在形成性评价中消除障碍和增加使用平板电脑动机的策略

A. Dekkers, P. Howard, Nadine Adams, F. Martin
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引用次数: 4

摘要

背景:近十年来,在中央昆士兰大学数学预科课程中,平板电脑一直被用于通过形成性评估向学生提供反馈。2011年进行的一项关于在这些课程中通过平板电脑进行形成性评估和反馈的研究传达了非常积极的结果(Adams, Dekkers和Elliott, 2012)。在接受调查的140名学生中,大约90%的人认为反馈对他们的学习有益,评估结果平均在两到四天内返回。这些发现表明,这些方法应该被采用到主流的高等教育课程中(Adams, Dekkers和Elliott, 2012)。目的:本文研究如何鼓励工程学者整合平板电脑的使用,通过形成性评估反馈来提高学生对课程内容的理解。它特别着眼于使用平板电脑的障碍和动机。设计/方法:基于使用平板电脑对预备数学课程的形成性评估提供反馈的工作人员的研究和经验,将制定策略,在本科工程课程中实施和改进这些实践。采用扎根理论的方法,研究团队有两个阶段的过程。第一阶段,这是报告在本文中使用团队的观察,以确定障碍和激励因素。结果:根据在数学预科课程中使用平板电脑的研究结果,将这项技术纳入工程本科课程似乎对学生有益。第一阶段确定了激励因素和障碍,以及这些因素如何影响平板电脑在中央昆士兰大学工程学院的普及。结论:平板电脑是一种具有创新性和适应性的技术形式,能够支持教学过程。通过认识到平板电脑在其他课程中应用的积极和消极的一面,将实施策略,消除公认的障碍,提供好处,从而鼓励工程学者使用平板电脑提供形成性评估的反馈。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Strategies to Remove Barriers and Increase Motivation to Use the Tablet PC in Formative Assessment
Background: The Tablet PC has been employed to provide feedback through formative assessment to students in preparatory mathematics courses at Central Queensland University for close to a decade. A study conducted in 2011 on formative assessment and feedback given via the Tablet PC within these courses conveyed extremely positive outcomes (Adams, Dekkers and Elliott, 2012). Approximately 90% of the 140 students surveyed found the feedback beneficial to their learning and that assessment was returned, on average, within two to four days . These findings would indicate that these methods should be adopted into mainstream higher education courses (Adams, Dekkers and Elliott, 2012). Purpose: This paper investigates how engineering academics can be encouraged to integrate the use of the Tablet PC to improve student understanding of course content through formative assessment feedback. In particular it looks at the barriers and motivators for using the Tablet PC. Design/Method: Building on the research and experiences of staff involved in the use of the Tablet PC to provide feedback on formative assessment in preparatory mathematics courses, strategies are to be developed to implement and improve these practices in undergraduate engineering courses. Using a grounded theory methodology, the research team have a two stage process. Stage one which is reported on in this paper uses the observations of the team to identify the barriers and motivators. Results: Based on the results obtained from studies conducted on the utilisation of Tablet PCs in preparatory mathematics courses, incorporation of the technology into engineering undergraduate courses would appear to benefit students. Stage one identifies the motivators and barriers and how these impact the uptake of the Tablet PC within the engineering school of Central Queensland University. Conclusions: The Tablet PC is both an innovative and adaptive form of technology which is able to support the teaching and learning process. Through the recognition of the observed positives and negatives of Tablet PC application in other courses strategies will be implemented that remove the recognised barriers and provide benefits thus encouraging engineering academics to use the Tablet PC to provide feedback on formative assessment.
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