes inserted for comments and arrows used to emphasise the specific aspect being referred to. AB
  • Dropbox was set up in advance of each session by Daniel to default to the group’s folder. This made uploading quick and efficient although we did need to check that the students had saved the files correctly.
  • Uploaded files in Dropbox. Uploads were renamed in order to provide anonymous feedback. The link to the group’s folder was sent by email to each member of the group so that they could access their feedback in advance of the tutor mediated session whenever it was convenient for them to do so. There was some concern that the sheer number of files might be daunting for the students but they really liked reading all the feedback!Daniel to help delegates upload images to Dropbox.
  • AB – progression and reflexivity
  • AB - progression
  • IW. progression
  • Group and tutor in discussion about the peer feedback. ABQuestions for Jack and Chloe
  • IW to lead in voting apps
  • IW
  • IW
  • Cut to Ian to talk through how presenter and audience link together and options for questions
  • Daniel to talk through Socrative questions - live
  • IW to go through tutor mediated feedback process
  • AB
  • AB There is a significant amount of research relating to peer assessment and feedback. Improving the level of student engagement was an important first step. There is still work to do in terms of engaging the students in designing the assessment criteria and valuing the peer feedback they receive – these are both areas that some students were reluctant to acknowledge.
  • Daniel – lead voting on session – email to himself and open on iPad
  • All of us
  • Higher York e-Learning Network Conference

    1. 1. Enhancing the formative assessment environment through theuse of mobile technologies
    2. 2. The Research• An 8 month practitioner research study;• A collaboration between tutors (Anita and Ian), second yearundergraduate students and the Technology EnhancedLearning (TEL) Adviser (Daniel);• Focus on enhancing peer review and feedback.Research questions• Could the use of mobile technology applications enhance thepeer-review and feedback process?• Could a practitioner-research approach enhance the students’pedagogical awareness and engagement with peer-reviewand feedback?
    3. 3. Year 2 student teacherscience modulegroup assessmentsScience-themedschool assembly30 min sciencelessonScience-themedclassroomdisplayGroupfeedback, reflectionand self-assessmentwith tutorPeer review Peer review Peer review
    4. 4. Organisation• 140 student participants in 5 teaching groups• 20 iPads• Notability , eClicker and Socrative applications pre-installed on the iPadsData was collected and analysed from observation anddiscussion notes and questionnaires across the periodof the study.
    5. 5. Year 2 student teacherscience modulegroup assessmentsScience-themedschool assembly30 min sciencelessonScience-themedclassroomdisplayGroupfeedback, reflectionand self-assessmentwith tutor
    6. 6. An image is taken of the display andimported into Notability ready to beannotated.After annotation the file is saved asa pdf and exported to Dropbox.
    7. 7. Year 2 student teacherscience modulegroup assessmentsScience-themedschool assembly30 min sciencelessonScience-themedclassroomdisplayGroupfeedback, reflectionand self-assessmentwith tutor
    8. 8. eClicker SocrativeUser friendly Facility for open-endedquestionsImmediate analysis andpresentation of resultsCross-platform technology –iOS , Android and WindowsmobilePotential for anonymousfeedbackPotential for anonymousfeedback£10.49 for eClicker presenter Web interfaceExportable ExportableVoting applications
    9. 9. Year 2 student teacherscience modulegroup assessmentsScience-themedschool assembly30 min sciencelessonScience-themedclassroomdisplayGroupfeedback, reflectionand self-assessmentwith tutor
    10. 10. Findings• Students’ level of engagement with peer review andfeedback increased significantly when using the iPads(100% engagement when iPads were used);• The students became critical reflectors of the technologyand of the peer assessment process;• The students valued the impact that giving feedback hadon their own assessment attitudes and practice – theybecame more reflexive;• However, the students felt that receiving peer feedbackhad less impact on the quality of their own work.
    11. 11. Considerations• The ownership model for management and deploymentof the iPads has an impact on usability in the classroom;• The quality of wifi connection has a significant impact onthe time it takes to provide feedback and this in turnimpacts on the level of student engagement;• It is important to listen to student feedback about howwell they feel the technology is meeting their needs;• In order to foster critical engagement with thetechnology, it is important for all the users to be giventime to explore and investigate the hardware andapplications.
    12. 12. Evaluating the session
    13. 13. Questions
    14. 14. 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]Many thanks to Abi Sowerby, Naomi Richardson, Louise Connelly, Beth Millar, Mollie Benefer, BryonyCunningham, Rachel Rawcliffe and Nicole King for allowing us to show their work.

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