potentials of the mobile tablet for formative assessment...
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2 April 2014 !
MAKERERE UNIVERSITY
Potentials of the Mobile Tablet for Formative Assessment in Mathematics Education
Dr. Eng. Ghislain Maurice Isabwe, PhD. Researcher, Agder Mobility Lab Agder Digital Learning Arena Project (ADILA) & Distance Education Leapfrogging Project (DELP) ICT Department University of Agder, NORWAY. maurice.isabwe@uia.no
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Research &
Education
User experience
and Interaction
Design
Innovation in Learning through
Digital Media Scientific Project
creation and Management
Agder&Digital&Learning&Arena&
Human&Centred&Design&Group&
Agder&Mobility&Lab&
Dr. Eng. Ghislain Maurice N. Isabwe, PhD.About myself Bharathiar University : B. Eng.
Robert Gordon University: MSc
Swansea University : MPhil
University of Agder: PhD
Process EngineeringSystem Development
Norway is famous for its nature
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Campus Kristiansand
STUDY PROGRAMS !10 (12) Ph. D. 22 Master >100 Bachelor
#4 IN NORWAY !Students: 10000 Employees: 1000 Faculties: 5
UiA
Campus Grimstad
Bologna System: «3+2+3»
3 years - PhD
2 years – Master (MSc)
3 years – Bachelor (BSc)
Faculties @ University of Agder
• Faculty of Health and Sport Sciences • Faculty of Humanities and Education • Faculty of Fine Arts • Faculty of Engineering and Science • Faculty of Economics and Social Sciences • Teacher Education Unit
Grimstad
UiA’s activities in a regional context
Inspire newbusiness!
Make it!
Learn!
Create new knowledge!
Enable!
School students University Students Professionals Experts
Content0. Motivation
1. Mobile Tablet Technology &
Mathematics
2. Formative assessment in Mathematics
3. Peer assessment: Student involvement
4. Tablet based tools
5. ConclusionAgder Digital Learning Arena (ADILA)
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•How to effectively and efficiently teach mathematics to large classes?
Motivation
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• How to enhance student-student interactions? •Collaboration and interactivity: within and between student groups
•How to promote student engagement in Learning?
Motivation
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•How to help students develop higher order cognitive skills in Mathematics courses?
Motivation
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•Personal, Portable & Connected • Touch & Voice based interactions •Photography, video, visualisation
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
Agder Digital Learning Arena (ADILA)!15
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
Mobile learning or m-learning “Learning supported by mobile technology based tools”
Mobile learning
Mobility
Availability Portability
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Access
Revise
Share
Create LEARNING CONTENT
Mobile learning or m-learning “Learning supported by mobile technology based tools”
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Mobile learning apps: e.g. Math Solver
Automatic mathematical problem solving
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
Mobile learning apps: e.g. Math Solver
Fully animated step-by-step procedures
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Mobile learning apps: e.g. Math Solver
Graphing of mathematical relations
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
Visualisations
Mobile learning apps
Definitions & theorems
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Formative assessmentMobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
Assess students’ learning progress as they learn
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Formative assessmentMobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
Give feedback on progress: timely bridge potential performance gap
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•Generation of mathematical problems •Hints on how to solve the problems •Integrated step-by-step solution
Automated formative assessment in mathematicsMobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Automated formative assessment in mathematicsMobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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•Correction/ assessment according to pre-set answers •Efficient for multiple-choice exercises
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Challenges of automated assessment for learning in mathematics
How to develop and assess higher order cognition? •analysis of mathematical tasks / problems •application of the right procedures •evaluation & judgement on student´s achievement
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Natural writing: •Step-by-step assessment •On-the-spot corrections
Assessment using Tablet TechnologyMobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
Peer assessment using Tablet Technology
•Learning as a social activity •Criteria based assessment •Students provide feedback
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Student grouping for peer assessment*Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
* Fisher-‐Yates shuffle and Round robin scheduling
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Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
Tablet based tools for assessment in mathematics
•Easy to learn & Easy to use tools •Efficient: fast assessment of mathematical tasks
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START
Login Register if first time use
SELECT COURSE & ASSIGNMENT
Edit “Student profile" & Select "Course of study"
Select "Assignment" & Read "Assessment criteria"
Read the assignment
tasks
Do the assignment
tasks & submit your answers
Find & assess your peers’
answers
Provide feedback on your peers’
answers
Find & read feedback on your answers
Peer
ass
essm
ent p
roce
ssMobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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ApplicationPresentation Backend
Technology overview
Web browser on Mobile Tablet
C# .Net4.0; HTML5; JavaScript
Win Server 2008 R2, MS SQL, IIS 7
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Effective: high quality feedback
Tablet based tool for assessment in mathematics
Sample
stud
ent
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
Agder Digital Learning Arena (ADILA)!34
Peer feedback using Mobile tablet based toolMobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Assessment criteria: Correctness of calculationsPeer feedback using Mobile tablet based tool
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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On-the-spot correctionsPeer feedback using Mobile tablet based tool
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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“Check through the calculations in the first question. There are a couple mistakes with the fractions. In question 2 there are some errors, the answer isn´t far from correct. Just a couple miscalculations which easily happen when finding determinants for bigger matrices.”
Detailed feedback
Peer feedback using Mobile tablet based toolMobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Performance level: MEDIUM
Peer feedback using Mobile tablet based toolMobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Students like to be involved in assessing each other's work
Students´attitudes towards peer assessmentMobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Students´attitudes towards peer assessment
Students perceive peer feedback as useful
Usefulness of peer-to-peer assessment on 5–point Likert scale
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Students´attitudes towards peer assessment
Mobile based tools promote self-paced learning: Flexibility in formative assessment
“the iPad is portable, that means wherever you are you can apply for peer assessment”
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Students´attitudes towards peer assessment
Mobile tablet based tools are easy to use
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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2.8$
3.2$
3.2$
3.6$
3.6$
3.6$
3.8$
3.8$
4.0$
4.2$
1$ 2$ 3$ 4$ 5$
Learning efficiency (less time usage)
Student activity in learning
Motivation
Learn short & easy to remember
Collaboration in problem solving
Helps to revise the learning material
Learning goal orientation
Timely and encouraging feedback
Mobile technology added value
Critical and reflective thinking
Students’ opinions on Pedagogical usability of A-PASS
Average of results of attitude tests on a 5-point Likert scale
Peda
gogi
cal u
sabi
lity
crite
ria
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Conclusion“Jeg
syns det er en veldig god måte å lære på, og skulle gjerne hatt mer av det” I THINK THIS IS A VERY GOOD WAY OF LEARNING AND
I WISH I COULD HAVE MORE OF IT.
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Consideration of human factors • Affordances of the mobile tablet & human cognition to assess mathematical tasks
•Provision of regular feedback to large classes
ConclusionMobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
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Future directions
Integrate peer assessment into the curriculum
User studies • technical usability • pedagogical aspects
Evolve the solution • process review • improve the user
experience
Mobile Tablet Technology & Mathematics Formative assessment in Mathematics Peer assessment: Student involvement Tablet based tools Conclusion
THANK YOU
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maurice.isabwe@uia.no
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