The document summarizes a research study that examined using mobile technologies like iPads to enhance formative assessment and peer review among undergraduate students. The study involved 140 students across 5 teaching groups who used apps like Notability, eClicker, and Socrative to provide peer feedback on assignments. The research found that student engagement in peer review increased significantly when using iPads. Students also became more critical reflectors on the assessment process and technology. However, students felt receiving peer feedback had less impact on their work than giving feedback. The study provided considerations for managing devices and ensuring student needs are met when using educational technology.
2. 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?
3. Year 2 student teacher
science module
group assessments
Science-themed
school assembly
30 min science
lesson
Science-themed
classroom
display
Group
feedback, reflection
and self-assessment
with tutor
Peer review Peer review Peer review
4. 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.
5. Year 2 student teacher
science module
group assessments
Science-themed
school assembly
30 min science
lesson
Science-themed
classroom
display
Group
feedback, reflection
and self-assessment
with tutor
6.
7.
8.
9.
10. 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.
11.
12.
13.
14.
15.
16. Year 2 student teacher
science module
group assessments
Science-themed
school assembly
30 min science
lesson
Science-themed
classroom
display
Group
feedback, reflection
and self-assessment
with tutor
17.
18. eClicker Socrative
User friendly Facility for open-ended
questions
Immediate analysis and
presentation of results
Cross-platform technology –
iOS , Android and Windows
mobile
Potential for anonymous
feedback
Potential for anonymous
feedback
£10.49 for eClicker presenter Web interface
Exportable Exportable
Voting applications
19.
20.
21. Year 2 student teacher
science module
group assessments
Science-themed
school assembly
30 min science
lesson
Science-themed
classroom
display
Group
feedback, reflection
and self-assessment
with tutor
22. 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.
23. 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.
26. 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]
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.
Notas do Editor
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