Assessing With Mobile Technology
Modern mobile devices are more than simple tools for communication, they are, in fact, very sophisticated computers. Early critiques of M-Learning suggested a lack of rigour regarding evaluation. Discourse continues regarding the importance of aligning the unique affordances of M-Learning with authentic assessment activities (Cochrane, 2012).
Due to what is effectively a handheld computer, assessment can take the more traditional form of an online test or quiz or something more interactive such as scenarios or simulations. Regardless, assessments should be focused and provide meaningful feedback to both the students and the teacher.
Mobile technology, with its immediate access to communications, and its anywhere, anytime basis means that learning can step away from traditional assessment without a loss or academic value or rigour.
Due to what is effectively a handheld computer, assessment can take the more traditional form of an online test or quiz or something more interactive such as scenarios or simulations. Regardless, assessments should be focused and provide meaningful feedback to both the students and the teacher.
Mobile technology, with its immediate access to communications, and its anywhere, anytime basis means that learning can step away from traditional assessment without a loss or academic value or rigour.
Delivering Evidence of Learning
Assessment and communication go hand in hand. Communication between stakeholders including students, parents and teachers, can not only aid in creating student engagement in their learning, but also create greater supports for the learner.
Many educational apps that deliver content have built in assessment. This assessment can be sent directly to the teacher, or a screenshot evidencing the completion or various tasks can be sent shared.
The power to move beyond the classroom that mobile devices provide also allow the opportunity to use other media such as photos or videos to record and evidence learning in multiple formats. Evidence of learning can be immediate with mobile technology. It could take the form of a photo or video that is texted or emailed to stakeholders. Such media could be linked to a Google form or document. Evidence can be ongoing and formative through the use of a digital portfolio.
Assessment and communication go hand in hand. Communication between stakeholders including students, parents and teachers, can not only aid in creating student engagement in their learning, but also create greater supports for the learner.
Many educational apps that deliver content have built in assessment. This assessment can be sent directly to the teacher, or a screenshot evidencing the completion or various tasks can be sent shared.
The power to move beyond the classroom that mobile devices provide also allow the opportunity to use other media such as photos or videos to record and evidence learning in multiple formats. Evidence of learning can be immediate with mobile technology. It could take the form of a photo or video that is texted or emailed to stakeholders. Such media could be linked to a Google form or document. Evidence can be ongoing and formative through the use of a digital portfolio.
Digital Portfolios
Digital portfolios allow students to document and showcase their learning on an ongoing basis. Evidence can take many forms, including video, photo, text, etc. As applications evolve, the ability for all stakeholders to participate in the process is immediate and easy. One such portfolio application is Seesaw as demonstrated here.
Digital portfolios allow students to document and showcase their learning on an ongoing basis. Evidence can take many forms, including video, photo, text, etc. As applications evolve, the ability for all stakeholders to participate in the process is immediate and easy. One such portfolio application is Seesaw as demonstrated here.
REFERENCES
Cochrane, T. D. (2012). Critical success factors for transforming pedagogy with mobile Web 2.0. Br J Educ Technol British Journal of Educational Technology, 45(1), 65-82. doi:10.1111/j.1467-8535.2012.01384.x
Cochrane, T. D. (2012). Critical success factors for transforming pedagogy with mobile Web 2.0. Br J Educ Technol British Journal of Educational Technology, 45(1), 65-82. doi:10.1111/j.1467-8535.2012.01384.x