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Polling learning: technology supported formative assessment. Dr Kerie Green & David Longman School of Education University of Wales Newport 3 rd Annual TEAN Conference, Birmingham, May 2012. Contact: Dr Kerie Green: [email protected]. - PowerPoint PPT Presentation
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Polling learning: technology supported formative assessment
Dr Kerie Green & David Longman
School of EducationUniversity of Wales Newport
3rd Annual TEAN Conference, Birmingham, May 2012
Contact: Dr Kerie Green: [email protected]
Assessment Development GroupNewport School of Education
Dr Kerie Green [email protected]
Barbara Kurzik [email protected]
Lynne Jones [email protected]
David Longman [email protected]
The Assessment Development Group is a pragmatic working group of educationalists at the Newport School of Education. It develops pedagogically embedded computer-based tools that support student learning through structured feedback guided by data.
Careers Wales 20 February 2008
Project outline
• To evaluate the value of clickers for real-time formative feedback.
• Research conducted with student teachers on a two-year BSc Secondary Mathematics with QTS degree.
• Emphasis on the value of formative feedback for lecturers, in addition to its value for student learning.
Widening participation
• Our students are from the South Wales Heads of the Valleys region.
• This frames HE priorities in South Wales e.g. to increase the proportion of Welsh students who live in Communities First areas.
• Teaching and assessment methods must provide accurate and useful feedback on learning and be flexible and adaptive to meet the needs of ‘non-traditional’ students.
Careers Wales 20 February 2008
Assessment for Learning
• Polling technology can be used to support effective and satisfying assessment for learning (AfL).
• AfL can inform Personal and Professional Development Planning (PDP).
• Self-regulated learning is the ultimate goal of University learning. It is achieved through clear and timely feedback. Clickers can contribute to this.
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Creating effective teachers
• Using data to guide and support teaching decisions in relation to student learning.
• Modelling the use of technology as a formative assessment tool to promote effective practice for student teachers’ own classroom teaching.
• Providing tabulated response data to enhance student teachers’ approaches to professional development.
Handheld response ‘clickers’
What are they? (i) Wikipedia; (ii) Aarhus University …
Try It!Display question
Wait for all student clickers
Display graph of responses
Group discussion
Reveal correct choice
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Student data: mail merge
Dear KerieHere are your responses from the Maths session on 17th October.
The lower case 'i' indicates an incorrect choice, 'c' a correct choice.
The detailed description of the questions and choices is in the large table below.
Qu. Response1 A c2 B c3 D c4 A i5 D c6 A c7 C c8 A c9 A i
10 C cPoints 8
Percent 80%
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Designing plausible questionsA line of numbers from the National Lottery was: 2, 3, 21, 24, 35, 39. It is known that
the population had a standard deviation of 14.3. What is the 95% confidence interval for the mean of the population?
(a)This is the correct solution; student must
recognise use of population standard deviation
(b)This is a common misconception; student uses the
sample standard deviation instead of the population
(c) Student uses the statistical tables incorrectly
(d)Student uses the statistical tables incorrectly
and uses the sample standard deviation not population
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Response data example
Option
A% B% C% D%Q1 4 96Q2 29 71Q3 63 37 Q4 4 83 13Q5 50 4 42 4Q6 8 88 4Q7 12 88Q8 42 46 12Q9 34 8 12 46
Q10 21 75 4
The data can assist the tutor in exposing problems either with student learning or with the question design.
The correct solution to Q6 was selected by only one student but this result is an outlier.
However, the interpretation of the question was the issue which led the majority to select the incorrect option.
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Student feedback (i)
“My confidence to begin with was low, and I was nervous to answer questions in case it was incorrect. As time went on I was happy to use the clickers and was quite shocked to find out that I understood more than I thought I understood.”
“... you [did not stand out] during the lesson if you got the answer wrong, but ... the discussion as to why you chose that question ... explained [why you got it wrong].”
Careers Wales 20 February 2008
Student feedback (ii)
“...it soon became apparent that 'English' was the most difficult thing about maths.”
“The real time feedback ensured that I understood the topics as we went along rather than having a misconception and continuing through the lesson getting further confused.”
“Sometimes it is too easy to wait for our peers to answer a question, having a clicker meant that we had to consider our answer and not wait for a peer to respond.”
Careers Wales 20 February 2008
Conclusions
• Changed social conditions of classroom learning – increased confidence and engagement.
• Purposive teacher questioning.• Promoted focused whole-class discussions.• For mathematics, highlighted the role of language in
understanding.• Patterns of responses used to highlight areas of
difficulty and to critique question design.• Response data guides tutor's formative judgments
in directing teaching appropriately.
Careers Wales 20 February 2008
Thank you for listening.
Questions?
