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Using Mobile devices to enhance formative assessment
Abstract   Open access

Using Mobile devices to enhance formative assessment

Christopher Dann and Bill Allen
2013 Australian Teacher Education Association (ATEA) Conference Handbook & Abstracts, p.35
Australian Teacher Education Association (ATEA) Conference: Knowledge Makers and Notice Takers: Teacher Education research impacting policy and practice, 2013 (Brisbane, Australia, 30-Jun-2013–03-Jul-2013)
2013
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Abstract

Education Systems Curriculum and Pedagogy Specialist Studies in Education mobile devices formative assessment
"One of the more demanding tasks faced by teacher educators and mentors is providing ongoing, immediate and high-quality feedback for students during their professional learning (Debuse, Lawley and Shibl, 2008); this means that there is limited opportunity for formative assessment that benefits the students as they move through their practicum experience. This paper outlines, and reports on research into, how mobile technologies have been used by members of teacher education program in a regional University to generate opportunities for quality formative assessment and enhance the processes of summative assessment for pre-service teachers in their school-based placements. The paper explores the opportunities and impacts of a purpose-built website and iPhone application that can manage communication between pre-service teachers, university academics, school supervisors and the University's professional experience unit. The 'app' incorporates video, image capture capabilities and written data with regard to each assessment criterion at any time. This paper reports on the research to date that evaluates its suitability for the teacher education setting. The initial results from a range of stakeholders indicate that there is strong support for the device as a means of supervising teachers in their decision making processes. Importantly, pre-service teachers have welcomed the enhanced opportunity to receive powerful visual feedback as part of an ongoing formative feedback process. Themes that emerged from the data are discussed and one particular focus is on the impact on developing reflective practice. Opportunities for further research and modifications to the existing system are explored."

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